Assessment for Learning –
Making a Difference in Middle
Years Mathematics
A Keynote Address to MTANT14
by Professor Dianne Siemon
RMIT University
dianne.siemon@rmit.edu.au
The curriculum anticipates that schools will
ensure all students benefit from access to the
power of mathematical reasoning and learn to
apply their mathematical understanding
creatively and efficiently. The mathematics
curriculum provides students with carefully
paced, in-depth study of critical skills and
concepts. It encourages teachers to help
students become self-motivated, confident
learners through inquiry and active participation
in challenging and engaging experiences.
(ACARA, 2012, Mathematics Rationale)
© Dianne Siemon
It is through our assessment that we
communicate most clearly to students which
activities and learning outcomes we value
(David Clarke (1988)
© Dianne Siemon
OVERVIEW
• The nature and purpose of assessment
• Assessment FOR Learning
• The case of multiplicative thinking
• AMSPP Priority Project
• Reaching them and
teaching them – Five
essential feelings for
success in the middle
years
(Sagor & Cox, 2004)
© Dianne Siemon
THE NATURE AND PURPOSE OF THE
ASSESSMENT
Scaffolding student learning is the primary
task of teachers of mathematics.
This cannot be achieved without accurate
information about what each student knows
already and what might be within the
student’s grasp with some support from the
teacher and/or peers.
Assessment OF, Assessment AS and
Assessment FOR Learning
© Dianne Siemon
Assessment OF learning is summative –
it is used for reporting, selection and
comparison purposes
Topic Tests
© Dianne Siemon
Commercial Tests
‘for the Australian
Curriculum’
For example:
Assessment of Student Performance at Year 5
© Dianne Siemon
QLD Department of Education (1991)
Assessment AS learning is generally
informal and relies on records of
observation, performance, artifacts …
Self and peer
assessment
Posters, projects,
reports
© Dianne Siemon
For example,
Olssen et al, (1994). Using the
Mathematics Profiles
© Dianne Siemon
Assessment FOR learning requires
assessment techniques that expose
students thinking.
Feedback
BUT it also requires an interpretation of
what different student responses might
mean and some practical ideas to address
the particular learning needs identified.
© Dianne Siemon
Assessment FOR learning is particularly
important in relation to a relatively small
number of ‘big’ ideas and strategies in
Number, without which students’ progress in
mathematics will be seriously impacted.
•
•
•
•
•
•
Trusting the Count (end Foundation/mid Year 1)
Place Value (end Year 2)
Multiplicative Thinking (end Year 4)
Partitioning (end Year 6)
Proportional Reasoning (end Year 8)
Generalising (end Year 10)
Assessment for Common Misunderstandings
Scaffolding Numeracy in the Middle Years (SNMY)
© Dianne Siemon
ASSESSMENT FOR LEARNING:
Teaching informed by quality assessment data has long
been recognised as an effective means of improving
learning outcomes (e.g., Ball, 1993; Black and Wiliam, 1998;
Callingham & Griffin, 2000; Clark, 2001).
Typically, the tasks used for this purpose:
• focus on what the student understands and can do
(Darling-Hammond et al, 1995);
• allow all learners to make a start,
• accommodate multiple solution strategies; and
• relate to the kinds of activities used in teaching and
learning (Clarke & Clarke,1999; Callingham & Griffin,
2000).
© Dianne Siemon
Why is this important?
 Too many students are being ‘left behind’ in the middle
years;
 Overcrowded, undifferentiated, often obscure
mathematics curriculum;
 Need to support the growing number of out-of-field
teachers of mathematics in more appropriate ways; and
 Need to challenge the pedagogical assumptions
inherent in the represented or ‘packaged’ curriculum
(e.g., texts).
