Prohibits discrimination based on gender. Covered persons include anyone participating in and getting benefits under educational program funded by federal government.
Any employee is required to inform GGC about any potential title ix violation to the title ix coordinator at GGC
Hearing a rumor also is sufficient to report it to the coordinator, faculty need not confirm or talk about the incident with any one involved (or not involved)
Friday, August 5, 2016
About FERPA: Family Educational Rights and Privacy Act
-Designed to protect the privacy of educational records. Gives guidelines for using and releasing student education records.
-Begins for a student after at 18 years of age or enrolled in a higher education institution
-Right allows student to review educational records, request corrections, control the disclosure of certain aspects of their educational records.
Types of disclosures
Personal information disclosure
Directory disclosure
Hardship Withdrawals covered by FERPA
Until mid-term students can get a W without GPA affect. After mid-term, if something prevents a student from continuing the semester studies, students can write a letter with supporting documents to the registrar and may be considered for hardship withdrawal. These supporting documents become a part of FERPA documents.
-Peer Grading are not covered until they have been formally recorded/assigned to the students
-Letter of reference may contain academic information only if accompanied with a signed release from the student. Strongly recommended to get a signed release letter from the student mentioning what information needs to be released in the reference letter. Personal observations of a student in a letter of reference are not covered by FERPA
-911/emergency calls: Students personal identifiable information can be shared with responders.
-Begins for a student after at 18 years of age or enrolled in a higher education institution
-Right allows student to review educational records, request corrections, control the disclosure of certain aspects of their educational records.
Types of disclosures
Personal information disclosure
Directory disclosure
Hardship Withdrawals covered by FERPA
Until mid-term students can get a W without GPA affect. After mid-term, if something prevents a student from continuing the semester studies, students can write a letter with supporting documents to the registrar and may be considered for hardship withdrawal. These supporting documents become a part of FERPA documents.
-Peer Grading are not covered until they have been formally recorded/assigned to the students
-Letter of reference may contain academic information only if accompanied with a signed release from the student. Strongly recommended to get a signed release letter from the student mentioning what information needs to be released in the reference letter. Personal observations of a student in a letter of reference are not covered by FERPA
-911/emergency calls: Students personal identifiable information can be shared with responders.
Tuesday, March 29, 2016
Google is not perfect
I wanted to document that after writing and editing a new webpage on my google sites, I realized that google never saved my final version of the edits. Past 4 hours I spend on typing up an informative discourse on the infiband technology and google gave me lemon by not saving my blog. I went to recent changes/edits button to recover my page but it was waste of time, was not able to recover the page that I had created after careful thinking.
I am not BSing, here is the firefox cache that I managed to convert to a pdf file:
https://drive.google.com/file/d/0B-OJVGa5Y2lQdFZXUHRHQ2hWUG8/view?usp=sharing
do not read it its about 116 pages.
Didn't know what else to do and wanted to have this told to the world. Nobody is perfect, that is what I want to tell at this point, even Google and its employees, all are humans.
I am not BSing, here is the firefox cache that I managed to convert to a pdf file:
https://drive.google.com/file/d/0B-OJVGa5Y2lQdFZXUHRHQ2hWUG8/view?usp=sharing
do not read it its about 116 pages.
Didn't know what else to do and wanted to have this told to the world. Nobody is perfect, that is what I want to tell at this point, even Google and its employees, all are humans.
Saturday, March 5, 2016
Why do we get bored?
This has been a question that I have thought about for a while. I have explored ways in which one can be not bored and recognized that being interested in something or having a hobby can help a person in avoiding being bored. Any one with continued interest in an activity like video games, art, music, dance, etc can be considered to have avenues for not getting bored. With time, I have realized that even though a person has such interesting time occupying avenues, but still there are times when boredom cannot be avoided.
