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"I Can!": Building students' self-efficacy

Research-based strategies to build students' self-efficacy

Elizabeth DeOrnellas

on 30 April 2011

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Transcript of "I Can!": Building students' self-efficacy

"I Can!": Building students' self-efficacy What is self-efficacy? One's belief in one's ability to succeed To develop self-efficacy, students must... Believe they have ALREADY
accomplished something Believe they CAN achieve WHY is this important? The psychologist Albert Bandura
found that self-efficacy affects: -How well people
acquire new skills
and knowledge -How well
people perform
on new tasks He also found that... self-efficacy beliefs were a better predictor
of future performance than
forecasting based on past results. So what? There is a role for praise in the classroom, BUT Teachers must be careful to praise EFFORT rather than INTELLIGENCE. Let's let Carol Dweck explain: Now remember, we have two goals: 1. Show students they CAN achieve. 2. Show students they have
ALREADY accomplished something. Dweck's theories on "process praise"
versus "intelligence praise" help
teachers accomplish that first goal. In other words...
Always praise students for
how hard they have worked,
NOT for how smart they are. That will cause students to develop a
GROWTH MINDSET that emphasizes a belief in
MALLEABLE INTELLIGENCE. Make this your classroom slogan: Intelligence is NOT fixed.
equals success. Now, how do I show students
that they've ALREADY
accomplished something? The best way to keep students motivated is to provide TIMELY,
CONSTRUCTIVE FEEDBACK through formative assessments. That strategy is called
"Assessment for Learning," and it can take many forms. The basic principles of
"Assessment for Learning" are as follows: 1. Give students multiple chances to master important skills. 2. Create a grading system
that rewards progress and
doesn't penalize students
for taking longer to reach
mastery. Here's an example of how
"Assessment for Learning"
might play out in the
real world: To avoid the problems
shown in the video,
create a grading system
that rewards students
for mastering concepts,
regardless of how long
they take to reach their goal. For example, you could allow
students to retake
important exams
an unlimited number
of times. That policy creates
an environment in which
the ultimate goal
is for the students to
demonstrate mastery
of the targeted skills,
no matter how many tries
it takes for them to reach that goal. There is much more that could be said about building self-efficacy in general
and "Assessment for Learning" in particular. For now, remember these principles:

1. Intelligence is NOT fixed.
HARD WORK plus perseverance
equals success. 2. Praise EFFORT, not intelligence. 3. Create a grading system
that rewards PROGRESS
and recognizes that the
ultimate goal should be for
students to achieve mastery,
regardless of how long
they take to reach their goal. Don't forget to create
a tracking system so that
students can visually see
their progress. Simple spreadsheets
or graphs can accomplish this goal.
Full transcript