© Dianne Siemon
THE AMSPP PROJECT – ROUND 1:
The objectives of the Australian Mathematics and Science
Partnership Program (AMSPP) are to:
(i) build the theoretical and pedagogical skills of school teachers to
deliver maths and science subjects;
(ii) increase the number of school students undertaking maths and
science subjects to Year 12;
(iii) improve outcomes for these students; and
(iv) encourage more students to study science, technology,
engineering and maths (STEM) courses at university through
innovative partnerships between universities, schools, and other
relevant organisations.
https://www.education.gov.au/australian-maths-andscience-partnerships-program
© Dianne Siemon
What we knew and what we had:
Middle Years Numeracy Research Project (MYNRP) commissioned by
DEET, CECV, AISV (1999-2000) – explored number sense,
measurement & data sense and spatial sense in Years 5 to 9 using rich
tasks and the Numeracy Profiles for Years 5 and 7 - identified
multiplicative thinking as the area most responsible for the eightyear range in student mathematics achievement in the middle years
(Siemon, Corneille & Virgona, 2001)*
Scaffolding Numeracy in the Middle Years (SNMY) Linkage Project with
the Departments of Education in Victoria and Tasmania (2003-2006) explored the development of multiplicative thinking in Years 4 to 8 using
rich assessment tasks and Rasch modelling – confirmed MYNRP
result, produced research-based Learning and Assessment
Framework for Multiplicative Thinking (LAF) and two formative
test options (Siemon, Breed, Dole, Izard & Virgona, 2006)*
* Final Reports of both projects can be found on the DEECD website together
with the SNMY resources
© Dianne Siemon
The Middle Years Numeracy Research Project
(MYNRP, 1999-2001)
11.5
•
•
As much difference within Year levels
as between Year levels (spread).
Considerable within school variation
(suggesting individual teachers make a
significant difference to student
learning);
•
The needs of many students, but
particularly those ‘at risk’ or ‘left
behind’, are not being met.
•
Differences in performance were largely
due to an inadequate understanding
of fractions, decimals, and
proportion, and a reluctance/inability
to explain/justify solutions.
© Dianne Siemon
11
10.5
Overall
Metro
Rural
10
9.5
9
8.5
Year 5 Year 6 Year 7 Year 8 Year 9
Mean Adjusted Logit Scores by
Location November 1999
Recognised as
multiplicative thinking
(Vergnaud, 1983)
The views of students:
[When did you last enjoy maths?] “In class recently, doing
fractions, changing fractions to decimals, it was good because I
actually understood it and I felt better” (Matt, Year 6)
Success is crucial to engagement.
Relevance is about connectedness, not necessarily about
immediately applicable, ‘real-world’ tasks, but about being able to
access what is seen to translate to further opportunities to study
‘real maths’ and access to ‘good’ jobs.
Self-esteem - students believe that mathematics is important and
relevant, they generally want to learn and be able to apply
mathematics. Mathematics is not perceived to be as ‘boring’ or
irrelevant as is often assumed.
(MYNRP, Final Report, 2001)
© Dianne Siemon
“Change the way it’s explained, they need to think about how
you understand, not how they explain” (Vincent, Year 9)
The most critical element in their learning from the students’
perspective is the quality of teacher explanations, in
particular, the capacity of teachers to connect with their level
of understanding and communicate effectively.
“Don’t understand how it is set out, don’t like to write it down if I
don’t understand … idea there, but how to write it, what to do
with it ” (Carl, Year 9)
Student engagement is related to the individual’s capacity to
read, write, speak and listen to mathematical texts
(communicative competence), that is, the ability to access the
forms of communication used in mathematics.
(MYNRP, Final Report, 2001)
© Dianne Siemon
Notion of targeted teaching that requires:
• access to accurate information about what
each student knows;
• a grounded knowledge of learning
trajectories (key steps in the development of
big ideas and how to scaffold these);
• an expanded repertoire of teaching
approaches which accommodate and nurture
discourse, help uncover and explore student’s
ideas in a constructive way, and ensure all
students can participate in and contribute to the
enterprise;
• sufficient time with students to develop trust and supportive
relationships; and
• flexibility to spend time with the students who need it most.
