On-Demand Asynchronous Professional Development Course
Feedback and support from others are sources of our self-efficacy — our belief in ourselves to accomplish a task. Using a simple formula, we can adjust our feedback to be a super-booster for self-efficacy, motivation, and belonging. In this on-demand course, participants will learn how to encourage others more effectively to reach their goals.
OBJECTIVE
Participants will be able to provide self-efficacy-boosting feedback.
GUIDING QUESTIONS
- What are the sources of motivation?
- How does motivation affect learning?
- How do you give feedback that boosts motivation?
COURSE OUTLINE
- Motivation Systems
- Self-efficacy and mindset
- Feedback
- Application
WHAT TO EXPECT
- Short instructional videos
- Exercises
- Discussion or reflection prompts
- PDF Handout and fillable form
Download the Handout
The following packet accompanies the virtual and in-person versions of this course. You may find it helpful in your self-paced journey through the content. Click the image to access the file.
For your convenience, the PDF is a fillable form and includes the following:
- Key Terms, page 2
- Key Points, page 3
- Natural Learning Process, page 4
- What Affects Learning, page 5
- Sources of Self-Efficacy, page 6
- Mindset, page 7
- Characteristics of Effective Feedback, page 8
- Feedback Models, page 8
- Sticky Feedback, page 9
- Planning Your Feedback, page 10
- Strategies for boosting self-efficacy and mindset, page 12
- Where does your will intersect with your influence?, page 13
- What is Positionality?, page 14
- Awareness to Action Reflection Sheet, page 15
Key Terms
>> SEE PAGE 2 of HANDOUT <<
- To prepare for the lessons ahead, please review the following list of key terms.
- Reflect on which terms are new for you.
- Leave a comment to share which key term stands out to you and why?
- Asset Mindset: An asset perspective is when we view participants’ cultural differences as beneficial to the learning environment, as opposed to a deficit perspective, where cultural differences are perceived as detrimental to the learning environment. Educators with asset perspectives are more likely to innovate instruction, while those with deficit perspectives are more likely to have lower expectations for marginalized students.
- Equity: Equity is the dismantling of systemic and institutional barriers, and giving people what they need to succeed.
- Implicit Bias: Implicit bias refers to the attitudes or stereotypes that affect one’s understanding, actions, and decisions in an unconscious manner. These are often unrecognized and may not align to one’s declared beliefs and values.
- Marginalized Group: Marginalization is the treatment of a person, group, or concept as insignificant or peripheral. Marginalized groups refer to individuals who are consistently confined to the lower or peripheral edges of society or groups because they are commonly seen as different from perceived norms and dominant culture.
- Mindset: Mindset is a self-perception that people hold about themselves that affects how they approach tasks. Fixed Mindset: Intelligence, ability, and personality are static, nothing can be done to change it. Growth Mindset: Intelligence, ability, and personality can be developed and can change or improve with effort.
- Positionality: Positionality is the social and political context that creates your identity and how your identity influences and biases your perception of and outlook on the world.
- Self-efficacy: Self-efficacy is a belief in oneself that they can accomplish a task. It answers the question, “Can I do this?” High self-efficacy predicts academic achievement, while high self-esteem does not.
** For a more comprehensive glossary, visit Engineer Inclusion’s list of key terms.
Part 1: Roadmap & Primer Question
>> SEE PAGE 3 of HANDOUT <<
Watch the following 75-second introduction to the three-topic roadmap for the course.
Part 2: What have you mastered?
What is something that you learned to do as an adult and have gotten really good at doing? How did you get so good? Share in the comments.
Listen to what others have shared.
Part 3: Natural Human Learning Process
>> SEE PAGE 4 of HANDOUT <<
Through her research, Dr. Rita Smilkstein identifies six stages in the natural learning process that lead to mastery. The process starts with the motivation to learn and shifts to beginning practice—where lots of mistakes occur and are encouraged. Advanced practice increases skill and confidence, leading to skillfulness, including creativity and critical or abstract thinking. Refinement is further improvement, testing new methods, and where the skill starts to become second nature. Finally, mastery is a full understanding, increased creativity, and likely teaching others.
