Skills for Success

1. Skills for Success How can students develop skills that might enhance success in AP Psychology and subsequent future learning opportunities?

2. Lesson #1 • You can be a genius, but it doesn’t happen by just dropping out when it gets tough.

3. GRIT. . .What’s next with Angela Lee Duckworth • https://www.youtube.com/watch?v=FBM0P1IvlEw • Here is another facet of the work of the “GRIT” psychologist. Let’s watch for just a few minutes. • What is a genius? Are you genius? Are your students geniuses? How can we help our students become geniuses?

4. It’s Genius! With elbow partners, discuss the following questions. • Angela Lee Duckworth states, “there is a gap between what kids can do and what they do,” would you agree? • Based on work by Catharine Cox (Miles) who studied the historical data on 301 geniuses, what makes a genius? • According to Angela Lee Duckworth, what is GRIT? • Angela Lee Duckworth states that “skill is what happens when talent is multiplied by effort.” Do you agree or disagree? • What are the steps that can be done to enhance human skill through deliberate practice? (Four steps) • Can you become genius? • Can you help your students become geniuses?

5. Lesson #2 • Self-Control

6. self control Strategies for school age children Angela Lee Duckworth • https://www.youtube.com/watch?v=X1euhGUKIRc • “The most important scientific discovery about self-control is that it can be taught.” • Walter Mischel (Marshmellow Test) • I know! There is a bit of discussion on this research out now.

7. Process Model of Self-Control • Situation Selection • Situation Modification • Selective Attention • Cognitive Re-appraisal • Response Modulation

8. PLAN AHEAD • W Today’s study wish: • O Best Outcome: • O Obstacle: • P If, then plan: • If _________________, then____________. • Obstacle (time/place). Action (to overcome obstacle) • With practice this can become a habit.

9. William James (1899) on the role of habit formation • Our virtues are habits as much as our vices. . .Our nervous systems have grown to the way in which they have been exercised, just as a sheet of paper . . . Once creased or folded, tends to fall forever afterwards into the same identical fold.

10. Socratic Seminar • Step One: Select appropriate text (p. 2-3 or 4) • Step Two: Prepare for seminar (leader develops open ended question from text) • Step Three: Contracting (explain the process) • Step Four: The Socratic Seminar (fishbowl may be used-participants and observers) • Step Five: Reflection and Evaluation

11. Open Ended Question from text • Select one of the readings and one group to participate in. • College is not the 13th Grade, Drew Appleby • We are teaching GRIT the wrong way, David DeSteno • Open Ended Questions: • Reading #1: In what ways is college not the 13th grade? What can we do to help our students realize this concept and overcome the hurdles of freshman year? • Reading #2: What’s GRIT? What type of GRIT should we be teaching to allow for greater success of our students in their futures?

12. What do you feel are the academic skills students most need to be successful in high academic classes?

13. Categories for Additional skills for success • Listening Skills (Note Taking Listening_habits-3) • Note-taking Skills (Lecture) • Note-taking Skills (Academic Reading) • Thinking Critically and Visibly • Vocabulary (in M/C Monster session)

14. Listening Skills • What can be done about listening? • Do your students “listen” well? • What can be done about listening?

15. Listening Skills • See provided article: Note taking listening habits, “What Can Be Done About Listening” • Note: The date of the article, what has changed? • Suggested ways to enhance listening: • Anticipate the next point • Identify supporting material • Recapitulating • Dartmouth College (2001)

16. Practice Listening Skills • Samples • https://www.npr.org/sections/health-shots/2017/07/06/535608442/architecture-of-an-asylum-tracks-history-of-u-s-treatment-of-mental-illness • Speaking a foreign language (NPR) Parlez-vous+français • Yawning from Vsauce (Clips for Class) • Model Questioning Techniques

17. Note taking Skills • See provided article “Notetaking Tips” • See provided article: “Effective Notetaking Dos and Don’ts” • See provided article:“ NOTE-TAKING IN THE 21st CENTURY: TIPS FOR INSTRUCTORS AND STUDENTS” • See provided article: “The Pen is Mightier Than the Keyboard” • The Cornell Method Dartmouth College • Sample Presentation • Sample “Hawk Cornell Notes”

18. Critical Thinking? What is it? • Critical thinking: What is It? • Critical thinking is a type of critical analysis • A purposeful reflective judgment to determine what to think or what to do • It is applying what we know to a novel situation

19. Why Do I Care? • It is a key to success for the AP Psychology student. It is a key to success for the AP Psychology student. • In both the multiple choice and free response questions on the AP Exam, you will make good use of your critical thinking skills.

20. Jane Halonen • Critical Thinking Companion, Jane Halonen, Worth Publishers • Not a new source(read as OLD), but excellent for developing critical thinking skills particularly for the FRQ. I update ideas for use in my class. • I do this in many ways, orally, written, in groups, as outside assignments and much more. (examples with The Brain Session) • Other sources are available. Your suggestions?

21. Subsequent Session: Making Thinking Visible in the AP Psychology Classroom • And Study Skills will be addressed in later session

22. Recap. . .Lessons we can teach our students • #1 You Can Be A Genius/ How? • #2 Self-Control/ Can you teach it? • #3 College is not the 13th Grade • #4 Skills, listening, reading, notetaking • #5 Thinking, critically and visibly • #6 Study Skills