There is another take on avoiding boredom, or intellectual staleness. It can be thought that people get bored when they are not able to engage in new thought processes. In other words, to avoid boredom, one may learn how to engage their intellect by deliberate efforts. Parents who try to keep their child from getting bored by keeping children occupied with various activities might also consider training their children to engage their intellectual thinking processes. Other wise children would become dependent on other activities like videos, etc. Children whose education also includes avenues of creating, gathering, analyzing knowledge have venues to keep themselves engaged and not get bored. Gaining education it self can be another avenue that prevents boredom this can be done by introducing reading, creative writing, writing notes from interesting sources, blogging, etc.
There is another take on avoiding boredom, or intellectual staleness. It can be thought that people get bored when they are not able to engage in new thought processes. In other words, to avoid boredom, one may learn how to engage their intellect by deliberate efforts. Parents who try to keep their child from getting bored by keeping children occupied with various activities might also consider training their children to engage their intellectual thinking processes. Other wise children would become dependent on other activities like videos, etc. Children whose education also includes avenues of creating, gathering, analyzing knowledge have venues to keep themselves engaged and not get bored. Gaining education it self can be another avenue that prevents boredom this can be done by introducing reading, creative writing, writing notes from interesting sources, blogging, etc.
On being labelled as "gifted"
I have come to realize that many of my students seem to use few terms like "not a math person", "not a visual learner", "hands-on person" to compartmentalize their ways of learning in a classroom settings. I thought that it may be a good realization that a person is aware of what works for themselves and it might be helpful. I was reading this book "Beyond Intelligence" and read a contrary point of view and I document some instances that might be a result of using such labels.
1) Fear of confirming others beliefs : some children are afraid that they are not really as smart as others attribute them to be and spend time thinking that one day other will find out about it.
2) Doubting oneself: when "labelled as gifted" people as placed in another gifted group then they encounter a peer group with more competition and may loose self confidence.
3) May get less support: children with "gifted" as labels might not get sufficient learning support in an environment which considers them to be already capable of catching new things quickly.
4) may experience unrealistic expectations as they are labelled as "gifted"
5) It may lead to complacency and prevent a student from doing their best as they might over estimate their abilities and not put in sufficient effort.
6) People who are labeled as gifted may develop a feeling of superiority complex which reduces their patience and adjustment levels in a group. Such prejudices may lead to an arrogant behavior in future
7) Children, students who are labelled as gifted may experience ostracism from peers and might not get opportunities to develop strong friendships which are essential in an emotionally balanced growth.
8) It may create situations where a student is labeled as gifted in one area which might result in negligence on part of parents, teachers to recognize a person's abilities in other fields.
9) Abilities always change and depend on time and the surrounding environment. Having labeled as gifted need not be an absolute characteristic which is present through out the life time of a person.
10) Non uniformity of such labels need to be understood as "gifted" may mean differently to people in different geographical, difficult background people.
1) Fear of confirming others beliefs : some children are afraid that they are not really as smart as others attribute them to be and spend time thinking that one day other will find out about it.
2) Doubting oneself: when "labelled as gifted" people as placed in another gifted group then they encounter a peer group with more competition and may loose self confidence.
3) May get less support: children with "gifted" as labels might not get sufficient learning support in an environment which considers them to be already capable of catching new things quickly.
4) may experience unrealistic expectations as they are labelled as "gifted"
5) It may lead to complacency and prevent a student from doing their best as they might over estimate their abilities and not put in sufficient effort.
6) People who are labeled as gifted may develop a feeling of superiority complex which reduces their patience and adjustment levels in a group. Such prejudices may lead to an arrogant behavior in future
7) Children, students who are labelled as gifted may experience ostracism from peers and might not get opportunities to develop strong friendships which are essential in an emotionally balanced growth.
8) It may create situations where a student is labeled as gifted in one area which might result in negligence on part of parents, teachers to recognize a person's abilities in other fields.
9) Abilities always change and depend on time and the surrounding environment. Having labeled as gifted need not be an absolute characteristic which is present through out the life time of a person.
10) Non uniformity of such labels need to be understood as "gifted" may mean differently to people in different geographical, difficult background people.