When we move through each of these stages, we are working with our brains to develop knowledge and skill.
Six Stages of the Natural Learning Process
- Motivation: I don’t know how to do it, but I’m going to try!
- Beginning Practice: With lots of practice, I’m starting to understand!
- Advanced Practice: The more I practice, the more I improve!
- Skillfulness: I’ve got the basics down. I’m going to try a new way.
- Refinement: This new method is better/worse than what I tried before.
- Mastery: I’ve really got this, and I can do it in lots of different ways!
Instructions
- Watch the following 24-minute segment.
- Answer the prompt in the discussion: What kinds of things, people, or events could sabotage a person’s innate learning and motivation-for-learning systems?
Part 4: What affects learning?
>> SEE PAGE 5 of HANDOUT <<
Watch the following 12-minute instructional video.
Part 5: Sources of Self-efficacy
>> SEE PAGE 6 of HANDOUT <<
Watch this 16-minute introduction and overview of self-efficacy.
Activity
>> SEE PAGE 6 of HANDOUT <<
There are four sources of self-efficacy. Below you will find simple formulas for each.
- Mastery Experiences: I did [task], therefore I think I can do [more challenging task].
- Vicarious Experiences: [Someone] could do [task], therefore I think I can do [task].
- Social Persuasion: [Someone] said I could do [task], therefore I think I can do [task].
- Physiological Cues: Just because I am experiencing [cue], doesn’t mean I cannot do [task].
Part 6: Mindset
>> SEE PAGE 7 of HANDOUT <<
Watch this 90-second introduction to mindset.
Part 7: Characteristics of Effective Feedback
>> SEE PAGE 8 of HANDOUT <<
Watch this 2-minute brainstorm and overview of the characteristics of effective feedback.
NOTE: The slido poll is not active.
Part 8: Filters influence our feedback
>> SEE PAGE 8 of HANDOUT <<
Watch this 8-minute video.
Part 9: Sticky Feedback
>> SEE PAGE 9 of HANDOUT <<
Watch this 4-minute video.
Part 10: Planning Your Feedback
>> SEE PAGES 10-11 of HANDOUT <<
Giving feedback is a skill, and just like any skill, the more you practice, the better you will become! As you hone the skill, preparing your feedback in advance is helpful. Use the checklist on pages 10-11 of the handout as a tool for crafting self-efficacy-boosting feedback, then listen to a discussion about how others are using the resource.
Strategies for boosting self-efficacy and mindset
>> SEE PAGE 12 of HANDOUT <<
Whether you are trying to boost your self-efficacy and mindset, or those around you, here are six research-based strategies to help.
- Breakdown the task
- Find a role-model
- Ask for feedback and help
- Learn from mistakes
- Celebrate milestones
- Build the courage to start
Reflection & Action Planning
>> SEE PAGE 15 of HANDOUT <<
Take time to reflect on what you learned and make a plan for action. This lesson provides questions to guide you.
Reflection Questions
- What are your top three takeaways?
- What did you learn that challenged what you previously thought?
- What do you still want to know? (How will you find those answers?)
Action Planning Questions
- How will you use the planning your feedback tool to help you improve your skill?
- How can you employ the other strategies for boosting self-efficacy and mindset in your practice?
Discussion
Share what you learned and engage with others who are learning alongside you.
Discussion questions
- What questions do you have based on what you learned?
- What else would you like to add to help others who are learning with you?
- Do you have any complimentary resources that would add value to the community?
- Share results from your action plan. What did you try? What did you learn from that experience?
Additional Resources
- BOOK by Dr. Rita Smilkstein || We′re Born to Learn: Using the Brain′s Natural Learning Process to Create Today′s Curriculum
- How Learning Happens