© Dianne Siemon
(MYNRP, Final Report, 2001)
MULTIPLICATIVE THINKING
A muffin recipe requires 2/3 of a cup of milk. Each recipe makes 12
muffins. How many muffins can be made using 6 cups of milk?
Solutions which rely on counting all
groups are essentially additive.
Solutions which rely on some form of
proportional reasoning are essentially
multiplicative.
© Dianne Siemon
The Scaffolding Numeracy in the Middle Years
Research Project (SNMY, 2004-2006)
•
Multiplicative thinking operationalised in terms of
(i) core content knowledge (multiplication, division, fractions,
decimals, proportion etc),
(ii) ability to apply that knowledge in unfamiliar situations, and
(iii) capacity to communicate and justify solution strategies
•
Hypothetical Learning Trajectory (Simon, 1995) for multiplicative
thinking derived from the literature
•
HLT used to locate, design, trial rich assessment tasks
•
Cluster-based purposeful sample of 3200 Year 4 to 8 students in
Victoria and Tasmania, pre/post test design, support for targeted
teaching
•
Item Response Theory specifically Rasch analysis (e.g., Bond & Fox,
2001) used to identify shift over time and test HLT
© Dianne Siemon
 Dianne Siemon, RMIT University
Rich Tasks
The SNMY tasks were selected or designed to:
•
assess all aspects of multiplicative
thinking as defined
•
provide opportunities for all
students to demonstrate their
understanding of multiplicative
thinking and their capacity to work
multiplicatively;
•
reflect ‘best assessment
practice’, including open-ended
tasks, a range of response modes,
opportunities for learning; and
•
be used locally with reliability
and confidence.
© Dianne Siemon
(SNMY, 2004)
ADVENTURE CAMP …
TASK:
a.
b.
RESPONSE:
No response or incorrect or irrelevant
statement
0
One or two relatively simple observations
based on numbers alone, eg, “Archery was
the most popular activity for both Year 5 and
Year 7 students”, “More Year 7 students liked
the rock wall than Year 5 students”
1
At least one observation which recognises
the difference in total numbers, eg, “Although
more Year 7s actually chose the ropes
course than Year 5, there were less Year 5
students, so it is hard to say”
2
No response
0
Incorrect (No), argument based on numbers
alone, eg, “There were 21 Year 7s and only
18 Year 5s”
1
Correct (Yes), but little/no working or
explanation to support conclusion
2
Correct (Yes), working and/or explanation
indicates that numbers need to be considered
in relation to respective totals, eg, “18 out of
75 is more than 21 out of 100”, but no formal
use of fractions or percent or further
argument to justify conclusion
3
Correct (Yes), working and/or explanation
uses comparable fractions or percents to
justify conclusion, eg, “For Year 7 it is 21%.
For Year 5s, it is 24% because 18/75 = 6/25
= 24/100 = 24%”
4
A Year 6 Student Response to Adventure Camp Short Task (SNMY, May 2004)
© Dianne Siemon
SCORE
Variable Map
Relates students
scores to item
difficulty
Items of similar
difficulty are
grouped together to
form Levels or
Zones, for example,
Zone 3
(SNMY, 2004)
© Dianne Siemon
Description of
what students at
each level CAN do
Teaching advice to
consolidate and
establish
Teaching advice to
introduce and
develop
The Learning Assessment
Framework for Multiplicative
From the Learning and Assessment
Thinking
Framework for Multiplicative Thinking
© Dianne Siemon
(SNMY, 2006)
Zone 4 can be viewed as a transitional zone from additive to
multiplicative thinking, suggesting that about 40% of Year 7 and 30% of
Year 8 students might be deemed to be ‘left behind’ in terms of
curriculum expectations …
100%
Zone 8
Zone 7
Zone 6
Zone 5
Zone 4
Zone 3
Zone 2
Zone 1
80%
60%
40%
20%
0%
Year
4
Year
5
Year
6
Year
7
Year
8
Table 2 Proportion of Students at each Level of the LAF by Year Level, Initial Phase
of SNMY, May 2004 (N=2747)
© Dianne Siemon
An 8 year range….
