2016 Goal: to develop the learning agency of students with low self-management and low self-efficacy.
- Increasingly aware of the need to explicitly teach core skills such as the key competencies and the habits of mind. The cynic in me believes that the students that already have strong self efficacy pick up on these skills naturally when given the right environment. This is often what I get measured on because these students demonstrating these skills are often visible.
- Self-directed units of work have become more and more frequent in my classes. Last year I pushed this to new levels in having students create and pursue their own courses in Level Three Media. A student captured what this was like in this write up.
- 2016 is seeing my Media classes attempt a multi-level structure, which will be unit based, but with opt-in class time and opt-in assessments (with four set due dates for the whole class).
- I want my students to have a high degree of agency, be in charge of their learning and make good choices. I believe in giving them the space to do these things, and having reflective processes in place so that we can learn from them. I have observed though that historically I don’t make significant shifts with the students with the weakest levels of self-efficacy and motivation. Two students last year only achieved 6 credits, and one achieved none in a course where they were given the power to act. In interviewing them at the end of the year I still didn’t feel they had gained much knowledge into how they learn, and therefore the approach of the course simply wasn’t valuable for them.
Action and Next Steps
- Identify five students for a focus group to track and work with through the year. Each of these five students have low rate of participation in self-motivated tasks as observed in term one. The table below captures a snapshot of these five students. They represent a range of ethnic groups (including Pasifika and Maori) and are all boys which aligns with a our school goals of increasing achievement for these groups.
- With these five students I’ll run an individual discussion with each of them to explain what I’m focusing on this year. I’ll then give them a formative survey to collect some data about where they see themselves in relation to some specific skills. Something I’ll repeat later in the year to measure shifts. Then I plan to run focus lunches where I’ll bring the students together to talk about agency and learning and co-construct interventions for us to follow through with.
- Explicitly teach key competencies, self-efficacy, growth mindset, and the habits of mind. I say this often, but I don’t often talk about how. It’s on the list for a future blogpost.
- Look into current research into motivation and ways to build agency. As a starting point, here are some gems from this post on cult of pedagogy:
What studies suggest motivates students:
- Students are more motivated academically when they have a positive relationship with their teacher
- Choice is a powerful motivator in most educational contexts.
- For complex tasks that require creativity and persistence, extrinsic rewards and consequences actually hamper motivation.
- To stay motivated to persist at any task, students must believe they can improve in that task.
- Students are motivated to learn things that have relevance to their lives.
- Further research in this document that collates heaps of info presented by Jim Wright at a CCSE conference:
Six reasons for motivation deficit:
- The student is unmotivated because he or she cannot do the assigned work.
- The student is unmotivated because the ‘response effort’ needed to complete the assigned work seems too great.
- The student is unmotivated because classroom instruction does not engage.
- The student is unmotivated because he or she fails to see an adequate pay-off to doing the assigned work.
- The student is unmotivated because of low self-efficacy—lack of confidence that he or she can do the assigned work.
- The student is unmotivated because he or she lacks a positive relationship with the teacher.
Finally, this approach is connected strongly to our school’s vision (below) and placing students’ at the centre of their learning. I hope tat I will be able to understand more about low self-efficacy learners and develop more successful ways of helping them this year, and in the years to come.