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Assessing and Addressing Barriers;
Implications for Today’s College Classroom
Dorothy A. Osterholt
Sophie Lampard DennisLandmark College, Putney, Vermont
Where Students Learn DifferentlyCRLA 2013
Overview
Defining “At Risk” students Identifying Barriers to Learning Assessing Student’s Barriers Addressing 4 Domains that Affect
Learning Bringing Equity to the Classroom
through Collaborative Learning Collaborative Learning Activity
Who Are “At-Risk Students?”
Data Results 2009Student Perspective of Academic Behaviors
End of Semester Results
Beginning of Semester Results
© 2008 Osterholt and Barratt
Barriers Identified
Student perception of the barriers that prevent their success in the classroom© 2008 Osterholt and Barratt
Four Domains of Learning
Four Domains of Learning
MotivationAble to comprehend the meaning
ofconcepts, see their relevance
within a larger context, set realistic
personal & academic goals
Self-RegulationAwareness, understanding and
monitoringof executive functioning skills
Social/Emotional Influences
Awareness and management ofemotional triggers
Ability to manage stress
Academic Skill Attainment
Ability to apply appropriate thinking,
reading and writing skills to complete
academic tasks
Areas that
Contribute to
Academic
Success
Observable Student Behaviors
•Please Note: students' characteristics do not necessarily fit this neatly into the 4 areas; there is a considerable amount of overlap between student need and domains.
• Long & Short-Range Goals• Understanding• Meaning is Established• Clearly Established Expectations • Perseverance• Flexibility• Appropriate Support System• Able to ActivateBrooks, R. (2006), Ames & Ames (1980, 1990)
• Awareness of Triggers that Induce Anxiety
• Resilience• Awareness of Strengths &
Challenges• Optimistic Outlook• Social Intuition• Detects Social CuesRichard J. Davidson & Sharon Begley (2012)
• Organized • Established Routine• Maintains Focus• Maintains Willpower to Complete
Tasks• Completes Tasks on Time• Reduces Stress • Maintains Physical & Emotional Well-BeginBJ Zimmerman (1990), Ratey, J. (1995)
• Content Mastery • Consistent Work• Critical Thinking & Problem Solving• Uses Effective Learning Strategies
for Thinking, Reading & Writing• Open-MindedDunlosky, ,Rawson, Marsh, Nathan & Willingham
(2013)
Motivation Social/Emotional Development
Self-Regulation Academic Skill Attainment
What would you hear?
•I hate this stupid assignment•I don’t know why I have to do this•The teacher’s assignments never make sense•I am not very good at-
•I’m always being interrupted by friends!•I had to take my friend to … and now I have an hour to finish this•I keep missing class and I am lost•I lost my assignment, then I missed my office hour appt.
• How do I…?• I don’t know how to -• I need to-• I want to…(organize,
read, write)• I don’t understand-• Can you help me with-
• This assignment is past due because I keep putting it off
• I can’t seem to get started
• I don’t care about the topic or assignment
• I don’t see the point of this assignment
Motivation
Self-Regulation
Social/Emotional
Academic Skills
Collaborative Learning as a Tool for Addressing 4
Domains
“Developing understanding, assimilating knowledge, acquiring skills, exploring new
perspectives, and thinking critically are activities that prompt strong feeling.”
-Stephen Brookfield, The Skillful Teacher
Historical Context
1897: Earliest American Study, 1981 Slavin “Cooperative Learning”
1924: Vygostky, 1950 Piaget, 2003: Liff, 2006: Brookfield “Social-emotional development”1990’s: Mazur “Peer-instruction”/ ”Flipped Classroom”1997: Johnson & Johnson “Collaborative Learning”
Defining Collaborative Learning
Collaborative learning combines student learning and content coverage within an
interdependent participatory community.
Students are given relevant and meaningful work that is structured and supported as they learn to respect and
negotiate different points of view, solidify and rehearse content and build
positive academic connections in an effort to move toward a collective goal.
Collaborative LearningAddresses all 4 Domains
Deeper examination of content
Respectful listening and responding to others
Oral rehearsal of concepts Peer-peer learning
Work toward common goal Application of critical thinking
Responsibility to others Build academic connections
Respect of different perspectives
Equity in the classroom
Collaborative Learning in Practice
Provide explicit language modeling behavior/interactions independent application Individual responses Pairs Triads Small- larger groups
Setting the Stage for a Collaborative Learning
ClassroomFirst Day Collaborative Skill Building Activity
Objective: To promote class participation that activates background knowledge and fosters active listening and participation.
How does the current economy affect your future? Motivation1.After the question is posed students are asked to think about their response quietly. Motivation and Academic Skills2.Faculty asked students to respond in turn one at a time until all students have responded. Self-regulation and Social/EmotionalRule: Only one student at a time speaks. Everyone else must actively listen. If another student says what you wanted to say, they should refer back to that student’s comment and build on it.
Lecture could then ensue content related to the activation question such as how the economy affected business historically? Follow up: Pair up and draw connections between what happened in the past as presented in the lecture and the concerns shared at the beginning of the class. Academic Skills Social/Emotional and Motivation
Small Group CL ActivityBuilding Knowledge
Activity: Dr. Brooks’ 6 Attributes of SuccessStudents read Creating Motivating Environments by Dr. Robert Brooks motivation, Academic SkillsIn groups of six, each first becomes an expert on one of the six attributes for success motivation, Academic Skills Groups reconfigure so that all six attributes are represented by one person. Each student represents his/her attribute as their group discusses the meanings and connections between all six
Self-regulation, Social/Emotional, Academic SkillsThe group creates a visual model that illustrates the relationships between the attributes in the article, and shares it with the class for discussion
Self-regulation, Social/Emotional, Academic Skills
Complex Collaborative Learning Activity
Group Oral PresentationProblem: The town of Putney is in need of small businesses that would
provide greater economic growth and positive community gathering places
Steps to Completion Assignment Criteria Skill Domain
Addressed
1. Topic selection As a group, select a product to be Academic Skill Att.
marketed locally that represents Motivation responsible stewardship
2. Research and Research and task delegation of feasibility, Academic Skill Att.
Role Assignment market demands, product development, Self-Regulation
capital funding and marketing Motivation
3. Preview and Produce and Rehearse presentation of the Social/Emotional
Peer Review product and development process, Academic Skill Att.
using appropriate tools 4. Presentation Make an appointment and present ideas
Social/Emotional to the town’s representatives Motivation 5. Reflection and Solicit feedback from town representatives,
Social/Emotional Next Steps peers, outside group and instructor Academic
Skill Att. to use for group reflection and future planning
Collaborative Learning Activity
Take a moment to think of a collaborative activity that you have used, or could use in a classroom
Write your idea on your card Create a group with each color represented and each
share your idea Choose one idea through consensus to develop Thinking about the 4 Domains of Learning, shepherd
your domain (represented by the color of your card) to the group.
Make sure all domains are represented within the collaborative activity you design
Student Quotes
“I liked having conversations and spirited debate rather than sitting down and being told things, or forced activities.”
“In my personal opinion this is my favorite way to conduct a class. By that I mean through classroom discussion and small group work. It gives me a sense of feeling accomplished by contributing to the discussion but at the same time absorbing new information or opinions without even knowing that I am absorbing that material at the exact moment.”
“It was good because we all pulled out our thoughts on the topic and really came to a greater understanding of tolerance and its various uses in situations.”
“I was very attentive, which I am not many times in most classes, which means the class lesson kept me from being bored.”
Collaborative Learning Network Website
http://www.wix.com/dosterholt/collaborative-learning-network