A new report from the University of Chicago Consortium on School Research summarizes research on five categories of non-cognitive factors related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills. It then proposes a framework for thinking about how these factors interact to affect academic performance, and about the relationship between non-cognitive factors and classroom/school context, as well as larger sociocultural context. It evaluates evidence that non-cognitive factors matter for students’ long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and how educators might best support the development of non-cognitive factors within their schools and classrooms. The report concludes that if teachers want students to be successful — both within their current courses and in future endeavors — then they must attend to student engagement in class material and coursework performance, not just tested performance. To make this shift, educators must understand how best to help adolescents develop as learners. This should not be framed as an additional task for teachers, though for many it may mean teaching in new ways. By helping students develop the non-cognitive skills, strategies, attitudes, and behaviors that are the hallmarks of effective learners, teachers can improve student learning and course performance while also increasing the likelihood that students will be successful in college.
See the report: http://tinyurl.com/8ym9srv Source:PEN Newsblast