Critical Deep Dive on Noncognitive Factors in Learning

This morning… © CCSR • What are these “noncognitive” factors, and why do they

© CCSR Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes,

CCSR Model: The Role of Noncognitive Factors in School Performance © CCSR SOCIO-CULTURAL CONTEXT

Academic Mindsets Beliefs about oneself in relation to academic work. I belong in this

Study Skills Metacognitive Strategies Self-Regulated Learning Goal Setting Learning Strategies © CCSR Strategies to

What Students Learn in School Content Knowledge Academic Skills Other Critical Factors © CCSR

Roles & Goals of Teachers, Classrooms, & Schools § Support students’ motivation to learn

Thank you! © CCSR Camille Farrington camillef@uchicago. edu 3/4/2021

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Critical Deep Dive on Noncognitive Factors in Learning Camille A. Farrington University of Chicago © CCSR Education Writers Association Nashville, TN May 20, 2014

This morning… © CCSR • What are these “noncognitive” factors, and why do they matter? • How do these critical factors shape school performance? • How might a focus on mindsets and learnings strategies shift our perspective on the roles and goals of teachers, classrooms, and schools? 3/4/2021

CCSR Model: The Role of Noncognitive Factors in School Performance © CCSR SOCIO-CULTURAL CONTEXT

Academic Mindsets Beliefs about oneself in relation to academic work. I belong in this academic community I can succeed at this © CCSR My ability and competence grow with my effort This work has value to me

CCSR Model: The Role of Noncognitive Factors in School Performance © CCSR SOCIO-CULTURAL CONTEXT

Study Skills Metacognitive Strategies Self-Regulated Learning Goal Setting Learning Strategies © CCSR Strategies to aid in cognitive work of thinking, learning, or remembering Monitoring, adjusting, & reflecting on the learning process Differentiate experts from novices 3/4/2021

What Students Learn in School Content Knowledge Academic Skills Other Critical Factors © CCSR Attitudes, Beliefs Who am I? Developing Identity Where do I belong? Behaviors, Strategies What am I capable of?

Roles & Goals of Teachers, Classrooms, & Schools § Support students’ motivation to learn (academic mindsets) § Build students’ capacity to achieve (academic behaviors & learning strategies) § Expand students’ academic competence (content knowledge & skills) © CCSR § Structure opportunities for students to do amazing things and to have a real impact in their school & community (school and classroom context)