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Welcome!EngagementandPositivePsychology

forSTEMLearningandBeyond

MarkTuominen LoriTuominenProfessorandAssociateDeanUMassAmherst

Coach,Consultant,Educatorlorituominen.com

Image:

CalvinandHobbes

byBillWatterson

LoriTuominen,MarkTuominen,ScienceSaturday,UMassAmherst,3/3/2018

Question

WhatisPositivePsychology?

PositivePsychologyisthescientificstudyofthestrengthsandvirtuesthatenableindividualsandcommunitiestothrive.Thefieldisfoundedonthebeliefthatpeoplewanttoleadmeaningfulandfulfillinglives,tocultivatewhatisbestwithinthemselves,andtoenhancetheirexperiencesoflove,work,andplay.Emphasisonthescientificstudyofwhatisright,ratherthanwhatiswrong,withpeople.

- PositivePsychologyCenter,UPennLoriTuominen,MarkTuominen,ScienceSaturday,UMassAmherst,3/3/2018

WhatisPositivePsychology?

PositivePsychologyisthescientificstudy ofthestrengths andvirtues thatenableindividualsandcommunitiestothrive.Thefieldisfoundedonthebeliefthatpeoplewanttoleadmeaningfulandfulfilling lives,tocultivate whatisbestwithinthemselves,andtoenhance theirexperiencesoflove,work,andplay.Emphasisonthescientificstudyofwhatisright,ratherthanwhatiswrong,withpeople.

- PositivePsychologyCenter,UPennLoriTuominen,MarkTuominen,ScienceSaturday,UMassAmherst,3/3/2018

• Introductiontopositivepsychology

• Gratitudeandbenefitfinding:whatwefocuson,askingquestions

• StrengthsandVIASurvey

• Grit,resilience,andself-efficacy

• Motivationandmindset

• Meaning,enjoyment,andstrengths

• Learning,neuroplasticity,playandflow

• Observationandlistening

• Mindfulness

• Positivityboostersandwellbeing

• Creativity

• Resourcefulness,designthinking,andcollaboration

• Leadershipandcoursereflection

PositivePsychology:TheScienceofHappiness,CreativityandAccomplishment

AFirst-YearSeminar(FYS)courseforundergraduatesatUMassAmherst


Engagement

WhenIamdeeplyengagedIfeel….

WhenIamdeeplyengagedIamdoing…


Engagement

WhenIamdeeplyengagedIfeel….

WhenIamdeeplyengagedIamdoing…


Here’showyouresponded:

• absorbed/focused• calm• alive• motivated• clear• purposeful• content

• challenged• capable• interested• hum• strong• skilled• sense of time changes

• talking• doingsomethingfun• doingresearch• doingsomethingcreative• doingsomethingoutdoors• planning/organizing• music- listening/playing

• chemistry• strategy• problemsolving• writing• upagainstadeadline• gardening/gettingdirty• nodistractions

Howmanygeometricshapes?

ImageusedwithpermissionfromTalBen-Shahar

ShapesexercisefromStavrosandTorres

Imageofvariousshapestodemonstrateattentionalblindness.(Frombook“DynamicRelationships:UnleashingthePowerofAppreciativeInquiryinDailyLiving”byJackieStavrosandCheriTorres.)Askthestudentstocountoranalyzeonething,andthen,askadditionalquestionsregardingsomethingelsethatthestudentsdidnotpayattentionto.

Aclassicalternativeisisthisvideo:http://www.theinvisiblegorilla.com/videos.html


Questionsdirectourattention

• Howmanygeometricshapesdidyousee?

• Whatwasthetimeontheclock?

• Howmanychildrenwereonthebus?



ObservationThedeeperwelook,themorewesee

From“MoonriseKingdom”(2012)


LoriTuominen,MarkTuominen,ScienceSaturday,UMassAmherst,3/3/2018byJohannesStötter


TheArtofObservationBerger,L.(2001,January2).ByObservingArt,MedStudentsLearnArtofObservation.NewYorkTimes(akaTheArtofObservation).Retrievedfromhttp://www.nytimes.com/2001/01/02/health/by-observing-art-med-students-learn-art-of-observation.html


