READINESS FROM THE INSIDE OUT: REINFORCING THE 4 TH R Executive - - PowerPoint PPT Presentation

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READINESS FROM THE INSIDE OUT: REINFORCING THE 4 TH R Executive - - PowerPoint PPT Presentation

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READINESS FROM THE INSIDE OUT: REINFORCING THE 4 TH R Executive Coordinator of Educational Outreach , Access ASU, Arizona State University Faculty Associate , Arizona State University UNI 120 (Academic Success) UNI 220

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READINESS FROM THE INSIDE OUT: REINFORCING THE “4TH R”

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JENNIFER MURPHY PH.D., NCC

  • Executive Coordinator of Educational

Outreach, Access ASU, Arizona State University

  • Faculty Associate, Arizona State University
  • UNI 120 (Academic Success)
  • UNI 220 (Mindset Connections)
  • Adjunct Faculty, Scottsdale Community

College

  • CPD 150 (Strategies for College Success)
  • Corporate Trainer, Maricopa Corporate

College

  • Building Effective Teams
  • Emotional Intelligence in the Workplace
  • Private Educational Consultant

Twitter: @drmurphyconsult Email: jmurph18@asu.edu

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MEET “ERIC”

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MEET “ASHLEY”

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MEET “ISAAC”

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Reading Writing Arithmetic

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WHAT WERE THESE INDIVIDUALS MISSING?

Growth Mindset Grit Self-Management Empathy Social Skills Resiliency Personal Responsibility Core Beliefs Self-Awareness Interdependence METACOGNITIVE REFLECTION

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METACOGNITIVE SKILLS

  • Understanding HOW your brain

works

  • Amygdala hijacking – “flipping our lid”
  • Feeling brain vs. thinking brain
  • Neuroplasticity
  • Awareness of one’s own thought

processes

  • Taking control of your thinking

and feeling

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METACOGNITION AND NEUROPLASTICITY

“There are things in life you’re not in charge of, but you are in charge of you. When you accept that, your brain changes. And every time your brain changes, you grow.”

  • Michael Fitzgerald
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CCR AND CURRENT RESEARCH

Then Moving Forward

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Johnson, H. & Wiener, R. (2017). This Time, With Feeling: Integrating Social and Emotional Development into College-and Career-Readiness Standards.

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K-12 EDUCATION

  • QUESTion Project
  • Future Project
  • Project Wayfinder
  • Morning Meeting
  • Habits, Community, and Culture

Class

  • PSYC 157 Psychology and the

Good Life

  • Accountability and behavior change
  • ME104B Designing Your Life
  • Being “good at school” is not the

same as being “good at life”

  • What “life” means to you
  • UNI120 Academic Success
  • UNI220 Mindset Connections

POSTSECONDARY EDUCATION

FORWARD PROGRESS IN EDUCATION

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FORWARD PROGRESS IN EMPLOYMENT PRACTICES

  • Forbes (2014)
  • Skills employers most want when deciding which college graduates to hire
  • Ability to work well on a team, reflect on and make decisions, communicate verbally with people, inside

and outside an organization

  • Inc.com (2017)
  • Research indicating 5 million jobs lost to automation by 2020
  • To protect your employability in the future you must possess
  • Self-awareness, building relationships, active listening, expressing empathy, giving/accepting feedback
  • Project Aristotle (2017)
  • Study released by Google in spring of 2017 analyzing data on inventive/productive teams
  • Google’s best teams exhibit generosity, curiosity toward team, empathy, EQ, ability to make mistakes and

reflect on them with confidence (GM)

  • STEM preparation played less of a role in successful teams than non-cognitive and metacognitive skills
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Self awareness Identity awareness Social awareness Empathy EQ Core beliefs Communication skills Interdependence Goal Setting Grit Resiliency Growth mindset Personal responsibility Active listening

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METACOGNITION

How can we cultivate self-reflective

  • pportunities for students without sacrificing

“seat time” dedicated to standards-based instruction?

