creating a positive learning environment an empirically-validated approach to learning and thriving
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CREATING A POSITIVE CREATING A POSITIVE LEARNING ENVIRONMENTLEARNING ENVIRONMENT
An Empirically-Validated An Empirically-Validated Approach to Learning and Approach to Learning and
ThrivingThriving
THRIVING: NATURAL EXPERIENCE THRIVING: NATURAL EXPERIENCE OF GENERALLY POSITIVE MOOD, OF GENERALLY POSITIVE MOOD,
MEANING, AND OPTIMAL MEANING, AND OPTIMAL PERFORMANCEPERFORMANCE
OVERVIEWOVERVIEW
Law students and lawyers do not Law students and lawyers do not thrive as expected thrive as expected
Sources of thriving well Sources of thriving well understood understood
Loss of thriving in Law SchoolLoss of thriving in Law School The thriving classroom and The thriving classroom and
schoolschool Impact of one teacher, and a few Impact of one teacher, and a few
.. ..
Depression Among Law Depression Among Law StudentsStudents
(Benjamin (Benjamin et.et. alal., 1986 Am. Bar Found. Research, 225)., 1986 Am. Bar Found. Research, 225)
Lawyer DistressLawyer Distress
SubscaleSubscale (norm = (norm = 2.3%)2.3%)
● Obsessive-CompulsiveObsessive-Compulsive 19.0%19.0%● Interpersonal SensitivityInterpersonal Sensitivity 35.3%35.3%● DepressionDepression 23.4%23.4%● AnxietyAnxiety 30.4%30.4%● Phobic AnxietyPhobic Anxiety 10.3%10.3%● Paranoid IdeationParanoid Ideation 12.5%12.5%● Social Alienation and Isolation 26.6%Social Alienation and Isolation 26.6%
Source: Beck, Sales, and Benjamin, Journal of Law and Health, Volume 10:1 (1996)
UNIVERSAL NEEDSUNIVERSAL NEEDS
● Autonomy /AuthenticityAutonomy /Authenticity (can make (can make preferredpreferred choices, choices, choices based on true values/interests, choices based on true values/interests, express true express true self; . . . Integrity!) self; . . . Integrity!)
● RelatednessRelatedness (feel well-connected to others (feel well-connected to others generally, generally, closeness, intimacy with important closeness, intimacy with important othersothers
● CompetenceCompetence (feel very capable, mastering hard (feel very capable, mastering hard challenges, successful at difficult tasks)challenges, successful at difficult tasks)
● Self-EsteemSelf-Esteem (sense of self-respect, have positive (sense of self-respect, have positive qualities, satisfied with one's self) qualities, satisfied with one's self)
((DEFINITION: DEFINITION: Produce sense of well-being, Produce sense of well-being, thriving)thriving)
ADAPTIVE MOTIVATION AND VALUESADAPTIVE MOTIVATION AND VALUES
● Internal MotivationInternal Motivation ● Action itself is satisfying or Action itself is satisfying or
enjoyableenjoyable● Action supports personal value/goalAction supports personal value/goal
● Intrinsic Values/GoalsIntrinsic Values/Goals
● Self-Understanding & GrowthSelf-Understanding & Growth● IntimacyIntimacy● Helping othersHelping others● CommunityCommunity
Well-Being, Integrity, High Performance
Distress, Addictions, Low Performance/Ethics
Needs SatisfiedAutonomy, Relatedness,Compet’ce, Self-Esteem
Needs Not Satisfied
Adaptive Behaviors
Intr. Values/Mot.Growth, Intimacy, Helping, Community
Extr. Values/Mot.Money, Power, Status, Competitive Advantage
Distracting Behaviors
Extrinsic Motivation, Values, GoalsExtrinsic Motivation, Values, Goals(produce frustration, irritation, stress)(produce frustration, irritation, stress)
Money/luxuriesMoney/luxuries Popularity/influencePopularity/influence Competitive/external outcomes Competitive/external outcomes
(Grades, Ranking, Rewards . . .)(Grades, Ranking, Rewards . . .) Pleasing or impressing othersPleasing or impressing others Relieving anxiety or guilt Relieving anxiety or guilt
: Displace Critical Need Satisfaction: Displace Critical Need Satisfaction
Well-Being, Integrity, High Performance
Distress, Addictions, Low Performance/Ethics
Needs SatisfiedAutonomy, Self Esteem,Competence, Relations
Needs Not Satisfied
Adaptive Behaviors
Intr. Values/Mot.Growth, Intimacy, Helping, Community
Extr. Values/Mot.Money, Power, Status, Competitive Advantage
Distracting Behaviors
KEEP THEIR EYE ON THE BALLKEEP THEIR EYE ON THE BALL
FACULTY INPUT
INFORMATION
MENTORING
MODELING
AUTONOMY SUPPORTSch
ool D
ebt R