LAF Zone
1
2
3
4
5
6
7
8
Expected
by
End of
Year 1
End of
Year 2
End of
Year 3
End of
Year 4
End of
Year 5
End of
Year 6
End of
Year 7
End of
Year 8
Year 4
6
6
5
5
2
1
1
0
Year 5
3
5
5
5
2
3
2
0
Year 6
1
2
3
5
4
5
5
1
Year 7
1
2
2
6
3
3
6
1
Year 8
1
1
2
6
4
5
5
2
Table 3 Implied class distribution by Year Level based on SNMY
data (2004) – possible groupings
© Dianne Siemon
27
Targeted teaching works
For example, students in an identified sub-sample of ‘atrisk’ students within the SNMY Project demonstrated major
shifts in achievement against the Learning and Assessment
Framework for Multiplicative Thinking (LAF) as a result of
an 18 week, 2 sessions per week teaching program*
(Margarita Breed, PhD study)
Participants: 9 Year 6 students identified at Level 1
of the Framework in May 2004
Results:
All 9 students achieved at Level 4 or 5
of the Framework in November 2005
* A copy of the Intervention Teaching Program for At Risk Students is included in the SNMY
Project Findings, Materials and Resources available on the DEECD and TasEd websites.
© Dianne Siemon
Recognition that something more is
needed
Variable success of targeted
At-risk student responses to
MYNRP interviews (Siemon,
Virgona & Corneille, 2001)
teaching, particularly in
secondary schools (SNMY
Final Report, 2006)
Role of affect and relationships
in effective targeted teaching
(Breed, 2011)
Over the last several decades, education research in Australia has
experienced a number of so-called ‘turns’ – linguistic, cultural,
postmodern, spatial and, more recently, … the ‘affective turn’ …
The turn to affect is driven by a recognition that the economic
rationalism of education is at odds with its emotional and creative
dimensions (Kostogriz & Cross, 2012, pp. 389-390)
© Dianne Siemon
Reaching Them and Teaching Them*
Sagor and Cox (2004) have identified five essential feelings they believe
are crucial to a young person’s well-being and success at school:
•
the need to feel competent,
•
the need to feel they belong,
•
the need to feel useful,
•
the need to feel potent, and
•
the need to feel optimistic” (p.4)
This is referred to by the acronym CBUPO.
They explain why working on the behaviours and attitudes of
discouraged learners alone is insufficient and suggest the inclusion of an
additional dimension, that of role.
* Sagor, R. & Cox, J. (2004). At-risk students: Reaching them and teaching
them. Larchmont, NY: Eye on Education
© Dianne Siemon
The Reframing Mathematical Futures Project
RMITs AMSPP Round 1 project Reframing Mathematical
Futures was aimed at improving student outcomes in
relation to multiplicative thinking and proportional
reasoning in Years 7 to 10.
It particularly targeted those students whose future would
otherwise be constrained by lack of access to these critical
aspects of school mathematics.
The SNMY materials were used
to deepen teacher knowledge in
this domain and improve teacher
responsiveness to student
learning needs.
© Dianne Siemon
Approach:
The project supported a small group of
school-based SNMY specialists in each
participating State or Territory to work
with at least two Year 7 to 9 teachers of
mathematics in their school to identify
student learning needs in relation to
multiplicative thinking using the SNMY
materials.
It also supported a Professional Learning Community (PLC)
approach that enabled the SNMY Specialists and teachers
to design and implement targeted teaching responses that
addressed student learning needs in age-appropriate ways
that also promoted the five essential feelings.
© Dianne Siemon
Project partners identified up to 6 schools in each
participating State or Territory that were either already
investing in numeracy support or where there was a
willingness/capacity to provide some time release
(preferably a day/week) to support an SNMY specialist.