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JOHARI’S WINDOW: A SELF-AWARENESS TOOL

  • A metacognitive tool
  • Luft and Ingham (1955)
  • Used initially in corporate settings and self-help groups
  • Help individuals better understand relationship with

themselves and others

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JOHARI’S WINDOW AS AN EDUCATIONAL TOOL

  • Needs analysis approach in a self-reflective course
  • Method to encourage self-reflection to increase self-

awareness

  • Method to emphasize the value of asking for feedback

and accepting/applying feedback

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Ask

Known to self Unknown to self

T ell

Known to others

Arena Blind spot

How tall we are How others perceive us Hairstyle Whether you have spinach in Whether or not we wear glasses your teeth Talking too much during meetings

Unknown to others

Façade or hidden Unknown

Secrets, fears, insecurities Future Religious beliefs Hidden talent Dreams for the future Hidden potential

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AREAS FOR IMPLEMENTATION

  • Counseling support groups
  • After school programs
  • AVID elective classes
  • Freshman transition classes
  • CCR preparation programs
  • Freshman summer support programs
  • Community-based agencies/programs (YEAR UP, Boy’s

and Girl’s Clubs, First Star Academy, Social Justice Learning Institute)

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PRACTICAL ACTIVITY DESIGN GOALS

  • Normalize
  • Encourage opportunities to think about how we think
  • Emphasize the value of asking for feedback and learning to

share with others

  • Emphasize the value of listening and processing feedback
  • Discover the various aspects of self-concept (cultural, academic,

achievement)

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EDUCATOR NEEDS

  • Metacognitive SEL Curriculum
  • Time to collaborate with peers
  • Support for their own social and emotional growth in order

to recognize and model

  • A shift in feedback to students that promote self-reflection

and emotional agility

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DELIBERATE PRACTICE

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BACK TO “ASHLEY”

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“Young people possess the inherent capacity to see what is wrong and to call for change.”

  • Kenneth Ginsburg, M.D., M.S.Ed., Psychology Today

It is our role, as educators, to create opportunities for students to practice reflecting on who they are and how they think in

  • rder to help these young people find their voice so that they

can lead the charge in building a better world for themselves and our future generations.

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READINESS FROM THE INSIDE OUT: REINFORCING THE “4TH R” (PART II)

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Ask

Known to self Unknown to self

T ell

Known to others

Arena Blind spot

How tall we are How others perceive us Hairstyle Whether you have spinach in Whether or not we wear glasses your teeth Talking too much during meetings

Unknown to others

Façade or hidden Unknown

Secrets, fears, insecurities Future Religious beliefs Hidden talent Dreams for the future Hidden potential

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Increase the Arena Decrease the Blind Spot The Power of Self-Talk

  • Victim vs. Creator
  • The Choice Tree
  • IQ Matrix - Obstacles

Interdependence

  • Life’s a Puzzle
  • My Dream Team

Who Am I and What Do I Value

  • Wandering Map
  • Personal Statements
  • Name It to Tame It

Decrease the Facade The Power of Self-Talk

  • Victim vs. Creator
  • The Choice Tree
  • IQ Matrix - Obstacles

How Do I Choose

  • Spring Break Road Trip
  • Goal-Setting Activity

Interdependence

  • My Dream Team
  • Alphabet Soup

Explore/Reveal the Unknown The Power of Self-Talk

  • Hold yourself accountable
  • IQ Matrix – Obstacles

Who Am I and What’s My Purpose

  • Wandering Map
  • My “User Manual”
  • Power Emails
  • Personal Statements
  • Metacognitive Brain Dump
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The Heroes Journey

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Interdependence

A A

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The Power

  • f

Self-Talk

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Overcoming Obstacles

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How Do I Choose

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Who Am I

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Who Am I…What’s My Purpose

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Who Am I…What Do I Value

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Who Am I…What Do I Value

People Places Credo Someday

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NOW, YOU’RE THE HIGH SCHOOL STUDENTS…

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HOW DO I CHOOSE

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REFLECTION

  • Which color was easiest/most difficult to complete at the beginning? Why?
  • Which color was easiest/most difficult to toss? Why?
  • Did anyone have difficulty crumpling and tossing? Why?
  • What was the point of the last part of the exercise?
  • Do the remaining three “things” affect your decision making? Are there other

“things” that affect your decision making?