elief
Law Review
Competition
Prestigious Job
Outcomes
Ranking
Moot Court
GPA
High Salary
ENJOYMENT
RELATIONSHIPS
COMPETENCE
LEARN/IMPROVE
EXPRESS FULLY
MEANING
COMMUNITY
HELPING
JUSTICE
RESPECT
SELF/INTEGRITY
KINDNESS
Appearances
1. Do sources of thriving apply to 1. Do sources of thriving apply to your own life and work, or your own life and work, or people you know? people you know? (Consider list of (Consider list of needs, values, motivations)needs, values, motivations)
2. Write two ways you can 2. Write two ways you can promote sources of thriving in promote sources of thriving in your students? (your students? (review list of review list of needs, values, motivations)needs, values, motivations)
Autonomy SupportAutonomy Support
Authority Provides Respect Authority Provides Respect
(rather than Control)(rather than Control)
AUTONOMY SUPPORT AND THRIVINGAUTONOMY SUPPORT AND THRIVING
Well-BeingWell-Being PerformancePerformance Intr. Career Intr. Career ( (GPA & GPA &
BarBar) ) Motivation Motivation
* * Self EsteemSelf Esteem * * RelatednessRelatedness
* * AutonomyAutonomy * * CompetenceCompetence(Student Thriving Factors)(Student Thriving Factors)
Autonomy SupportAutonomy Support(Faculty/Administration)(Faculty/Administration)
AUTONOMY SUPPORTAUTONOMY SUPPORT
Authority Authority (teacher, parent . .): (teacher, parent . .):
Helpful information Helpful information ((Other’sOther’s perception) perception) Appreciates other’s preferences, Appreciates other’s preferences,
perspectives perspectives (Listen with interest . . )(Listen with interest . . ) Provides meaningful choices Provides meaningful choices (when (when
possible)possible) Explains if control requiredExplains if control required
AUTONOMY SUPPORT, LEARNING AND AUTONOMY SUPPORT, LEARNING AND TESTINGTESTING
Aut. Support predicted better gradesAut. Support predicted better grades
Strongly predicted passage of bar Strongly predicted passage of bar exam exam
Bar exam: 4th tier outperformed 2d Bar exam: 4th tier outperformed 2d tier tier school school
Aut. Supportive school:Aut. Supportive school: MBE Low range, 22% . . . vs 47%, MBE Low range, 22% . . . vs 47%,
High range 24% . . . vs 14%High range 24% . . . vs 14%
3. Write 1-2 ways you can provide 3. Write 1-2 ways you can provide autonomy support to your autonomy support to your students. students. (convey respect, (convey respect, understanding, choices . .)understanding, choices . .)
LAW SCHOOL UNDERMINES THRIVINGLAW SCHOOL UNDERMINES THRIVING(Behav. Sciences & Law, 2004; (Behav. Sciences & Law, 2004; Pers. Soc. Psy. Bull., Pers. Soc. Psy. Bull.,
’07’07))
Aggregate Well-being (Aggregate Well-being () (p<.001)) (p<.001)
Positive Affect (Positive Affect () (p<.001)) (p<.001)
Beck Depression (Beck Depression () (p<.001)) (p<.001) 1L Intrinsic Valuing (1L Intrinsic Valuing () (p<.001)) (p<.001) 2L/3L All Valuing (2L/3L All Valuing () (p<.001)) (p<.001) Internal Motivations (Internal Motivations () (p<.001)) (p<.001) Need Satisfactions (Aut./Relat.) (Need Satisfactions (Aut./Relat.) ())
UNDERMINING FACTORSUNDERMINING FACTORS
Pervasive Extrinsic ValuesPervasive Extrinsic Values Competition over Competition over
CooperationCooperation Basic training reduces Basic training reduces
Autonomy/AuthenticityAutonomy/Authenticity Marginalizes Morality and Marginalizes Morality and
CaringCaring
Results of 1L Analytical TrainingResults of 1L Analytical Training (MERTZ-ABA STUDY)(MERTZ-ABA STUDY)
““Unmoors the self”Unmoors the self” Changes valuesChanges values Sets aside morality, conscience, Sets aside morality, conscience,
caringcaring ““Combat dialogue” replaces Combat dialogue” replaces
moral moral reasoningreasoning Winning argument as only goalWinning argument as only goal ““Erases bases for ethical Erases bases for ethical
judgment”judgment”
THE EFFECTIVE TEACHERTHE EFFECTIVE TEACHER Provides informationProvides information Generates Generates awarenessawareness Encourages self-monitoringEncourages self-monitoring Encourages intrinsic motivationEncourages intrinsic motivation Encourages constructive social supportEncourages constructive social support Encourages proactive learningEncourages proactive learning Students will generalize benefits.Students will generalize benefits.