Thursday, February 18, 2016
Should a parent stay at home for below kindergarten toddler or send the toddler to a day-care/pre-school
I have a lot of thoughts on this question and wondered at how it is a common practice to send the toddler to a day-care during the pre-school time. Having read a relevant book and found some researched and cited study on this topic, I wanted to share it with all. Here is goes....
Its from the book "Beyond Intelligence: Secrets for raising happily productive kids"
The authors of this book quote a research done by the National Institute for Child health and Human Development (NICHD). This study began in 1991 with over a 1000 infants from a variety of family backgrounds, locations through the US. Its findings showed that children who were cared for by stay-at-home mothers didn't develop differently than those who were primarily cared for by others like nannies, extended family, day care personnel. What mattered was the parental and familial characteristics they experienced, including warmth, responsiveness, and the right kinds of stimulation. Researchers did find some differences across different circumstances. Children who participated in better care settings showed higher levels of language, cognitive, and social development than those who experienced a lower-quality care. Another study by Megan Gunnar et al found that children's stress levels rise when they are in settings where they don't receive ample attention, support, guidance from the care provider. Children in the NICHD study who spent more time in non-maternal care in their first 4.5 years of life had more behavioral problems like aggression, lack of cooperation as well as minor illnesses of upper respiratory system and stomach, as compared with those with fewer hours in care. On the same lines, findings of Gunnar include that children in daycare situations have higher levels of cortisol (a stress hormone) than children being cared for at home by their parents, and this increased with the number of hours in the care.
Lastly, a child attending care-child centers do better socially and cognitively in the early years, but also have more minor illnesses upto an age of 3 and more behaviorial problems when they enter kindergarten. Gunnar's concludes that center-based care is inherently more stressful than home-based care for children younger than 3 and parents should keep tp a minimum the number of hours their infant or toddler spends in the care-based daycare.
I appreciate the importance of giving relevant citations of such an important study.
Megan Gunnar's article: "The Rise in Cortisol in Family Daycare: Associations With Aspects of Care Quality, Child Behavior, and Child Sex"
NICHD research: Backgrounder: The NICHD's 16-Year Study of Child Care & Development
Its from the book "Beyond Intelligence: Secrets for raising happily productive kids"
The authors of this book quote a research done by the National Institute for Child health and Human Development (NICHD). This study began in 1991 with over a 1000 infants from a variety of family backgrounds, locations through the US. Its findings showed that children who were cared for by stay-at-home mothers didn't develop differently than those who were primarily cared for by others like nannies, extended family, day care personnel. What mattered was the parental and familial characteristics they experienced, including warmth, responsiveness, and the right kinds of stimulation. Researchers did find some differences across different circumstances. Children who participated in better care settings showed higher levels of language, cognitive, and social development than those who experienced a lower-quality care. Another study by Megan Gunnar et al found that children's stress levels rise when they are in settings where they don't receive ample attention, support, guidance from the care provider. Children in the NICHD study who spent more time in non-maternal care in their first 4.5 years of life had more behavioral problems like aggression, lack of cooperation as well as minor illnesses of upper respiratory system and stomach, as compared with those with fewer hours in care. On the same lines, findings of Gunnar include that children in daycare situations have higher levels of cortisol (a stress hormone) than children being cared for at home by their parents, and this increased with the number of hours in the care.
Lastly, a child attending care-child centers do better socially and cognitively in the early years, but also have more minor illnesses upto an age of 3 and more behaviorial problems when they enter kindergarten. Gunnar's concludes that center-based care is inherently more stressful than home-based care for children younger than 3 and parents should keep tp a minimum the number of hours their infant or toddler spends in the care-based daycare.
I appreciate the importance of giving relevant citations of such an important study.
Megan Gunnar's article: "The Rise in Cortisol in Family Daycare: Associations With Aspects of Care Quality, Child Behavior, and Child Sex"
NICHD research: Backgrounder: The NICHD's 16-Year Study of Child Care & Development
On Creativity
I am on a committee at the college that works to access and improve the growth of creativity during the academic career of students at my college. I think, it has been a great opportunity to spend time and thoughts on getting an objective hold of creativity, its measurement metrics and its nurturing characteristics.
