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
GEARing-UP to Help Students Thrive
Morning Overview
1. Cover two burning questions on your mind….
2. Get to know each other (“That’s Me!”)
3. Today’s students (“That’s Them!)
4. Surviving vs. THRIVING
5. Three strategies for promoting THRIVING
6. Summary of GEAR-UP data
7. Small group discussion: Concept and data in support of planning
Getting to know each other….
That’s Me!
Today’s Students
That’s Them!
GEAR-UP- 2000
Year the average new GEAR-UP student was bornPresident 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 yetVladimir Putin is elected president of RussiaUS jobless rate lowest since 1970Faith 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
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)
That’s Them!
1. Rural Life1. Define “rural”
2. College Life1. No trunk room2. No ironing room3. No set hours for the dining halls4. No curfews5. No fines for misconduct
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'
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."
Youth Talk About Their Sparks
http://www.youtube.com/watch?v=bP89iBasyCE#t=48
Sparks Matter: Finding Your Spark
“Sparks Champion”
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
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:
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:
THOMAS G. FETSCO, PH.D.
The Metacognitive Perspective on “That’s
Them.”
Students’ Self-Awareness
“You don’t even know what you don’t know.” (My father and maybe yours)
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.
Why Measure Metacognitive Calibration?
Monitoring as a first step in self-regulationRequirement that college students be able to
self-regulateThe need for multiple non-overlapping
measures of metacognitive growthDo our students fit the expected pattern?
Calibration Research Questions
1. Is there a tendency for GEAR UP students to over-predict their performance.
2. Is there a tendency for higher achieving students to be more accurately calibrated than their lower achieving peers.
3. Are the patterns of calibration similar for reading and math?
4. Is there a relationship between calibration accuracy and students identifying a need to seek help in an academic area?
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 Questions13 to 18 Questions19 to 24 Questions25 to 30 Questions
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 Questions7 to 12 Questions13 to 18 Questions19 to 24 Questions25 to 30 Questions
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.
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.
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.
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%).
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.
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.
Math Calibration by Site
# of Respondents Under-estimate Accurate Over-estimate
Black Mountain Elem School 66 2 3.0% 16 24.2% 48 72.7%
Bradshaw Mountain Middle Sch. 153 12 7.8% 22 14.4% 119 77.8%
Bullhead City Jr High School 154 10 6.5% 28 18.2% 116 75.3%
Cactus Middle School 306 24 7.8% 55 18.0% 227 74.2%
Casa Grande Middle School 194 7 3.6% 31 16.0% 156 80.4%
Cottonwood Middle School 163 18 11.0% 28 17.2% 117 71.8%
Fox Creek Junior High School 157 5 3.2% 28 17.8% 124 79.0%
Glassford Hill Middle School 174 12 6.9% 38 21.8% 124 71.3%
Kingman Middle School 213 16 7.5% 38 17.8% 159 74.6%
Liberty Traditional School 69 9 13.0% 18 26.1% 42 60.9%
Mountain View Preparatory Sch. 25 1 4.0% 7 28.0% 17 68.0%
Oak Creek Elementary School 26 1 3.8% 7 26.9% 18 69.2%
Paul H Huber Middle School 144 11 7.6% 22 15.3% 111 77.1%
Ray Borane Middle School 128 8 6.3% 22 17.2% 98 76.6%
Villago Middle School 273 10 3.7% 50 18.3% 213 78.0%
White Cliffs Middle School 214 18 8.4% 44 20.6% 152 71.0%
Winslow Junior High School 141 10 7.1% 21 14.9% 110 78.0%
Total 2600 174 6.7% 475 18.3% 1951 75.0%
Reading Calibration by Site
# of
Respondents Under-estimate Accurate Over-estimateBlack Mountain Elem School 67 8 11.9% 21 31.3% 38 56.7%
Bradshaw Mountain Middle Sch 153 23 15.0% 48 31.4% 82 53.6%
Bullhead City Jr High School 154 13 8.4% 37 24.0% 104 67.5%
Cactus Middle School 305 40 13.1% 74 24.3% 191 62.6%
Casa Grande Middle School 195 23 11.8% 31 15.9% 141 72.3%Cottonwood Middle School 163 24 14.7% 48 29.4% 91 55.8%Fox Creek Junior High School 156 15 9.6% 26 16.7% 115 73.7%Glassford Hill Middle School 174 30 17.2% 47 27.0% 97 55.7%
Kingman Middle School 212 22 10.4% 49 23.1% 141 66.5%Liberty Traditional School 69 11 15.9% 30 43.5% 28 40.6%Mountain View Preparatory Sch 25 4 16.0% 8 32.0% 13 52.0%Oak Creek Elementary School 26 10 38.5% 7 26.9% 9 34.6%
Paul H Huber Middle School 144 19 13.2% 27 18.8% 98 68.1%Ray Borane Middle School 126 13 10.3% 22 17.5% 91 72.2%Villago Middle School 274 29 10.6% 62 22.6% 183 66.8%
White Cliffs Middle School 214 20 9.3% 51 23.8% 143 66.8%Winslow Junior High School 142 12 8.5% 22 15.5% 108 76.1%
Total 2599 316 12.2% 610 23.5% 1673 64.4%
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?
