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Productive Persistence 101

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by

Milena Cuellar

on 3 March 2015

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Transcript of Productive Persistence 101

Productive Persistence
tenacity
What do you think of this experience?
Student Contract
Please:
Read
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.
Starting point
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
Group Roles
Promoting tenacity + good strategies
in the classroom

http://www.carnegiefoundation.org/in-action/
Community College Pathways Program
"reclaiming students mathematical lives"
Student Agency Improvement Community
[SAIC]
Productive Persistence Network
Maybe I don't belong here..
Maybe I don't have what it takes
What's is the point?
Psychological barriers
"
"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
http://www.carnegiefoundation.org/in-action/pathways-improvement-communities/
http://www.carnegiefoundation.org/in-action/student-agency-improvement-community/
What has been tried has generally been ineffective
course redesigned
summer bridge programs
Intensive mentoring
learning communities
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

+
good practice
Explicit Connections
Deliberate Practice
Productive Struggle
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
practice
and
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.
Facilitator
Monitor
Recorder
Liason/Presenter
https://www.polleverywhere.com/free_text_polls/VOxbmw0c0AuhLCS
Full transcript