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Published by gkrall
From Carnegie Foundation
From Carnegie Foundation

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Published by: gkrall on Nov 14, 2013
Copyright:Attribution Non-commercial


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Have accurate knowledge about succeeding in the course and navigating the institution.
Use learning strategies that are appropriate for the academic challenge they are facing.
Have strategies for regulating anxiety.
Have the know-how and self-discipline to set and prioritize long and short-term goals over short-term desires and distractions
Believe they can actively grow their math ability with effort, help, and good strategies.
View math success as something “people like them” do, and not something “other people” do.
See that math isn’t just a set of algorithms to be memorized but a connected set of concepts that can be understood and applied.
Students believe the knowledge from the course is relevant to a personal or socially-valued goal.
Students feel as though they are completing academic tasks for personal reasons.
Students see how completion of this course is
relevant to goals for degree/certificate completion.
Students feel comfortable asking questions
Students do not feel stigmatized due to membership in a negatively stereotyped group.
Students feel they are a necessary and important part of the classroom community. Faculty believe students can succeed if they develop more productive skills and mindsets.
Faculty integrate PP principles in how they talk to students and in the curriculum they assign.
Students feel that the professor cares that they, personally, succeed in the course and in college. Faculty see helping their students to productively persist as part their role as an instructor
Faculty know how to promote productive skills and mindsets.
Informative syllabus provided and productive classroom
norms established in the first 3 weeks.
Students write about a goal and a potential obstacle to it and then pre-decide on an action to take when it arises.
Incorporate self-regulated learning into the classroom.
Students write about their worries before an exam.
Train students to interpret arousal as a challenge.
Short, intermediate and long-term goal setting incorporated directly into the course.
Students have skills, habits and know-how to succeed in college setting.
Students believe they are capable of learning math.
Students believe the course has value.
Students feel socially tied to peers, faculty, and the course.
Faculty and college support students’ skills and mindsets.
Students continue to put forth effort during challenges and when they do so they use effective strategies.
Course dropout rate
(after census) is less than 10%.
At least 70% of students
pass the first term.
At least 65% of students enroll in the second term.
Possible measures:
Time on task
Strategy use Help-seeking
Revising work
Students complete growth mindset writing exercise.
Faculty emphasize effort and strategies rather than luck or lack of ability as explanations for success or failure.
Curriculum materials emphasize conceptual understanding and connections between concepts.
Students hear from similar peers who struggled in math but overcame that struggle and became better at math.
 Faculty emphasize the importance of connecting course objectives to personal and social goals.
At beginning and throughout course explain to students
how the course leads to degree/certificate completion.
Ask students to generate personal reasons for mastering a course objective rather than telling them a rationale.
Show students that initial social difficulties are common,
temporary, and do not signal an inability to belong.
Create expectations and opportunities for classroom collaboration that is productive and involves all students.
Implement a course contract early in the term. Accompany criticism or low scores with a reminder of the course’s high standards and an assurance of the student’s potential to reach those standards.
Have routines for noticing attendance and participation. Train faculty in how to reinforce that productive struggle and effort can produce deeper math understanding.
Train faculty to embed learning strategies in curriculum
Primary Drivers
Secondary Drivers
Initial Change Ideas
Produc've Persistence
Present the rationale and evidence for the importance and malleability of PP drivers.
Students do not question whether they belong.

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