In general, creativity is understood to be a mix of originality, flexible progressive thinking, aesthetics, and motivation. In addition to being a set of characteristics, creativity is also a potential of a person to make original, contributions as opined by experts.
Daniel Keating has defined creativity as a culmination of domain specific knowledge, divergent thinking, and effective communication. Having a domian-specific knowledge is essential part of being creative, similar to it being essential for being intelligent. To understand, this, it can be agreed that a person cannot be creative if he/she does not have the background knowledge and skills to apply to an unfamiliar situation/scenario. Its similar to saying that an author cannot create an creative work without having the fundamental tools of effective communications. Creative is not something that passes through few gifted individuals, even though it may appear that creativity is something like having a magical power. It has to depend of having relevant background knowledge and skills.
Unix/terminal-type programmers, scientists, as shown in the Hollywood are not individuals who have bought of excellent thoughts, what the movies do not show is the background work that is needed for recognizing a creative thought. I can think of Good Will Hunting's opening where Matt Damon is shown to flip through books and seemingly gain all the knowledge before the titles end and the movie begins. In reality, creativity begins after the entire movie of learning is experienced by an individual.
An occasional wave of creativity cannot go further without a through understanding of skills and knowledge to ride on. Without the relevant knowledge, one cannot draw from memory and find specific patterns, ideas, synergistic concepts. Focusing of knowledge and skills will not render an individual less creative, as popularly thought.
Having Divergent Thinking
It refers to having many thoughts stemming from a common thought but going in different thought directions. The aim being, that several divergent thought might cover more ground and eventually lead to something creatively relevant.
Recipe of having valuable creative thoughts:
Having a balance of four things: knowledge, divergent thinking, critical analysis, and communication.
Creative Thinking Habits
Creativity can be developed, parents can encourage children to cultivate essential skills for success in the ever evolving world.
In general, creativity is understood to be a mix of originality, flexible progressive thinking, aesthetics, and motivation. In addition to being a set of characteristics, creativity is also a potential of a person to make original, contributions as opined by experts.
Daniel Keating has defined creativity as a culmination of domain specific knowledge, divergent thinking, and effective communication. Having a domian-specific knowledge is essential part of being creative, similar to it being essential for being intelligent. To understand, this, it can be agreed that a person cannot be creative if he/she does not have the background knowledge and skills to apply to an unfamiliar situation/scenario. Its similar to saying that an author cannot create an creative work without having the fundamental tools of effective communications. Creative is not something that passes through few gifted individuals, even though it may appear that creativity is something like having a magical power. It has to depend of having relevant background knowledge and skills.
Unix/terminal-type programmers, scientists, as shown in the Hollywood are not individuals who have bought of excellent thoughts, what the movies do not show is the background work that is needed for recognizing a creative thought. I can think of Good Will Hunting's opening where Matt Damon is shown to flip through books and seemingly gain all the knowledge before the titles end and the movie begins. In reality, creativity begins after the entire movie of learning is experienced by an individual.
An occasional wave of creativity cannot go further without a through understanding of skills and knowledge to ride on. Without the relevant knowledge, one cannot draw from memory and find specific patterns, ideas, synergistic concepts. Focusing of knowledge and skills will not render an individual less creative, as popularly thought.
Having Divergent Thinking
It refers to having many thoughts stemming from a common thought but going in different thought directions. The aim being, that several divergent thought might cover more ground and eventually lead to something creatively relevant.
Recipe of having valuable creative thoughts:
Having a balance of four things: knowledge, divergent thinking, critical analysis, and communication.
Creative Thinking Habits
Creativity can be developed, parents can encourage children to cultivate essential skills for success in the ever evolving world.
Friday, February 5, 2016
Intelligence
I wanted to write something that I learnt after reading a book "Beyond Intelligence" written by Dona Matthews PhD and Joanne Foster Ed. D. I think its a good combination of educational expert and a science expert perspectives.