ongoing need sat.+ autonomy ongoing need sat.+ autonomy supportsupport
THE EFFECTIVE CLASSROOMTHE EFFECTIVE CLASSROOM
Everyone feels respect/supportEveryone feels respect/support Everyone can succeedEveryone can succeed Everyone is expected to succeedEveryone is expected to succeed Competition moderated Competition moderated
(focus,enjoyment)(focus,enjoyment) Zero-sum factors minimizedZero-sum factors minimized Regular connections to self and Regular connections to self and
reality reality
4. Write 2-3 things you can do for positive 4. Write 2-3 things you can do for positive learning environment:learning environment:
Provides informationProvides information Generates awarenessGenerates awareness Encourages regular self-monitoringEncourages regular self-monitoring Encourages regular internal referencingEncourages regular internal referencing Encourages constructive social supportEncourages constructive social support Encourages proactive learningEncourages proactive learning
5. Write 2-3 things you can do to create an 5. Write 2-3 things you can do to create an effective classroom. effective classroom.
Everyone feels respect/supportEveryone feels respect/support Everyone can succeedEveryone can succeed Everyone is expected to succeedEveryone is expected to succeed Competition moderated (focus,enjoyment)Competition moderated (focus,enjoyment) Zero-sum factors minimizedZero-sum factors minimized Regular connections to self and realityRegular connections to self and reality
EXAM PREPARATIONEXAM PREPARATIONHIERARCHY OF MOTIVATIONHIERARCHY OF MOTIVATION
Negative Well-BeingNegative Well-Being Positive Well-Positive Well-BeingBeing
& Performance & Performance & Performance& Performance
External External IntrojectedIntrojected IdentifiedIdentified IntrinsicIntrinsic force/fear, guilt, obligation meaning/purpose force/fear, guilt, obligation meaning/purpose
enjoyment,enjoyment,reward expectationreward expectation (values) interest (values) interest (external)(external) PERCEIVED LOCUS OF CONTROL PERCEIVED LOCUS OF CONTROL
(internal)(internal)
EXTEND BENEFITS: FACULTY TRAININGEXTEND BENEFITS: FACULTY TRAINING
Decrease emphasis on competitionDecrease emphasis on competition 1L courses: support student self-1L courses: support student self-
reference, conscience . . reference, conscience . . Model and promote intrinsic Model and promote intrinsic
values values and basic need and basic need satisfactionsatisfaction
Pervasive autonomy supportPervasive autonomy support
small % of faculty transform small % of faculty transform effectseffects
LAW SCHOOL ORIENTATIONLAW SCHOOL ORIENTATION::
PROVIDE OVERVIEW, PROVIDE OVERVIEW,
PROMOTE THRIVINGPROMOTE THRIVING
lkrieger@law.fsu.edulkrieger@law.fsu.edu
SUGGESTED OVERVIEWSUGGESTED OVERVIEW(ORIENTATION and/or CLASS)(ORIENTATION and/or CLASS)
1. 1. MANY PROF. SKILLS TO ACQUIREMANY PROF. SKILLS TO ACQUIRE
Legal Analysis and Argument Legal Analysis and Argument Practice SkillsPractice Skills Professional JudgmentProfessional Judgment Professional IdentityProfessional Identity
2. 2. NATURAL GROWTH INCREASES NATURAL GROWTH INCREASES THRIVING (includes progressive law school)THRIVING (includes progressive law school)
Increase with growth/progressive Increase with growth/progressive training:training:
Self-awarenessSelf-awareness Autonomy/Internal reference Autonomy/Internal reference
(conscience, morality)(conscience, morality) Relatedness to othersRelatedness to others Socialization/Caring/HelpingSocialization/Caring/Helping
Complexity, personal integrationComplexity, personal integration
3. 3. TRADITIONAL CLASSESTRADITIONAL CLASSES
Legal Analysis/Argument only Legal Analysis/Argument only
(facts and law)(facts and law)
Irrelevant/marginalizedIrrelevant/marginalized:: Autonomy -- conscience, fairness, moralsAutonomy -- conscience, fairness, morals Caring/empathyCaring/empathy Relatedness to othersRelatedness to others
