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7 th Grade PEP Academic Planning
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7 th Grade PEP

Feb 09, 2016

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7 th Grade PEP. Academic Planning. Overview. Evaluate college readiness Assess growth vs. fixed mindset Assess internal locus of control Review the research related to academic achievement!. The “IT” factors?. “IT” Factors for College & Career Success. - PowerPoint PPT Presentation
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Page 1: 7 th  Grade PEP

7th Grade PEPAcademic Planning

Page 2: 7 th  Grade PEP

Overview1. Evaluate college readiness2. Assess growth vs. fixed mindset3. Assess internal locus of control4. Review the research related to

academic achievement!

Page 3: 7 th  Grade PEP

The “IT” factors?

Page 4: 7 th  Grade PEP

“IT” Factors for College & Career

Success • What do you think is the most important factor in

determining whether or not someone is college and career ready?o Brainstorm ideas: record top 10 ideas on blank pieces of

paper and post in the front of the roomo Class vote: Hand out 3 sticky colored dots to each

student. Each dot represents one vote. If they want, students may vote for the same factor more than once. Instruct students to walk around the room and distribute their dots as a way to vote for factor(s) they think are most important.

Page 5: 7 th  Grade PEP

Do you have what “IT”

takes?Assessing your

college and career readiness

Page 6: 7 th  Grade PEP

Assessing Your Readiness

• Before I reveal the most important factors in determining college readiness, you will complete several short surveys to evaluate whether or not you are on-track to be college ready

1. Mental Mindset Survey2. Source of Control Survey3. Overall Readiness Rubric

• If you can identify where you might have readiness gaps, you can start making plans to close those gaps.

Page 7: 7 th  Grade PEP

Mental MindsetsFixed vs. Growth

Page 8: 7 th  Grade PEP

Mental Mindset• Fixed mindset:

o Belief that you are either smart or not smart. o Belief that your intelligence and abilities cannot be

changed. o Fear making mistakes and/or always trying to prove

yourself.

• Growth mindset: o Belief that your abilities and intelligence can grow and

change through effort and learning. o View mistakes as learning opportunities.o Learning for yourself, not for anyone else.

Page 9: 7 th  Grade PEP

Mental Mindset• Scientists now know that

the brain is continually changing in response to one’s environment, habits, and experiences.

• Over time, these experiences create patterns in the signal strength of the brain’s nerves, synapses and neurotransmitters.

• As one meets new people, has new experiences and acquires new skills, these activity patterns change.

Information from http://www.alz.org/alzheimers_disease_4719.asp

Page 10: 7 th  Grade PEP

Source of Control

Internal vs. External

Page 11: 7 th  Grade PEP

Internal vs. External• External locus of control:

o Belief that things outside your control are responsible for your successes and failures in life.

o Examples: Lack of intelligence or ability, chance/luck, test difficulty, teacher, family situation, friends, classmates, etc.

• Internal locus of control:o Belief that you are in control and responsible for the

successes and failures in your life.Internal = I am responsible

External = Excuses

Page 12: 7 th  Grade PEP

Readiness Rubric

Page 13: 7 th  Grade PEP

Success Factors & the College Readiness

Rubric• Take time to read through and complete the

Readiness Rubric:Academic Belief or Mindset

Academic ResponsibilityEffort and PersistenceAcademic BehaviorsLearning Strategies

Grades or MarksStandardized Test Scores

• These factors increase the chances of you reaching your college and career goals.

Page 14: 7 th  Grade PEP

Readiness Rubric & Reflection

Page 15: 7 th  Grade PEP

What does the research say?

Divide into 5 groups. Select 2 groups to review academic belief research (slides 17 & 18) and 3 groups to review academic behavior research

(slides 20-21). Instruct groups to review their slide (5 min) and share back what they learned with the

group (10 min).

Page 16: 7 th  Grade PEP

Academic Beliefs

Growth Mindset and Sense of Personal Control are more closely associated with school performance than test scores

(Farrington, Roderick, Allensworth, Nagaoka, Keyes, Johnson, and Beechum, 2012).

Page 17: 7 th  Grade PEP

Academic BeliefsResearch Study by Dweck

Fixed Mindset Group

Growth Mindset Group

Test 1 - 5th Graders were given a puzzle to complete. When they finished, they were told either…

“You must be smart (intelligent).”

“You must have worked really hard.”

Test 2 - Same students were given the choice between a difficult and an easy task.

Most chose the easy task.

90% chose the difficult task.

Test 3 - Same students were given a difficult (8th g.) test.

They gave up quickly. They worked hard at figuring out the puzzle.