Perspectives on Intelligence:
From 3 decades of studies on people perspectives of their success and failures, Carol Dweck concluded that those who think of intelligence with a growth mindset: developing incrementally, step by step, with effort and practice, do better across in areas of academia, career, and psychological success, as compared to fixed mindset:folks who think of success as being something innate that people are born with.
This of course should not be startling as neurosciences has shown that brain activity develops from birth on wards and is affected over lifespan of an individual. A whole lot of learning is possible in a lifespan and that is what we as humans do and those who do not learn so to say have already reached their developmental state inertia.
To avoid coming back to a catch 22 situation, it needs to be stated that a mindset is not acquired at birth these refer to habits that can be developed and learned. I, being an educator myself am a witness to my college's students who have developed newer habits that tend to make oneself more successful, with all its subjectivity.
Research has shown that praising children for being smart is detrimental to their growth and instead of using the praise terms of "bright", intelligent, talented it is suggested to provide a praise children for what they have accomplished through practice, study, persistence, and good strategies. Always go for uplifting the growth mindset.
From fixed mindset perspective, does not give an elbow room for further improvement as intelligence is considered as innate, something one has from birth where as the growth mindset talks about varying degrees of intelligence, the intelligence being progressive and attainable by an individual. Ask any accomplished person and you shall hear back the experiences of an growth mindset person.
Why is that certain individuals master new ideas quickly and easily?
Well it can be thought that the above statement is valid only for new ideas that are close to concepts that these certain individuals have mastered already. So , in reality by considering their old existing knowledge possessed by them, the newly (but relatable) ideas are not really new to them.
Working hard does not mean that someone is not smart, instead it means to confront challenges and moving ahead methodically, and is the blueprint of making a person smart (not in the sense of innate smartness though).
Take away point:
The definition of Intelligence at last:
Intelligence is the ability to understand complex ideas, adapt effectively to the environment, overcome obstacles, engage meaningfully in various forms of reasoning, and learn from experience. It develops incrementally, and varies across time, situations, and domains.
Perspectives on Intelligence:
From 3 decades of studies on people perspectives of their success and failures, Carol Dweck concluded that those who think of intelligence with a growth mindset: developing incrementally, step by step, with effort and practice, do better across in areas of academia, career, and psychological success, as compared to fixed mindset:folks who think of success as being something innate that people are born with.
This of course should not be startling as neurosciences has shown that brain activity develops from birth on wards and is affected over lifespan of an individual. A whole lot of learning is possible in a lifespan and that is what we as humans do and those who do not learn so to say have already reached their developmental state inertia.
To avoid coming back to a catch 22 situation, it needs to be stated that a mindset is not acquired at birth these refer to habits that can be developed and learned. I, being an educator myself am a witness to my college's students who have developed newer habits that tend to make oneself more successful, with all its subjectivity.
Research has shown that praising children for being smart is detrimental to their growth and instead of using the praise terms of "bright", intelligent, talented it is suggested to provide a praise children for what they have accomplished through practice, study, persistence, and good strategies. Always go for uplifting the growth mindset.
From fixed mindset perspective, does not give an elbow room for further improvement as intelligence is considered as innate, something one has from birth where as the growth mindset talks about varying degrees of intelligence, the intelligence being progressive and attainable by an individual. Ask any accomplished person and you shall hear back the experiences of an growth mindset person.
Why is that certain individuals master new ideas quickly and easily?
Well it can be thought that the above statement is valid only for new ideas that are close to concepts that these certain individuals have mastered already. So , in reality by considering their old existing knowledge possessed by them, the newly (but relatable) ideas are not really new to them.
Working hard does not mean that someone is not smart, instead it means to confront challenges and moving ahead methodically, and is the blueprint of making a person smart (not in the sense of innate smartness though).
Take away point:
The definition of Intelligence at last:
Intelligence is the ability to understand complex ideas, adapt effectively to the environment, overcome obstacles, engage meaningfully in various forms of reasoning, and learn from experience. It develops incrementally, and varies across time, situations, and domains.