ObservationActivityPlaceeachobjecttobedescribedinaseparatebrownpaperbag.Mysteryitemscouldbeanythingyouhaveonhand,butweusedtheseitems:Nickel,post-itnotepad,plasticmagnifyingglass,pinecone,acorn,1-inchgroomfigurine,1-inchbridefigurine,paperclip,paperclipwithsidesthatfold,plasticcoveringfortopofkey,bookofmatches,elastichairtie,lidforcanningjar,clothespin,ballpointpen,pencil,bubblewrap,guitarpick,AAbattery,eyeglasscase,rock,sewingbobbin,guitarcapo,lapelbutton(straightpin),eyemask,earplugs,cottoncushionfromgiftbox,smallscissors,birchbark,smallpackofkleenex

Objectiveofactivity: Tostrengthentheabilitytoobservedeeply.Instructions: Pairup.Eachpersonhasaniteminapaperbag.Onepersonofthepairclosestheireyes.Theotherpersontakesthemysteryitemoutofthebaganddescribesitforonefullminute.Listenersshouldnotsayanythingduringthistime.Thepersondescribingshouldnoticeanddescribedetailedcharacteristicsoftheobject(color,texture,shape,etc),buttheyshouldnotidentifytheobjectoritspurposeorwhereitisbelongs.Attheendoftheone-minutedescription,listenertriestoguesstheidentitytheobject.(Itishelpfultodemonstratethisactivitybeforetheparticipantsdoitthemselves.)


15MinuteBreak


MindfulnessandLearning

https://coachcampus.com/coach-portfolios/power-tools/allison-sharpe-mind-full-vs-mindful/


DefinitionofMindfulness:Mindfulnessistheawarenessthatarisesbypaying

attention,onpurpose, inthepresentmoment,and

non-judgmentally.

It’saboutlivingyourlifeasifitreallymattered,

momentbymomentbymomentbymoment.

JonKabat-Zinn,UMassMedicalSchoolCreatorofMindfulness-BasedStressReduction


comfortzonerelaxedasleep

livinglife

awakeandaware

coping

managing

efficiency

panic

anxious depressed

worried stressed


Mindfulnessissimplynoticingnewthings.

• Putsyouinthepresent

• Makesyouawareofcontextandperspective

• Revealsthatyoudon’tknowthatthingaswellas

youthoughtyoudid.

EllenLanger,HarvardUniversity

DefinitionofMindfulness:

“Breathingexercisescanreducestress,improvemood,andhelpyoufeelenergized.Ifyoudoonlyonethingforyourhealth,haveitbelearningtobreathe.”

- Dr.AndrewWeilLoriTuominen,MarkTuominen,ScienceSaturday,UMassAmherst,3/3/2018

Mindset• Fixedmindset:thenotionthatpeoplesucceedbecausetheyarebornwitha“gift”ofintelligenceortalent

• Growthmindset:thebeliefthatsuccesscomesfromeffort;thatabilitiesgrow

CarolDweckStanfordUniversity


Videoofgirlonskijumphttps://www.youtube.com/watch?v=ebtGRvP3ILg


StrengtheningandReinforcingaFixed Mindset

• “You’resosmart.”

• “You’resotalented.”

• “You’regifted.”

• Avoidschallengesandtakingaction

• Oftenleadstofrustration


StrengtheningandReinforcingaGrowth Mindset

• “Youworkedhard.”

• “Youputsomucheffortintothis.”

• “Youworkedyourwaythrough.”

• “Youovercamedifficultiesandhardships.”

• Focusisonlearning anddevelopingabilities

• Embraceschallengesandtakingaction

• Oftenleadstosatisfaction




http://fqmom.com/what-kind-of-mindset-do-you-have-the-perils-of-overpraising/

ThePowerofYET


“Learntofailorfailtolearn”

TalBen-Shahar

Failureistemporary,mistakesaretemporary,setbacksaretemporary,negativefeelingscanbetemporary,too.


Activity:Turntoyourneighborandshareatimewhenyouworkedhardatsomething—somethingchallengingand youenjoyeddoing—andweresuccessful.Whatobstaclesdidyouovercometobesuccessful?


SumminguptheGrowthMindset

“Thisishard.Thisisfun.”- CarolDweck


15MinuteBreak

Neuroplasticity—creationofnewneuralpathways

Thebrainwiresitself– whatwedoandthinkplaysahugeroleinwiringourbrain.