simplicity, personal deconstructionsimplicity, personal deconstruction
INPUT POINTSINPUT POINTS
Before Orientation, mailingBefore Orientation, mailing Orientation (reservations . . .)Orientation (reservations . . .) Early Class(es)Early Class(es) Extracurricular meeting, if necessaryExtracurricular meeting, if necessary
IMPLICATIONS OF INTRINSIC VALUES IMPLICATIONS OF INTRINSIC VALUES (Self knowledge/growth; Intimacy; Helping; Community)(Self knowledge/growth; Intimacy; Helping; Community)
Activity (and Competition) Activity (and Competition)
enjoyableenjoyable::
To express abilities and values; To express abilities and values; Improve self/help othersImprove self/help others
Low stressLow stress: goals attainable, not : goals attainable, not dependent on limited rewardsdependent on limited rewards
CARNEGIE and BEST PRACTICES CARNEGIE and BEST PRACTICES Balance Programs and Balance Programs and
Methods Methods Produce Thriving via needs Produce Thriving via needs
satisfaction and values satisfaction and values clarificationclarification
THRIVING = “SUCCESS”THRIVING = “SUCCESS”
High performance and positive moodHigh performance and positive mood
Not zero-sum/competitive Not zero-sum/competitive
EveryoneEveryone can thrive in “Top can thrive in “Top 10%.” 10%.”
FacultyAutonomy Support (end of Y1)
Greater Autonomy NeedSat (Y1->Y3)
Greater RelatednessNeedSat (Y1->Y3)
Greater Competence NeedSat (Y1->Y3)
Social Context(i.e. Law School 1 vs. Law School )
AUTONOMY SUPPORT, NEEDS,AUTONOMY SUPPORT, NEEDS, AND OUTCOMES AND OUTCOMES
Higher Performance
(LS Gpa & Bar)
Greater Well-Being
More Auton. Career Motiv’n (Y3)
.20
.39
.20
.32
.33
.41
.13
.23
.40
AUTONOMY SUPPORT OPTIMIZES AUTONOMY SUPPORT OPTIMIZES OUTCOMES OUTCOMES
(Sheldon/Krieger, 2007)(Sheldon/Krieger, 2007)
All sources of thriving All sources of thriving increaseincrease
All outcomes improve:All outcomes improve:
((Well-being, motivation, Well-being, motivation, grades, grades, & bar passage) & bar passage)
1L Training: Loss of Thriving1L Training: Loss of Thriving (MERTZ-ABA STUDY)(MERTZ-ABA STUDY)
Authentic Self (Autonomy),Authentic Self (Autonomy),
& Others/community& Others/community
Competition, AnxietyCompetition, Anxiety
(Interpersonal Sensitivity)(Interpersonal Sensitivity)
SOME AVAILABLE TOOLSSOME AVAILABLE TOOLS
LSSSE and DALSOLSSSE and DALSO: Inform institution: Inform institution Best Practices for Legal Ed.Best Practices for Legal Ed. ““Hidden Sources of L.S. StressHidden Sources of L.S. Stress”: Booklet ”: Booklet
on tensions, sources of thriving, lawyer on tensions, sources of thriving, lawyer applicationsapplications
Humanizing L.Ed., Washburn L.R., Vol. 47 Humanizing L.Ed., Washburn L.R., Vol. 47 Hess, Seven Principles, 49 JLE 367 Hess, Seven Principles, 49 JLE 367 Schwartz tips and Forthcoming TextbooksSchwartz tips and Forthcoming Textbooks
GRADING SYSTEM: MANDATORY CURVEGRADING SYSTEM: MANDATORY CURVE
Major control experienceMajor control experience Limited success opportunitiesLimited success opportunities Zero-sum system creates anxietyZero-sum system creates anxiety Extrinsic focus crowds out desire to Extrinsic focus crowds out desire to
learn learn Promotes competition and Promotes competition and
comparisoncomparison Undermines peer relatednessUndermines peer relatedness
IMPACT OF PRESET GRADE RANGEIMPACT OF PRESET GRADE RANGELow (perceived) range or median:Low (perceived) range or median:
Critical Control experienceCritical Control experience Limited success opportunitiesLimited success opportunities
Anxiety, increased competitivenessAnxiety, increased competitiveness Conveys low faculty expectationsConveys low faculty expectations Low autonomy support (respect) Low autonomy support (respect) Diminished well-being and learningDiminished well-being and learning
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