Tuesday, January 5, 2016
Motivation for Learning and Performance
Here I document some of the interesting learning experiences in the workshop by Dr. Bobby Hoffman. The host of the workshop was conducting the workshop based on his book.
Interpretive issues:self awareness, misconceptions, calibrations
The Process: diagnostic model
Influences: culture, development, genetics
Big deal:-self-beliefs
Self-worth: self-handicapping
Part-2 post-lunch session: Strategies: context-based solutions
Implementations: overcoming them
Research findings:
1. Giving people rewards or recognition usually enhances performances: False
2. difficult task decreases motivation:False
3. Effort is more important than expertise when it comes to performance excellence:True
4. Nervousness is a part of the learning process:False
5. helping others who struggle academically is always the right thing to do:FALSE, it is usually the wrong thing to do
6. Motivational qualities are hereditary/genetic: TRUE
7. who focus on learning earn higher grades get higher grades than those focused on grades:False
8. bodily reaction are unmotivated. The emotions cannot be disguised:TRUE
9. Generally people are only interested in things than they do well:FALSE
10. Group learning based upon same-ability enhances achievements:FALSE
What is motivation
Degree of effort and intensity directed toward a goal related to learning or performance
Big Challenges
Watercooler Misconceptions
Cultural differences:
Determines the level of motivation depending on the cultural background of a person
Developmental differences:
-motivation has a developmental trajectory
-we undergo cognitive, social, moral and emotional change
-where are emotionally, or morally is not based on an individual's age
-society has difference expectations of us based upon age and gender
Biological and other influences on motivation
1. about 70% of anxiety can be attributed to genetics
2. sociability:64%
3. dominance:60%
4. emotionality:54%
5. task orientation:50%
6. control:44%
7. aggression:40%
Please consider the importance of environment that determine when the qualities are switched on or off.
Self-beliefs rule motivation.
BIG 5 BELIEFS
-control: that something else might control our destiny
-competency:this is the belief that we can do something to bring about a change about themselves
-value: what is it that one gets by being motivated to do a thing
-goal orientation: whats the goal that shall be achieved by being motivated. Is it a learning goal or a performance goal
-epistemology: belief about the nature of knowledge
-Emotions override everything, they can hijack motivation
-Context determines the motivation, who is in the room.
-task-contingent motivation: are we interested in tasks that we do well, or do we do well on tasks that interest us?
-self-beliefs are most important in determining the levels of motivation. How you think about your self determines your level of motivation
Who is behind the curtain? AKA reasons for your behavior
-fixed or external locus
-perceived degree of control
-degree of confidence
-importance of rewards
-need for recognition
-appearing competent
looking good in relation to others
-degree of sociability
Overview of intrinsic versus extrinsic motivation
intrinsic: individuals possess a predisposition to engage in the pursuit of knowledge and seek opportunities to demonstrate competence. Individuals gain pleasure and satisfaction merely from the process of reaching a learning or performance target. No reward expectation.
extrinsic motivation:
-avoidance of negative outcomes also an extrinsic motivator
Extrinsic motivation has a bad reputation
-as it shifts focus to the outcome
-it does not always work
-its temporary
-it changes "what happens when you give one monkey cucumbers but grapes for another monkey"
-its bad for learning
-its best for boring or repetitive tasks or to spark interest
-such an extrinsic motivation has to be always based on performance.
