UBC Academic Support & Enhancement Program – Resource Mapping

• Who are we as a program? • What is my role as an academic leader?• What are my program’s goals, visions,

and/or values? • What do academic support and

enhancement programs provide the greater UBC community?

UBC Academic Support & Enhancement Program – Resource Mapping

What is important about all of us being in the same room?

• What does Learning Look like?

Learning?

POSITIVE NEGATIVE

Behavioral

(observables, such as social cues, actions, body language, words, etc.)

Properties

(associated feelings, thoughts, themes, impressions, intuitions)

Feedback Loops Exercise

GRIT

Defined as perseverance and passion for long-term goals.  It means that you choose to do a particular thing in life and choose to give up a lot of other things in order to do it. And you stick with those interests and goals over the long term.So grit is not just having resilience in the face of failure, but also having deep commitments that you remain loyal to over many years. 

Angela Duckworth

http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain?language=en

ESSENCE

Mindset for Young Adults= Mindsight & ESSENCE

ES: Emotional Spark

SE: Social Engagement

N: Novelty

CE: Creative Exploration

How do you talk to yourself about yourself?

* MUSIC * DANCE

* MATH * STUDY SKILLS

* NAVIGATION * LANGUAGES

* NETWORKING * PUBLIC SPEAKING

Listen to how our children talk about themselves to themselves? What stories do they tell themselves about themselves in these areas?

How can we get their older peers to share stories?

Mindset & the Brain

FIXED Mindset

GROWTH Mindset

http://qedfoundation.org/fixed-vs-growth-mindsets/

• Add “Yet”

• Inner Monologue (periods to question marks)

• Be good Get Better

• What are some things that you thought you could never do….and then you did them?

Mindset & the Brain

Collaborative Learning

“According to Johnson and Johnson (1986), students who work collaboratively achieve higher levels of

thought and retain information longer than students who work alone. Shared learning encourages

students to discuss, to take responsibility for their own learning and become critical thinkers.”

Is it a knot, or not?

Collaborative Learning: What is it?

Collaborative Learning: What Is It?

“Collective, or shared intelligence that emerges from collaboration and competition of many individuals and aims to enhance the social pool of existing knowledge through shared responsibility, authority and accountability.”

- Adapted from Social Change Model of Leadership and Assessment & Teaching of 21st Century Skills

(University of Melbourne)

Collaborative Learning: Why It Is Important

Importance:• Top employability competency desired

by employers in North America. • Advances collective knowledge. • Builds community. • Fosters productive relationships.• Transferable across disciplines. • Diversity fosters innovation and

creativity.

Collaborative Learning: Why It Works

Vygotsky’s Theory of Learning: • Social interaction and language are essential

for learning. • Learning as a process, not an outcome. • Learning activities position learner in zone of

proximal development for optimal learning.• Learning occurs through knowledge sharing

with peers across varying levels of expertise. • Scaffold is integral to enhancing

understanding.

Collaborative Learning: Why It Works

Bruner’s Theory of Learning:

Collaborative Learning: Why It Works

Bruner’s Theory of Learning: • Best learning occurs when learner is

challenged to put thoughts into words and articulate them to someone else.

• Learner should move from concrete to abstract representations of knowledge.

• Knowledge involves “learning rules” and learners need to be introduced to “how to learn”.

Collaborative Learning: Why It Works

Perry’s Theory of Cognitive Development: • Learners should be continually progressing

through framework of cognitive development.

• DUALISM – there is only one answer. • MULTIPLICITY – there are many answers. • RELATIVISM – some answers are better than

others. • COMMITMENT – evidence and critical analysis

is used to determine the best answer.

Collaborative Learning: How It Is Developed

• SELF – individual contributions.• OTHERS – leveraging group diversity. • TRUST – sharing, communication. • COMMON PURPOSE – clearly defined common

outcome.• SHARED RESPONSIBILITY – agreement on roles. • INTENTIONAL INTERACTIONS – continually

interactions among group members. • REFLECTION – checking in on individual and collective

progress.• TRANSITION – identify and reflect on what was

accomplished and what was learned.

Collaborative Learning: Strategies

• Follows sequence of individual work – group work – immediate feedback.

• Group organization.• Student accountability. • Activities promote learning and

teamwork. • Students get frequent and immediate

feedback.

(Michaelsen, Knight & Finck, 2004)