The RMF project provided:
• 4 professional learning days for Specialists
• Up to 30 days time release per school to support the
identification of student learning needs and the work of
PLCs (e.g., peer observation, professional
development and planning)
• regular on-line Collaborate sessions, and
• at least 2 visits by project team mentors
© Dianne Siemon
Dripstone Middle School
Rosberry Middle School
Sanderson Middle School
Batchelor Area School
Whyalla HS
Victor Harbour HS
Valley View HS
Roma Mitchell SC
Le Fevre HS
Murray Bridge HS
Millicent HS
Naracoorte HS
AMSPP Schools
2013-2014
© Dianne Siemon
Wynyard HS
Parklands HS
Ulverstone Hs
St Peter Claver College
St Theresa’s CC
Seton College
Unity College
St Patrick’s College
Preston Girls SC
Hampton Park SC
North Geelong SC
Cranbourne SC
Hume Central SC
Sheffield School
Montrose Bay HS
Expectations of Specialists:
• Identify participating teachers (two per school), obtain
consent from parents where necessary
• Administer SNMY Assessment Options (at least one
class per participating teacher)
• Use time release to support marking and planning
• Discuss results with project mentor - meet with teaching
team to plan approach and targeted teaching activities,
• Regularly meet with teaching team to review progress,
locate/adapt resources
• Contribute to Collaborate sessions and share
observations, resources, ideas and activities
• Ask questions, use release time purposefully …
© Dianne Siemon
Data Collection:
Data collected July/August and November 2013
• Complete SNMY data sets from just over 1700 students
across Years 7 to 10
• Student surveys (attitudes, perceptions of competence,
belonging, usefulness, potency and optimism)
• Specialist and Teacher surveys (experience,
pedagogical content knowledge, reflections)
• Field notes from school visits
• Artifacts (resources, photos, posters, planning
documents)
• Student journals (where available)
• Principal report on funding, in-kind support, perceived
value of project and future intentions
© Dianne Siemon
SNMY Assessment Data
Complete (i.e., matched) data sets were obtained from
1732 students, with the majority of students in Year 8
Year 7
Year 8
Year 9
Year 10
19%
59%
20%
2%
Table 4 Approximate proportion of students by Year Level
Data sets separated by order of delivery (25 schools did
Option 2 first, 3 did Option 1 first)
Students who scored 0 on the second test removed from
the matched data set
Raw scores translated to LAF Levels, Effect Size adjusted
to one year and regression to mean
Random error checks conducted to confirm accuracy of
data entry
© Dianne Siemon
In a nutshell …
There was an overall improvement in student LAF Levels
(based on mean scores converted to LAF Levels) from
August to November (see Table 2)
Despite some contrary results, the overall achievement of
students across 25 schools grew above an adjusted effect
size of 0.4 indicating a medium influence beyond what might
otherwise be expected (Hattie, 2012)
Relative change in LAF Levels
Number of Schools
Increased by at least one level
14
Stayed the same
9
Declined
2
Total
25
Table 5 Changes in LAF Levels for 25 schools completing Option 2 first
© Dianne Siemon
The overall improvement in student LAF Levels can be seen
in Figure 1 below.
Figure 1 Percentage of students at each LAF level, all students, August and
November 2013 (n=1532)
© Dianne Siemon
While overall, the median score (in LAF Levels), remained
the same on the August and November tests, the spread was
far greater for the November results, which is largely
explained by the dramatic growth in some schools (see
Figure 2 below)
Figure 2 Comparison of median score (in LAF Levels) and spread for all
students, August and November 2013 (n=1532)
© Dianne Siemon
Understanding why…
One of the recognised factors impacting student achievement is the level
of student engagement in the testing process. In November, schools
were asked to rate each student by level of engagement using a scale of
1 (low) to 3 (high). While not all schools provided this data – the results
are interesting for those that did.
Figure 3 Comparison of achievement by high and low engagement (n=928)
© Dianne Siemon
Student Surveys
There was no discernable difference between the Likert items
(statements rated in the basis of 1 (strongly disagree) to 5 (strongly
agree) in the August and November 2013 data (effect sizes very small).