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QUICK WRITE

What is your favorite movie? What is the moral or lesson that your favorite movie teaches?

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SMALL GROUP SHARE

What is at least one theme that your movies have in common?

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WHAT DO THESE MOVIES ALL HAVE IN COMMON?

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Initiation Separation Return

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THE CALL

  • Why is high school

important?

  • What is important to me?
  • What do I want to do?
  • Who do I want to be?
  • Resistance to change
  • Fear of the unknown
  • Lack of certainty
  • Old habits, patterns, beliefs

THE REFUSAL

THE CALL AND THE REFUSAL

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MEETING THE MENTOR

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TESTS, ALLIES, AND ENEMIES

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THE HERO’S JOURNEY TO…

  • The Call
  • The Refusal
  • Meeting the Mentor
  • Tests, Allies, Enemies
  • Allies
  • Enemies
  • A New

You…

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WHO ARE YOUR MENTORS?

  • Who does not like to ask for help?
  • Why?
  • What can you do to change this habit?
  • Who will you turn to for direction?
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REFLECTION

  • What do you think will be some of the tests you will encounter?
  • Who are your mentors?
  • Have you had any dark moments or temptations?
  • How will you know it is time to ask for help?
  • Do you know how to really ask for what you need?
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SUPPORT FOR THE HEROES JOURNEY

“It was nice to know that we all go down the same path” The Heroes Journey was meaningful to me because everyone has something special” “It really helped to explain what I can accomplish” “It showed me the obstacles that I will face in high school and how to deal with them” “It motivated me” “It was showing things that we need to see to be set for life” “It changed my perception” “It taught me that I can overcome an obstacle like a hero” “Everything really helped me…It really encouraged me to change” “I think it shows that I can do anything and be who I want to be and I can change lives to be an actual hero for once” “I wish that I had known about this in middle school…things could have really been different for me”