Test 4 - Same students then asked if they wanted to see exams of students who did better or worse than them.

Wanted to see exams of students who did worse.

Wanted to see exams of students who did better.

Test 5 - Students were given the original puzzle again to see if they improved.

Scores dropped by nearly 20%.

Raised average score by 30%.

Group 1

Page 18: 7 th  Grade PEP

Academic Beliefs

Outcome: • One week later – Students in treatment group outscored

control group students on practice GRE questions.• One year later - Students in treatment group had higher GPAs

than control group by .27 points and were 80% less likely to have dropped out of school. (Wilson and Linville (1982, 1985)

Control Group Treatment Group1st year college students were shown a video with older college students talking about their academic interests, with no discussion of their grades or class performance.

1st year college students were shown a video with older college students talking about their initial difficulty in college and how their performance and GPA improved over time.

Group 2

Page 19: 7 th  Grade PEP

Academic Behaviors

Attendance, homework, and study habits are more closely related to school performance than test scores.

Page 20: 7 th  Grade PEP

Academic Behaviors• Attendance:

o Researchers followed Chicago 8th grade students with the lowest standardized test scores as they entered high school. The lowest scoring students who had less than a week of absences in a semester passed more of the 9th grade courses than students who entered HS with the highest test scores but who missed just one more week of class (Allensworth and Easton, 2007).

Group 3

Page 21: 7 th  Grade PEP

Academic Behaviors• Homework:

o Students with the lowest standardized test scores (i.e. bottom third) who spent over 10 hours per week on homework were able to raise their grades to mostly B’s, the same grade as students with the highest standardized test scores who did not do their homework (Keith, 1982).

o Time spent on homework has a positive effect on both grades and standardized test scores.

Group 4

Page 22: 7 th  Grade PEP

Academic Behaviors• Attendance and study habits strongly predicts

student’s grades, even more than standardized test scores or any other student background characteristics.

• Grades predict high school and college performance and graduation

• Grades even predict people’s future alary.o For each point increase in GPA, men and women

earned 20% more money in their jobs 9 years after high school, even after controlling for educational attainment (Miller, 1998).

o Why might this be? Because students who attend class and complete their work are likely to practice work habits needed in college as well as in the workforce.

Group 5

Page 23: 7 th  Grade PEP

Review• Important to remember!

– Smart is not something you are but something you become– Two of the ways you can become smarter is by trying hard and

being organized • When students establish good habits that they do every

day– They will be much more successful in school

• These habits include– Use your planner to organize your time– Take notes in class and when reading school books– Complete homework and class assignments– Seek help to gain a better understanding of the subject– Be prepared for class with all your materials

• A few of the biggest factors in school success is– Believing in yourself– Doing your best– Not giving up when things get difficult

Page 24: 7 th  Grade PEP

Readiness Reflection• Read through the 3 surveys again and use a different color to

show if any of your answers have changed.

• Complete the reflection questions on your worksheet.1. In what ways will improving my academic attitudes and behaviors affect my

performance in school?

2. In what ways will improving my academic attitudes and behaviors affect my college and career goals?

3. In what areas am I currently meeting college readiness and career expectations?

4. In what areas am I still developing college and career readiness?

5. What steps can I take to improve my college and career readiness?

6. My classmates, teachers, counselors, and/or parents could help me in the following ways?

Page 25: 7 th  Grade PEP

Works Cited• Allensworth, E. and Ponisciak, S. (2008). The on-track indicator as a predictor of high

school graduation. Chicago: University of Chicago Consortium on Chicago School Research.

• Farrington, C.A., Roderick, M., Allensworth, E. Nagaoka, J., Keyes, T.S., Johnson, D.W., Beechum, N.O. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.

• Keith, T.Z. (1982). Time spent on homework and high school grades: A large sample path analysis. Journal of Educational Psychology, 74(2), 248-253.

• Miller, S.R. (1998). Shortcut: High school grades as a signal of human capital. Educational Evaluation and Policy Analysis, 20, 299-311.

• Wilson, T.D., and Linville, P.W. (1982). Improving the academic performance of college freshmen: Attribution therapy revisited. Journal of Personality and Social Psychology, 42, 367-376.

• Wilson, T.D., and Linville, P.W. (1985). Improving the performance of college freshmen with attributional techniques. Journal of Personality and Social Psychology, 49, 287-293.

• Inside the Brain: An Interactive Tour. Alzheimer’s Association website: http://www.alz.org/alzheimers_disease_4719.asp

• IQ Mindware website: http://www.iqmindware.com/brain-iq-science/growth- mindsets-failure/, citing work of Carol Dweck.