CERTAIN BEHAVIORS LEAD TO DESIRED BEHAVIORS
-focus on excellence
-desire to improve
-willingness to accept challenges
-exertion of effort
-consideration of alternative strategies
-setting stretch goals
-perseverance in the face of obstacles
-black and blue marks and gray hair (sage wisdom)
OTHER BELIEFS LEAD TO UNDESIRED BEHAVIORS SUCH AS
-avoiding work
-taking the easy way out
-not persisting in the face of obstacles
-using shallow processing strategies
-self-handicapping
-negative self-perceptions
-learned helplessness
-unhappiness
SELF-PROTECTION BY INDIVIDUALS
-the realization of who we are can be frightening
-nothing is worse than admitting you suck
-to reduce anxiety and negative emotion we self-protect
-cover oneself in the conceptual duck tape
-avoid the target
-filter out critical information and feedback
-become anxious, nervous, obsessive, or depressed
SOME-HANDICAPPING STRATEGIES
these are the reasons that are used by individual to mask one selves to cover ones failures,
-procrastination: people procrastinate as it serves them as a reason to defend their possible failure. Additionally, procrastination is a redefinition of failure.
-it is a research fact that working under pressure does NOT produce better results. It is better to divide the work and do it piece by piece rather than doing a big chunk of work at a stretch.
-setting slam-dunk (very easy) goals
-setting unobtainable goals
-defensive pessimism: getting into certain situations that leads to failure and then reasoning that the situation led them to failure.
-academic wooden legs: using one specific aspects of ones background to explain the fail outcome.
-low expectation
EFFECTIVE STRATEGIES INCLUDE....
-use the right strategy at the right time, for the right reason
-focus on self-regulation and what individuals believe is within their control
-goal setting
-self-talk
-self consecrating
-generating interest
-reflection
-feedback from within and from outside, it could be qualitative or quantitative
-set attainable targets
-gradual shift the responsibility for external to internal sources.
-strategy analysis "what worked when you were successful?"
MEDIATION AND INTERVENTION
People respond to change efforts in many ways:
-ignore
-reject
-exclude
-hold in abeyance
-reinterpret and maintain existing theory
-reinterpret and revise existing theory
-accept alternative approach and change
RIGHT MEDICINE, WRONG TIME
The 5 step plan to create and sustain motivational change
-promote awareness
-identify plausible alternatives
-present refutation evidence
-create relevance
-provide scaffolding
Interpretive issues:self awareness, misconceptions, calibrations
The Process: diagnostic model
Influences: culture, development, genetics
Big deal:-self-beliefs
Self-worth: self-handicapping
Part-2 post-lunch session: Strategies: context-based solutions
Implementations: overcoming them
Research findings:
1. Giving people rewards or recognition usually enhances performances: False
2. difficult task decreases motivation:False
3. Effort is more important than expertise when it comes to performance excellence:True
4. Nervousness is a part of the learning process:False
5. helping others who struggle academically is always the right thing to do:FALSE, it is usually the wrong thing to do
6. Motivational qualities are hereditary/genetic: TRUE
7. who focus on learning earn higher grades get higher grades than those focused on grades:False
8. bodily reaction are unmotivated. The emotions cannot be disguised:TRUE
9. Generally people are only interested in things than they do well:FALSE
10. Group learning based upon same-ability enhances achievements:FALSE
What is motivation
Degree of effort and intensity directed toward a goal related to learning or performance
Big Challenges
- Everyone thinks they know psychology
- We are poorly calibrated, they think they know everything, poor calibration
- We have poor self-awareness
- We have confirmation bias
- We reach spurious conclusions
- We focus on behaviors and not causes
Watercooler Misconceptions
- -What is your motivational type
- -you are unmotivated
- -all men are created equal
- -one is an introvert, it depends on the environment, surrounding
- -you are either extrinsically or intrinsically motivated, the motivation is transitory and changes with time
- -motivation is not personality, personality is stable and consistent for a person
- -I am objective and unbiased
Cultural differences:
Determines the level of motivation depending on the cultural background of a person
Developmental differences:
-motivation has a developmental trajectory
-we undergo cognitive, social, moral and emotional change
-where are emotionally, or morally is not based on an individual's age
-society has difference expectations of us based upon age and gender
Biological and other influences on motivation
1. about 70% of anxiety can be attributed to genetics
2. sociability:64%
3. dominance:60%
4. emotionality:54%
5. task orientation:50%
6. control:44%
7. aggression:40%
Please consider the importance of environment that determine when the qualities are switched on or off.