However, there was some evidence of a shift in student perceptions in
relation to the more direct questions concerning the five essential feelings
included in the November Student survey (n=931 matched pairs) rated on
a scale of 1 (strongly disagree) to 10 (strongly agree) (effect sizes small).
Thinking about maths …
Aug
Nov
I feel I belong in maths classes
5.71
6.8
I feel competent
6.62
6.54
I feel useful
5.61
6.54
I feel I have choices in maths
5.79
6.66
I feel optimistic about maths
5.54
6.37
Table 6 Comparison of mean ratings on BCUPO questions,
November 2013 (n=928)
© Dianne Siemon
Student’s perceptions of school
mathematics
Analysis of the student responses to the two open-ended questions on the
August Student Survey:
• What aspect of maths do you enjoy the most?
• What things about maths do you find most difficult or frustrating?
suggests these are consistent with data from the student interviews
conducted in the Middle Years Numeracy Research Project (Siemon,
Virgona, & Corneille, 2001).
That is, students desire and value:
• understanding and success,
• caring, respectful teachers,
• quality explanations, and varied teaching methods.
They find algebra, fractions and decimals difficult and they resent being
singled out, not receiving assistance when they need it, and off-task,
classroom behaviour.
© Dianne Siemon
Drawing Task
Think of a situation when you are learning maths well. Draw it. Then,
describe your drawing
Responses to this task were requested in both the August and November Surveys.
To date, approximately 60% of the August drawings and 30% of the November
drawings have been considered but there are some initial trends (see Table 4)
Initial Category
% Aug
% Nov
Algorithms or text, no reference to self or others
12
7
No response, unclear/irrelevant, sad/frustrated
23
3
Sitting alone in classroom (neutral/happy expression)
15
17
Teacher and self
12
11
Working with other students
15
24
Teacher primary focus in classroom
13
14
Games, manipulatives, real-world
5
13
Table 4 Major features of student drawings, August (n=994) and
November 2013 (n=281)
© Dianne Siemon
No response, unclear/irrelevant, sad/frustrated
Algorithms or text, no reference to self or others
Just confused and angry with the noise and the maths
© Dianne Siemon
Teacher and self
Algorithms or text, no reference to self or others
A young student is getting frustrated on a maths question, but
the teacher can see he/she needs help, so the teacher
comes over and helps the stuck child.
© Dianne Siemon
Noise (or lack of it) appears to be an issue
When we work as a group
and when it is not quite
When it is quiet and everyone
is working
When I’m at home and it’s quiet. No one is being
loud and you can think easier. Peace and quiet.
© Dianne Siemon
On reflection …
Targetted teaching informed by quality assessment works
BUT targetted teaching ≠ ability grouping/streaming
Targetted teaching requires environments in which all learners feel
competent, they belong, are useful contributors, have some
potency/agency and are optimistic – This cannot be accomplished in
long-term ability groupings or streaming.
This proved a challenge for some Specialists and
teachers for a range of reasons but particularly the
perceived pressure to ‘cover the curriculum’ …
Recognition that teachers of mathematics need to
acquire much deeper understanding of the
underpinning ideas, strategies and representations
of school mathematics
BUT some genuine light bulb moments as teachers
experience the benefits of targeted teaching …
© Dianne Siemon
REACHING THEM & TEACHING THEM …
Adolescent learners:
• Experience profound physical, social, emotional and
intellectual changes
• Increasingly focussed on peer relationships
• Becoming more complex, capable thinkers
• Have unique and diverse learning needs
• More inclined to engage in risk taking behaviour
• Tend to respond emotionally
• May misunderstand adult communications and
reactions
DEECD (2006). Understanding Year 9 Students: A theoretical
perspective and implications for policy and practice. Melbourne
© Dianne Siemon
Adolescent learners learn best when they:
•
•
•
have high levels of confidence and self-esteem,
are strongly motivated to learn, and
are able to learn in an environment characterised by
‘high challenge coupled with low threat’
OECD (2002). Understanding the brain: towards a new learning
science. Paris: OECD Publications Service
© Dianne Siemon
What will it take? Whose responsibility?
