Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Productive Persistence 101
Transcript of Productive Persistence 101
What do you think of this experience?
Ask any questions
If you agree, sign the contract in front of a witness.
Kindly ask your witness to sign your contract.
Give back to the facilitator.
The field doesn't agree on what improves students success.
Starting Strong package
Week 1 - 4 routines and interventions
to establishing such a classroom culture:
Productive Persistence 101
Promising Ideas Exist
Research in Psychology
Promoting tenacity + good strategies
in the classroom
Community College Pathways Program
"reclaiming students mathematical lives"
Student Agency Improvement Community
Productive Persistence Network
Maybe I don't belong here..
Maybe I don't have what it takes
What's is the point?
"Being a 'math person' or not is something about you that you really can't change. Some people are good at math and other people aren't."
Sample size ~ 1100 Statway students
What has been tried has generally been ineffective
summer bridge programs
cash transfers based on students performance
90% of Community College students success programs evaluated in randomized showed no long-term effects on credit attainment or GPA
In the Field
Brief/inexpensive interventions with large and enduring effects from K-12 and 2-year and 4-year settings.
Network improvement communities to widely test and share interventions
Blackwell, Trzesniewski, & Dweck, 2007, Child Development
Jamieson et al., 2009, Journal of Experimental Social Psychology
Walton & Cohen, 2011, Science
Hulleman et al. 2009. Science
Targeted psychological interventions
(1) Shifting students’ notions of mathematical doing and learning;
(2) Developing relationships of trust with students;
(3) Establishing norms of collaborative learning for social belonging and mathematical learning;
(4) Promoting skills and strategies for success in college.
Most people don’t know that when they practice and learn new things, parts of
their brain change
and get larger, a lot like the muscles do. This is true
even for adults.
So it’s not true that some people are stuck being “not smart” or “not math people.”
You can improve
your abilities a lot, as long as you
use good strategies
Work in groups of 4 - 3 members
Initiating groups discussions.
Making sure every one has a chance
to express their ideas, opinions, questions.
Makes sure group remains on task.
Writing down group's responses.
Writing down all notes from instructor.
Reviews all members' responses and notes for completeness.
Writes final assignment to be tuned in.
Checking their group's understanding
before moving on.
Review's group roles and
responsibilities for the day.
Keeps track of time.
Presenting the group's responses.
Discussing group work with instructor.
Posing questions to another groups.