AY 2016-2017 “Implementing Deliberate Practices for Academic Performance”
Through this Teaching Academy experience, you should be able to …
- Identify a deliberate practice activity aligned to disciplined learning priorities
- Design outcomes-based instructional activities
- Select or create pedagogies that facilitate student development of significant concepts and skills
- Assess student work or experiences to advance their learning
- Describe how student learning informs teaching
1st meeting Outcomes:
- Discuss some trends from Fall 2015 New Student Survey
- Identify the relationship between motivation and deliberate practice
- Familiarize with the certificate program on "Deliberate Practice for Academic Performance"
PowerPoint Slides: Deliberate Practice for Academic Performance
Center for Engaged Teaching and Learning: http://crte.ucmerced.edu/who_our_students_are
Institutional Research and Decision Support: http://irds.ucmerced.edu/default.htm
To prepare for the October meeting , complete the reading and activity below:
- Chickering A. and Gamson Z. (1987) Seven Principles for Good Practice in Undergraduate Education American Association for Higher Education Bulletin, p3-7.
- Faculty will produce a list of good practices from the student perspective
2nd Meeting Outcome:
- Assess group work as a practice that facilitates student development of concepts and skills
- Identify principles for good practices from the student perspective in your discipline
- Contribute to each others' comments with ideas, sources, and questions.
Session Slides: Deliberate Practices: Group work in small and large classes
To prepare for the November session ,
1) Please read the following article and identify what seems to support learning:
Plant, E., Ericsson K., Hill L., et al. (2005) Why study time does not predict grade point average across college students. Implications of deliberate practice for academic performance. Contemporary Educational Psychology.
2) What are the deliberate practices, habits of the mind, processes which are successful in your discipline?
3) Interested in filling out the inventory for a course you teach and gauge your extent of use of research-based teaching practices (ETP)?Complete this survey with the CWSEI Teaching Practices Inventory by November 1st, and I'll bring the group results for discussion during the meeting.
3rd Meeting Outcomes:
- Discuss practices that support learning from the article
- Explain practices that are successful in your discipline based on the Teaching Practices Inventory survey results.
Book introduction: Engaging in the Scholarship of Teaching and Learning (one-on-one meetings with faculty)
In preparation for the December Meeting, address the first two activities:
- Do a literature search and provide context
- Design: Propose a solution or intervention
- Select a deliberate practice / practice that you’d like to explore in your classroom.
- Assessment: A process to produce evidence and outcomes
4th Meeting Outcome:
1. Apply feedback received on the deliberate practice-activity project presented
2. Discuss classroom assessment techniques to produce evidence for your project
3. Explain practices that are successful in your courses/discipline based on the Teaching Practices Inventory survey results
Complete the required mid-progress report by responding to the questions below ( Criteria ) and submit to Adriana and James by December 15th.
5th meeting Outcomes:
- Identify key characteristics of the scholarship of teaching and learning (SoTL).
- Engage in the ongoing developing SoTL cycle
Pre-reading assignment: Literature Review Section pp. 34-35
Slides: SoTL Steps 1&2
Sara Davidson Squibb, Head, User Communication and Instruction from the Library sent us a link to a page that she created with resources for the Literature Review. The page is in our Faculty Academy website under Certificate: Library Guide
- Identify key characteristics of the Project Design Steps
- Engage in the ongoing developing SoTL cycle
Pre-reading assignment: Project Design Section pp. 45-85
Slides : SoTL Steps 3, 4, &5
Ross Avilla, a Psychology faculty, consulted with colleagues and shared some resources with us during the meeting. Here are Ross's presentation slides: Primer on Conducting Research.
- Outline necessary steps for presenting and publishing your results
Pre-reading assignment: Presenting and publishing your results Section pp.105-117
Tomorrow's Professor 1554 posting: Mixed-Methods Research - Depending on the goals of a research study – as well as its guiding research questions – one type of data alone may not tell the complete picture or adequately answer the research questions. Using both types of data in a single research study provides depth as well as breadth.
First ever Faculty Academy Certificate Presentation by Daniel Swenson. Daniel will share his experience and recommendations with the group.
Ross Avila will join us again to discuss the data collected for our research study.
Pre-meeting assignment: Bring 1) the first SoTL 5 steps template completed, 2) the data collected, and 3) your questions to the meeting.
Opportunities for presenting your SoTL: new cohort during the fall and the annual assessment as research symposium in March.
Certificate program assessment: What helped your research idea development? What would you like to see done differently?
See presentation slides under certificate project resources.
Glossary of theme related terminology:
Adaptive motivational beliefs
Deliberate practice : A regimen of effortful activities designed to optimize improvement. The most cited condition concerns the subjects' motivation to attend to the task and exert effort to improve their performance. In addition, the design of the task should take into account the preexisting knowledge of the learners so that the task can be correctly understood after a brief period of instruction. The subjects should receive immediate informative feedback and knowledge of results of their performance, The subjects should repeatedly perform the same or similar tasks.
Domains of expertise
Informative feedback/ educative feedback
Motivation (intrinsic and extrinsic)
Predictors of grades
Self-efficacy : Psychologist Albert Bandura defines self-efficacy as "one's belief in one's ability to succeed in specific situations or accomplish a task." Self-efficacy plays a major role in how one approaches goals, tasks, and challenges, including academic challenges. High self-efficacy individuals are more likely to set loftier goals for themselves, be more committed to their goals, and persevere than low self-efficacy individuals (Redmond, 2010). These behaviors are directly related to the eight qualities On Course identifies with student success; however, many of our students come to college with tattered levels of self-efficacy as learners.
Self-regulated practice/ learning
Other terms which you might encounter useful for discussion:
- Plant E., Ericsson K., Hill L, et. al. (2005) Why study time does not predict grade point average across college students. Implications of deliberate practice for academic performance . Contemporary Educational Psychology.
- Intrinsic motivation and deliberate practice are reciprocally related: Evidence from a longitudinal study of adolescent team sport athletes
- Deliberate practice. Is that all it takes to become an expert ?
- Sun T., Shriner C. (1999) Deliberate practice in teacher education: what teachers do for self-improvement Teaching and Teacher Education.
- The effect of a practice checklist on practice strategies, practice self-regulation and achievement of collegiate music majors enrolled in a beginning class piano course
- When quantity is not enough_ Disentangling the roles of practice time, self-regulation and deliberate practice in musical achievement
- Deliberate practice to advance teaching and learning of college-level applied skills
- Yong D. January 16, 2016 Explanatory Power of the Hierarchy of Student Needs
- Geller, S. Ted Talk The Pschycology of Self-Motivation
If you would like to do a research search, follow this string/ strategy :
"deliberate practice" and ("academic performance" or "academic achievement" or "grade point average" or "educational success” or learning)
Education Source http://uclibs.org/PID/37518
Education: A SAGE Full-Text Collections http://online.sagepub.com/collection.dtl?coll=EDUC
Web of Science http://uclibs.org/PID/12610
*This default to a Most Recent sort, so I recommend changing it on the results page to a Relevance sort.