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GEARing-UP to Help Students Thrive

GEARing-UP to Help Students Thrive. Gypsy Denzine, Ph.D., Associate Vice Provost for Engagement & Outreach, West Virginia University April 30, 2014 2014-15 (Year 3) AZ GEAR UP Planning meeting. Morning Overview. Cover two burning questions on your mind….

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GEARing-UP to Help Students Thrive

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  1. GEARing-UP to Help Students Thrive Gypsy Denzine, Ph.D., Associate Vice Provost for Engagement & Outreach, West Virginia University April 30, 2014 2014-15 (Year 3) AZ GEAR UP Planning meeting

  2. Morning Overview Cover two burning questions on your mind…. Get to know each other (“That’s Me!”) Today’s students (“That’s Them!) Surviving vs. THRIVING Three strategies for promoting THRIVING Summary of GEAR-UP data Small group discussion: Concept and data in support of planning

  3. Getting to know each other…. That’s Me!

  4. Today’s Students That’s Them!

  5. GEAR-UP- 2000 Year the average new GEAR-UP student was born President W. Bush wins US president election with narrow margin (chads) IPOD just invented, with iTunes coming later; YouTube 4 years away; Wikipedia did not exist yet Vladimir Putin is elected president of Russia US jobless rate lowest since 1970 Faith Hill top of the charts with “Breathe”; Santana featuring Rob Thomas #2 with “Smooth” The Language Monitor determined the most commonly word of the decade was “global warming” Safe to now throw away the bottled water and can goods from “Y2K” and the turn of the millennium

  6. That’s Them! They have always known TV to have at least 500 cable channels They can’t picture people carrying suitcases through an airport without wheels They have no memory of a family showing success and status by having a new set of bound encyclopedias on the bookshelf First generation to not have grandparents who tell personal stories about the Great Depression (aluminum foil, baggies, paper towels)

  7. That’s Them! • Rural Life • Define “rural” • College Life • No trunk room • No ironing room • No set hours for the dining halls • No curfews • No fines for misconduct

  8. Three strategies for promoting thriving in students 1. Challenge notion that "learning is fun" 2. Challenge belief "today's student learn differently" 3. Find their "SPARKS'

  9. Sparks Search Institute (1990)- framework of 40 Developmental Assets Sparks—when illuminated and nurtured—give young people joy, energy, and direction. They have the power to change a young person's life from one of "surviving" to "thriving."

  10. Youth Talk About Their Sparks http://www.youtube.com/watch?v=bP89iBasyCE#t=48 Sparks Matter: Finding Your Spark “Sparks Champion”

  11. Thriving and Sparks Search Institute research shows that students who thrive have two important supports: 1. knowledge of what their sparks are 2.adults who support the development of those sparks. Several research studies show that creative arts, athletics, and learning are the top interests that kids identify as their personal sparks. Other activities like reading, volunteering, nature, and spirituality also spark kids’ passions.  Students who know and develop their Sparks—and who have adults in their lives to help—have • higher grades • better school attendance and physical health • empathy and social competence • concern for the environment • a desire to help others and a sense of purpose

  12. Source: http://www.search-institute.org/research/developmental-relationships-and-sparks http://www.search-institute.org/research/developmental-relationships-and-sparks Young people who know and nurture their sparks are more fully engaged in school have other positive life outcomes. Results from a 2010 national study by Search Institute of 1,860 15 year olds:

  13. References Benson, P. L., & Scales, P. C. (2009). The definition and preliminary measurement of thriving in adolescence. Journal of Positive Psychology, 4(1), 85–104. doi:10.1080/17439760802399240 Benson, P. L., & Scales, P. C. (2011). Thriving and sparks. In R. J. R. Levesque (Ed.), Encyclopedia of adolescence (pp. 2963–2976). New York: Springer. doi: 10.1007/978-1-4419-1695-2 King, P. E., Dowling, E. M., Mueller, R. A., White, K., Schultz, W., Osborn, P., Dickerson, E., Bobek, D. L., Lerner, R. M., Benson, P. L., & Scales, P. C. (2005). Thriving in adolescence: The voices of youth-serving practitioners, parents, and early and late adolescents. Journal of Early Adolescence, 25(1), 94-112. Scales, P. C., & Benson, P. L. (2005). Adolescence and thriving. In C. B. Fisher, & R. M. Lerner (Eds.), Encyclopedia of applied developmental science: Vol. 1 (pp. 15–19). Thousand Oaks, CA: Sage. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). The contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4, 27–46. Scales, P. C., Benson, P. L., & Roehlkepartain, E. C. (2010). Adolescent thriving: The role of sparks, relationships, and empowerment. Journal of Youth and Adolescence, 40 (3), 263-277. doi:

  14. The Metacognitive Perspective on “That’s Them.” Thomas G. Fetsco, Ph.D.

  15. Students’ Self-Awareness “You don’t even know what you don’t know.” (My father and maybe yours)

  16. Metacognitive Calibration Metacognitive calibration has been traditionally conceptualized as the “accuracy of learners’ perceptions of their own performance.” Pieschl, S. (2009). Metacognitive calibration—An extended conceptualization and potential applications. Metacognition Learning, 4, 3-31.

  17. Why Measure Metacognitive Calibration? Monitoring as a first step in self-regulation Requirement that college students be able to self-regulate The need for multiple non-overlapping measures of metacognitive growth Do our students fit the expected pattern?

  18. Calibration Research Questions • Is there a tendency for GEAR UP students to over-predict their performance. • Is there a tendency for higher achieving students to be more accurately calibrated than their lower achieving peers. • Are the patterns of calibration similar for reading and math? • Is there a relationship between calibration accuracy and students identifying a need to seek help in an academic area?

  19. EXPLORE Math Calibration Item The EXPLORE Math test has a total of 30 pre-algebra, algebra, geometry, and statistics/ probability problems. You will have 30 minutes to solve those problems. About how many of those 30 problems do you think you solved correctly? 0 to 6 Questions 7 to 12 Questions 13 to 18 Questions 19 to 24 Questions 25 to 30 Questions

  20. EXPLORE Reading Calibration Item The EXPLORE Reading test requires that you read a few passages and answer questions about what you have read. There are 30 questions on this test, and you will have 30 minutes to read the passages and answer the questions. About how many of the 30 questions do you think you answered correctly? 0 to 6 Questions 7 to 12 Questions 13 to 18 Questions 19 to 24 Questions 25 to 30 Questions

  21. Needs Assessment Question from EXPLORE Students are asked to select areas of need for additional help. It is another form of self-monitoring. Data are on the infographic.

  22. Findings About 2600 or 80% of GEAR UP 8th grade students completed the calibration questions on the fall 2013 EXPLORE. Overall, less than 20% of GEAR UP students accurately estimated the score range for their performance on each test, and a small percentage of students underestimated their performance (7% for math and 10% for reading). The majority of GEAR UP students overestimated their performance on both EXPLORE Math and Reading. On the Math test, 75% of the students over-estimated their performance, while 54% of the students over-estimated their performance on the Reading test.

  23. Findings (Con.) Site-level results revealed the same pattern as the program level findings for both math and reading tests, with the exception of Oak Creek Elementary School, where approximately 65% of students under-estimated or accurately estimated their performance.

  24. Findings (Con.) Higher scoring students on these tests were more accurately calibrated than lower scoring students. Lower-scoring students who overestimated their math performance had a lower likelihood of indicating need for additional help in math (43.8%) than those who accurately estimated the math test performance (56.4%) or underestimated their performance (53.3%).

  25. Findings (Con.) A similar pattern was found for Reading, but the results were not statistically significant. Among students who did not meet the reading benchmark, a lower percentage of those who overestimated their performance (25.6%) expressed a need for additional help than their counterparts who either accurately estimated (28.7%) or underestimated their performance (29.0%). In part, these findings could be attributed to the overall higher level of performance on the Reading test.

  26. Implications Inaccurate calibration seems to be a general issue across students and content area. We may want to consider how to provide students with scaffolded practice with self-reflection. My dad may have been right again.

  27. Math Calibration by Site

  28. Reading Calibration by Site

  29. Small Group Discussion Based on the concepts presented and the data shared, what is something you will take into consideration as you begin the planning process for next year?

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