1. Supporting the Academic Success of All Students:
Bringing Mindfulness into Instruction
Yi Hao, PhD Student
What Shall We Do?
Teaching Philosophy
Who Are We Teaching Today?
The changing demographics in higher education bring learners with diverse backgrounds and different levels of preparedness and expectations to classrooms. These variations come into play and pose challenges to student success.
Engagement is the key for student success.
Be mindful about ourselves both as instructors and learners.
Be willing to create a safe and meaningful space for all students.
Teach mindfulness and self-care to our students; explain the benefits.
Encourage students to pay attention to their presence in class, and be open-minded and accepting in constructing their learning experience.
Sometimes less is more.
Bruner (1974) described instruction is “an effort to assist or to shape growth” (p. 1).
Barr and Tagg (1995):
- from teaching to learning
Sanford (1963):
- challenge and support
Mezirow (1997):
- transformational learning
What is Mindfulness?
Multitasking
One Thing At A Time
Mindfulness is “the awareness that emerges through paying attention on purpose, in the present moment, and non-judgmentally to the unfolding of experience moment by moment’’ (Kabat-Zinn, 2003).
The three major characteristics:
intentional processes in a deliberate manner;
the object of attention oriented towards presence occurs in consciousness;
an attitude of acceptance toward what is currently being experienced.
(Holas & Jankowski, 2013)
Technology Mindlessness
Being Present
References
Stress
Self-Care
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change: The magazine of higher learning, 27(6),
Bruner, J. S. (1974). Toward a theory of instruction. Boston, MA: Harvard University.
Holas, P., & Jankowski, T. (2012). A cognitive perspective on mindfulness. International Journal of Psychology, 48(3), doi: /
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.
Mezirow, J. Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.