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QUESTIONS AND REFLECTIONS

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REFERENCES

Adams, J. M. (2017, August). Circle Up: Teaching Social-Emotional Skills Year Round. Retrieved from https://edsource.org/2017/circle-up-teaching-social-emotional-skills-year- round/585641. Adams, S. (2014). The 10 Skills Employers Most Want in 2015 Graduates. Retrieved from forbes.com. Anderson, J. (2018). Top Colleges Like Yale Are Teaching Students to Prioritize Happiness – Not Money and Power. Retrieved from https://qz.com/1192880/harvard-yale-and-other-other- top-universities-are-teaching-students-a-new-skill-happiness/. Barnes, W. & Slate, J. R., (2013). College Readiness Is Not One-Size-Fits-All. Current Issues in Education, Vol. 16 (1), 1-13. Blad, E. (2018). Teachers Say Social-Emotional Learning is Important, but They Can’t Do it Alone. Retrieved from http://mobile.edweek.org/c.jsp?cid=25920011&item=http%3A%2F%2Fapi.edweek.org%2Fv1%2Fblog%2F147%2Findex.html%3Fuuid%3D75623. Brooks, K.S. (2010-2011). Connecting Students to Careers: Training and Instruction Guide. Sacramento, CA: California Community College Chancellor’s Office. Conley, D. T. (2012, May). A Complete Definition of College and Career Readiness. Retrieved from http://www.avid.org/dl/eve_natcon/nc12_four_keys_handout2.pdf. Daskal, L. (2017). 6 Emotional-Intelligence Job Skills Everyone Will Need in the New Few Years. Retrieved from https://www.inc.com/lolly-daskal/6-emotional-intelligence-job-skills-youll- need-in-.html. Fostering Purpose Project. (2018). Retrieved from https://www.fosterpurpose.org/. Ginsburg, K. (2018). A Moment in Time for Teens. Retrieved from https://www.psychologytoday.com/blog/raising-resilient-children-and-teens/201802/moment-in-time-teens. Johari Window Overview. (2016). Individual Leadership and Relationship Development. Retrieved from www.theinnovationcenter.org. Johnson, H. & Wiener, R. (2017). This Time, With Feeling: Integrating Social and Emotional Development into College-and Career-Readiness Standards. Retrieved from http://www.aspendrl.org/portal/browse/DocumentDetail?documentId=2968&download&admin=2968%7C1262432076. Kamenetz, A. (2015). Nonacademic Skills are Key to Success. But What Should We Call Them? Retrieved from http://www.npr.org/sections/ed/2015/05/28/404684712/non-academic skills- are-key-to-success-but-what-should-we-call-them. Knoster, T., Villa, R., & Thousand, J. (2000). A Framework for Thinking About Systems Change. In R. Villa & J. Thousand (Eds.), Restructuring for Caring and Effective Education: Piecing the Puzzle Together (p. 93-128). Baltimore: Paul H. Brookes Publishing Co. Mattern, K., Burrus, J., Camara, W., O’Connor, R., Hanson, M. A., Gambrell, J., Casillas, A., & Bobek, B. (2014). Broadening the Definition of College and Career Readiness: A Holistic Approach (Policy report). Retrieved from http://www.act.org/content/dam/act/unsecured/documents/ACT_RR2014-5.pdf. Newstrom, J. W. & Rubenfeld, S. A. (1983). The Johari Window. A Reconceptualization. Developments in Business Simulation & Experiential Exercises, 10. 117-120.

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REFERENCES

Pandolpho, B. (2017). Journaling the Old-School Way. Retrieved from https://www.edutopia.org/article/journaling-old-school-way. Rice Sport Management. (2011, August 11). Anthony Robles ESPY [Video File]. Retrieved from https://www.youtube.com/watch?v=HtmC-R8htc4&t=86s. Rubenstein, G. (2017). Should Emotions be Taught in Schools. Retrieved from https://ideas.ted.com/should-emotions-be-taught-in-schools/. Schwartz, K. (2018). Setting School Cultures with Social and Emotional Learning Routines. Retrieved from https://ww2.kqed.org/mindshift/2018/01/16/setting-school-culture-with-social-and- emotional-learning-routines/. Shimer, D. (2018). Yale’s Most Popular Class Ever: Happiness. The New York Times. Retrieved from https://www.nytimes.com/2018/01/26/nyregion/at-yale-class-on-happiness-draws- huge-crowd-laurie-santos.html. Siciniski, A. (2015). The Ultimate Guide on How to Overcome Obstacles and Setbacks. Retrieved from http://blog.iqmatrix.com/overcome-obstacles. Strauss, V. (2017). The Surprising Thing Google Learned About Its Employees – and What It Means for Today’s Students. Retrieved from https://www.washingtonpost.com/news/answer- sheet/wp/2017/12/20/the-surprising-thing-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_term=.eb5663c80d99. Terada, Y. (2017). How Metacognition Boosts Learning. Retrieved from https://www.edutopia.org/article/how-metacognition-boosts-learning?utm_source=twitter&utm_medium=socialflow. Wilson, D. & Conyers, M. (2018). Building a Metacognitive Classroom. Retrieved from https://www.edutopia.org/article/building-metacognitive-classroom. Wong, B. (2018). Why Colleges Should Offer Emotional Intelligence Classes. Retrieved from https://studybreaks.com/college/emotional-intelligence-classes-2/.