A deep understanding of the ‘big ideas’
in mathematics and the relationships
Genuine individual choice between them, and a knowledge of
student learning pathways (i.e., researchbased learning trajectories)
Opportunities to
participate in selfgenerated, purposeful
activity
Access to tools and resources that
identify what students know and provide
teaching advice in terms of the ‘big ideas’
and learning trajectories
Problem-based, investigative learning
Recognise the three Rs: relationships,
Personal engagement and relationships, relationships …
ownership
Five Essential Feelings (Sagor & Cox,
2004)
And a commitment to ongoing, collaborative professional learning
© Dianne Siemon
Sagor and Cox (2004) have identified five essential feelings
they believe are crucial to a young person’s well-being and
success at school, referred to as CBUPO:
•
the need to feel competent,
•
the need to feel they belong,
•
the need to feel useful,
•
the need to feel potent, and
•
the need to feel optimistic” (p.4)
Beliefs
Attitudes
Role
They explain why working on the behaviours and attitudes
of discouraged learners alone is insufficient and suggest
the inclusion of an additional dimension, that of role.
* Sagor, R. & Cox, J. (2004). At-risk students: Reaching them and teaching
them. Larchmont, NY: Eye on Education
© Dianne Siemon
52
Feelings of COMPETENCY
Consider:
How would you feel about arriving at work every
day if you felt you were an incompetent teacher?
Learning is the work of students – imagine how
they feel coming to school each day if they view
themselves as incompetent learners?
I: When did you last enjoy maths?
S: In class recently, doing fractions, changing fractions to
decimals, it was good because I actually understood it
and I felt better. (Matt, Year 6, MYNRP, 2001)
Success is crucial to engagement.
© Dianne Siemon
A sense of BELONGING
Consider:
A peculiar trauma of adolescence is the near universal
belief that an ‘in group’ exists and, more importantly, that
‘I don’t belong to it’ …
Being denied a feeling of belonging is so significant for
adults that we still carry the hurt twenty years later (Sagor
and Cox, 2004, p. 5)
Is it your job to
get students to
like you?
© Dianne Siemon
Feelings of USEFULNESS
… our feelings of usefulness will be derived or
denied as a direct result of both the quantity and
the quality of the interactions we have with others
(Sagor & Cox, 2004, p. 129)
In a one-room school, the teacher recognised they
could not do it all … so established:
- small learning communities, cross-age tutoring,
peer mentoring, co-teaching, apprenticing;
- problem-based, investigative learning, where
students plan, organise, monitor and reflect; and
- a sense of purpose, self-worth through family and
community involvement
© Dianne Siemon
A sense of PERSONAL POTENCY
Ultimately, Glasser tells us that our choices in
behaviour are the single most significant way that
we have to express our personal power. It is
through these choices that we assert who we are
and what we want to be known for
(Sagor & Cox, 2004, p, 157)
Misplaced attribution - Discouraged learners
more likely to see themselves as ‘innocent
victims’ with little control over circumstances that
result in frustration, stress and/or failure
© Dianne Siemon
OPTIMISM
Students who have continuously received
feedback on their competence, belonging,
usefulness and potency have good reason to be
optimistic … [more likely to] defer immediate
gratification…
Likewise, those students who perceive… that
they are failing, that they don’t fit in, and that they
are not in control of their lives, will likely develop a
pessimistic view of their future. They will
conclude, “If the future is so bleak, why defer
gratification” (Sagor & Cox, 2004, p. 7)
© Dianne Siemon
THE CHALLENGE
How many of our students can say:
I feel successful here
I feel like I belong here, people like me
I feel needed here
I have the power to make things happen here
I expect to be a success in the future
What will it take to achieve
this in your school?
© Dianne Siemon