Instilling Resilient Mindsets Within Students
What is This Course About?
❓ Have you ever encountered a problem that seemed so difficult or daunting that you felt like giving up?
❓ Are there factors in your life that impact how you perform at work or react in stressful situations?
❓ How many of your students lack resilience in the classroom?
This course will address these issues and highlight the underlying factors contributing to academic resilience and lack thereof. This course will provide you with strategies for improving resilience in the classroom.
Who is This Course For?
Educators at any level who wish to equip themselves with strategies for improving academic resilience within their students.
Why is This Course Important?
Due to the global pandemic, students have been out of a traditional school setting for almost two years. They have been drastically impacted by this lack of "normal" schooling, showing weakness in many areas, including content knowledge, emotional security, and academic resilience. This course aims to improve the latter point by providing educators with strategies and tools for themselves and their students to enhance this resilience in the classroom.
Upon completion of this course, participants will be able to:
- Define academic resilience and connect it to previous and current practice.
- Describe factors that influence academic resilience.
- Define and describe boosters and guzzlers.
- Utilize methods and strategies for improving academic resilience among students.
This mini-course includes the following units. Click the title of a unit to go to its page.
1. Participants will participate in an anonymous poll related to their academic resilience.
2. Participants will define academic resilience.
3. Participants will reflect on their academic resilience and identify factors that impact resilience through group discussion.
1. Participants will define "boosters" and "guzzlers."
2. Participants will identify potential boosters and guzzlers.
3. Participants will connect the idea of boosters and guzzlers to external factors from Unit 1.
4. Participants will consider the importance of educator influence on boosters and guzzlers.
1. Participants will research and discover strategies to improve academic resilience among students.
2. Participants will categorize strategies to suit specific boosters and guzzlers.
3. Participants will determine methods of implementation for these strategies in practice.
1. Participants will apply their overall understanding of course objectives to a mock roster of students.
References and Resources
Boaler, J. (2015). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. John Wiley & Sons.
Davis, T., & Paster, V.S. (2000). Nurturing resilience in early adolescence: A tool for future success. Journal of College Student Psychotherapy, 15, 17-33.
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Gilligan, R. (1999). Enhancing the resilience of children and young people in public care by mentoring their talents and interests. Child and Family Social Work, 4, 187-196.
Hanson, T. L., & Kim, J. O. (2007). Measuring resilience and youth development: the psychometric properties of the Healthy Kids Survey.
Lindstroem, B. (2001). The meaning of resilience. International Journal of Adolescent Medicine and Health, 13, 7-12.
Luthar, S.S., & Cicchetti, D. (2000). The construct of resilience: Implications for interventions and social policies. Development and Psychopathology, 12, 857-885.
Luthar, S.S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543-562.
Martin, A.J. (2002). Motivation and academic resilience: Developing a model of student enhancement. Australian Journal of Education, 46, 34-49. DOI: 10.1177/000494410204600104.
Martin, A.J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11, 1-20.
Masten, A.S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56, 227-238.
National Crime Prevention (1999b). Pathways to prevention: Developmental and early intervention approaches to crime in Australia. Canberra: National Crime Prevention.
Shochet, I., & Osgarby, S. (1999). The Resourceful Adolescent Project: Building psychological resilience in adolescents and their parents. Australian Educational and Developmental Psychologist, 16, 46-65.
Slap, G.B. (2001). Current concepts, practical applications and resilience in the new millennium. International Journal of Adolescent Medicine and Health, 13, 75-78.
The Learning Lab. (2018, June 27). A lesson on resilience. YouTube. Retrieved December 8, 2021, from https://www.youtube.com/watch?v=sKpBJjsZ7EE.