1. UBC Academic Support & Enhancement Program – Resource Mapping Who are we as a program? What is my role as an academic leader? What are my program’s goals, visions, and/or values? What do academic support and enhancement programs provide the greater UBC community?

2. UBC Academic Support & Enhancement Program – Resource Mapping What is important about all of us being in the same room?

3. What does Learning Look like? Learning?

4. POSITIVE NEGATIVE Behavioral (observables, such as social cues, actions, body language, words, etc.) Properties (associated feelings, thoughts, themes, impressions, intuitions) Feedback Loops Exercise

5. GRIT Defined as perseverance and passion for long-term goals. It means that you choose to do a particular thing in life and choose to give up a lot of other things in order to do it. And you stick with those interests and goals over the long term. So grit is not just having resilience in the face of failure, but also having deep commitments that you remain loyal to over many years. Angela Duckworth

6. http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_o f_the_adolescent_brain?language=en

7. ESSENCE Mindset for Young Adults= Mindsight & ESSENCE ES: Emotional Spark SE: Social Engagement N: Novelty CE: Creative Exploration

8. How do you talk to yourself about yourself? * MUSIC* DANCE * MATH* STUDY SKILLS * NAVIGATION* LANGUAGES * NETWORKING * PUBLIC SPEAKING Listen to how our children talk about themselves to themselves? What stories do they tell themselves about themselves in these areas? How can we get their older peers to share stories? Mindset & the Brain

9. FIXED Mindset

10. GROWTH Mindset http://qedfoundation.org/fixed-vs-growth-mindsets/

11. Add “Yet” Inner Monologue (periods to question marks) Be good  Get Better What are some things that you thought you could never do….and then you did them? Mindset & the Brain

12. Collaborative Learning “According to Johnson and Johnson (1986), students who work collaboratively achieve higher levels of thought and retain information longer than students who work alone. Shared learning encourages students to discuss, to take responsibility for their own learning and become critical thinkers.”

13. Is it a knot, or not?

14. Collaborative Learning: What is it?

15. Collaborative Learning: What Is It? “Collective, or shared intelligence that emerges from collaboration and competition of many individuals and aims to enhance the social pool of existing knowledge through shared responsibility, authority and accountability.” - Adapted from Social Change Model of Leadership and Assessment & Teaching of 21 st Century Skills (University of Melbourne)

16. Collaborative Learning: Why It Is Important Importance: Top employability competency desired by employers in North America. Advances collective knowledge. Builds community. Fosters productive relationships. Transferable across disciplines. Diversity fosters innovation and creativity.

17. Collaborative Learning: Why It Works Vygotsky’s Theory of Learning: Social interaction and language are essential for learning. Learning as a process, not an outcome. Learning activities position learner in zone of proximal development for optimal learning. Learning occurs through knowledge sharing with peers across varying levels of expertise. Scaffold is integral to enhancing understanding.

18. Collaborative Learning: Why It Works Bruner’s Theory of Learning:

19. Collaborative Learning: Why It Works Bruner’s Theory of Learning: Best learning occurs when learner is challenged to put thoughts into words and articulate them to someone else. Learner should move from concrete to abstract representations of knowledge. Knowledge involves “learning rules” and learners need to be introduced to “how to learn”.

20. Collaborative Learning: Why It Works Perry’s Theory of Cognitive Development: Learners should be continually progressing through framework of cognitive development. DUALISM – there is only one answer. MULTIPLICITY – there are many answers. RELATIVISM – some answers are better than others. COMMITMENT – evidence and critical analysis is used to determine the best answer.

21. Collaborative Learning: How It Is Developed SELF – individual contributions. OTHERS – leveraging group diversity. TRUST – sharing, communication. COMMON PURPOSE – clearly defined common outcome. SHARED RESPONSIBILITY – agreement on roles. INTENTIONAL INTERACTIONS – continually interactions among group members. REFLECTION – checking in on individual and collective progress. TRANSITION – identify and reflect on what was accomplished and what was learned.

22. Collaborative Learning: Strategies Follows sequence of individual work – group work – immediate feedback. Group organization. Student accountability. Activities promote learning and teamwork. Students get frequent and immediate feedback. (Michaelsen, Knight & Finck, 2004)