Numberofthrows

Day

Lori’s30-DayChallenge


Mark’s30-DayChallenge

0

0.2

0.4

0.6

0.8

1

1.2

0 5 10 15 20 25 30 35

Abilityto

succeed

DayLoriTuominen,MarkTuominen,ScienceSaturday,UMassAmherst,3/3/2018

“Freeplay”isessentialtowellbeing:• Playisitsownreward– “recreation”• Allowsusto“tryoutnewthings”• Fosterscreativity– continuethefun• Teachesushowtosocializesuccessfully–

developemotionalintelligence• Practiceskillsthatmightbeneededinthe

future- learning• Playalsohasimportantbiologicalpurposes

ExcerptsfromPlay:HowItShapestheBrain StuartBrown(2009)

Aboutwhyweplay

“Activeplayselectivelystimulatesbrain-derivedneurotropicfactor(whichstimulatesnervegrowth)intheamygdala(whereemotionsareprocessed)andthedorsolateralprefrontalcortex(whereexecutivedecisionsareprocessed).”

- ResearchofJaak Panksepp—WashingtonState

University(formerlyaUMassstudent)

“Adynamicstatethatcharacterizesconsciousnesswhenexperienceisattendedtoforitsownsake.”

Mihaly CsikszentmihalyiClaremontGraduateUniversity

Flow

Alsoknownas:

• Engagement• PeakExperience• BeingintheZone


ChallengeLevel

SkillLevel

Boredom

Frustration



Engagement

Whatcanyoudotoengageyourstudents5%more?


Engagement

Whatcanyoudotoengageyourstudents5%more?Here’showyouresponded(page1):

• introductoryactivitythatFEELSlikeplay• startwithahookquestion(lowriskthatmakesyoucurious)• usingmorerealia (e.g.modelstopassaround)• addcolorintoit(paint/colorproject)• givingabreakmidwaytostretchandthink• postersaroundtheroomtoanswer/discuss• standup&movearound(e.g.stations)• providemoreofagrowthmindsetlanguage• givestudentschoices(3-4)• spokespersonw/groundrules(listen,gettotheheart,clarifywhatyouheard)• chunkdowntheprocessintomanageablesteps• alwayshaveananswerto“Whyisthisimportant?Whyarewedoingthis?”• playaroundwithinflection,tone,intonation,pauses,etc.• videoselfteaching- watchtoimprove• moveeyebrowsupanddownlikenewsanchors• playgames


Engagement

Whatcanyoudotoengageyourstudents5%more?Here’showyouresponded(page2):

• acknowledgeMYmistakes• - modelsagrowthmindset• - createssafespace• letkidsknowyou’reREAL• connection- toperson(teacheroranotherstudent),place,idea• putstudentnamesintest/photosinpowerpoint• revampcurriculumwhennecessary• singing/listeningtomusic• letthemknowyouCAREaboutthem!


Thankyou!

[email protected]

[email protected]

“Attentionisourmostimportanttoolinthetaskofimprovingthequalityofexperience.”

Mihaly Csikszentmihalyi

“Thestudentswhoaremostengagedaretheoneswhothinktheymattertotheteacher”

RussellQuaglia


• Ben-Shahar,T.D.(2010)Beinghappy:Youdon'thavetobeperfecttoleadaricher,happierlife.(McGraw-Hill)

• Csikszentmihalyi,M.(1990).Flow:Thepsychologyofoptimalexperience.(Harper&Row)• Dweck,CarolS..(2008)Mindset:Thenewpsychologyofsuccess(BallantineBooks)• Fredrickson,B.L.(2001).Theroleofpositiveemotionsinpositivepsychology:Thebroaden-

and-buildtheoryofpositiveemotions.AmericanPsychologist,56(3),218-226.• Gross-Loh C.(2016, December16).Howpraisebecameaconsolationprize:Helping

childrenconfrontchallengesrequiresamorenuancedunderstandingofthe"growthmindset."TheAtlantic: https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/

• Lyubomirsky,S.(2007).Thehowofhappiness:Ascientificapproachtogettingthelifeyouwant.(PenguinPress)

• Seligman,M.E.P.(1987)Flourish:Avisionarynewunderstandingofhappinessandwell-being.(FreePress)

• Seligman,M.E.P.&Csikszentmihalyi,M.(2000)“Positivepsychology:Anintroduction.”AmericanPsychologist55,5–14.

• Barkley,E.F.(2010).Studentengagementtechniques:Ahandbookforcollegefaculty.SanFrancisco:Jossey-Bass.Ritchhart,R.,Church,M.,&Morrison,K.(2011).Makingthinkingvisible:Howtopromoteengagement,understanding,andindependenceforalllearners.

• Peterson,C.,&Seligman,M.E.P.(2004).Characterstrengthsandvirtues:Ahandbookandclassification.Washington,DC:AmericanPsychologicalAssociation.

• • VIACharacterStrengthswww.viacharacter.org

ResourcesonPositivePsychologyandEngagement

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