Self-beliefs rule motivation.
BIG 5 BELIEFS
-control: that something else might control our destiny
-competency:this is the belief that we can do something to bring about a change about themselves
-value: what is it that one gets by being motivated to do a thing
-goal orientation: whats the goal that shall be achieved by being motivated. Is it a learning goal or a performance goal
-epistemology: belief about the nature of knowledge
-Emotions override everything, they can hijack motivation
-Context determines the motivation, who is in the room.
-task-contingent motivation: are we interested in tasks that we do well, or do we do well on tasks that interest us?
-self-beliefs are most important in determining the levels of motivation. How you think about your self determines your level of motivation
Who is behind the curtain? AKA reasons for your behavior
-fixed or external locus
-perceived degree of control
-degree of confidence
-importance of rewards
-need for recognition
-appearing competent
looking good in relation to others
-degree of sociability
Overview of intrinsic versus extrinsic motivation
intrinsic: individuals possess a predisposition to engage in the pursuit of knowledge and seek opportunities to demonstrate competence. Individuals gain pleasure and satisfaction merely from the process of reaching a learning or performance target. No reward expectation.
extrinsic motivation:
-avoidance of negative outcomes also an extrinsic motivator
Extrinsic motivation has a bad reputation
-as it shifts focus to the outcome
-it does not always work
-its temporary
-it changes "what happens when you give one monkey cucumbers but grapes for another monkey"
-its bad for learning
-its best for boring or repetitive tasks or to spark interest
-such an extrinsic motivation has to be always based on performance.
CERTAIN BEHAVIORS LEAD TO DESIRED BEHAVIORS
-focus on excellence
-desire to improve
-willingness to accept challenges
-exertion of effort
-consideration of alternative strategies
-setting stretch goals
-perseverance in the face of obstacles
-black and blue marks and gray hair (sage wisdom)
OTHER BELIEFS LEAD TO UNDESIRED BEHAVIORS SUCH AS
-avoiding work
-taking the easy way out
-not persisting in the face of obstacles
-using shallow processing strategies
-self-handicapping
-negative self-perceptions
-learned helplessness
-unhappiness
SELF-PROTECTION BY INDIVIDUALS
-the realization of who we are can be frightening
-nothing is worse than admitting you suck
-to reduce anxiety and negative emotion we self-protect
-cover oneself in the conceptual duck tape
-avoid the target
-filter out critical information and feedback
-become anxious, nervous, obsessive, or depressed
SOME-HANDICAPPING STRATEGIES
these are the reasons that are used by individual to mask one selves to cover ones failures,
-procrastination: people procrastinate as it serves them as a reason to defend their possible failure. Additionally, procrastination is a redefinition of failure.
-it is a research fact that working under pressure does NOT produce better results. It is better to divide the work and do it piece by piece rather than doing a big chunk of work at a stretch.
-setting slam-dunk (very easy) goals
-setting unobtainable goals
-defensive pessimism: getting into certain situations that leads to failure and then reasoning that the situation led them to failure.
-academic wooden legs: using one specific aspects of ones background to explain the fail outcome.
-low expectation
EFFECTIVE STRATEGIES INCLUDE....
-use the right strategy at the right time, for the right reason
-focus on self-regulation and what individuals believe is within their control
-goal setting
-self-talk
-self consecrating
-generating interest
-reflection
-feedback from within and from outside, it could be qualitative or quantitative
-set attainable targets
-gradual shift the responsibility for external to internal sources.
-strategy analysis "what worked when you were successful?"
MEDIATION AND INTERVENTION
People respond to change efforts in many ways:
-ignore
-reject
-exclude
-hold in abeyance
-reinterpret and maintain existing theory
-reinterpret and revise existing theory
-accept alternative approach and change
RIGHT MEDICINE, WRONG TIME
The 5 step plan to create and sustain motivational change
-promote awareness
-identify plausible alternatives
-present refutation evidence
-create relevance
-provide scaffolding
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