Teaching Adolescents to Become Learners: Non-cognitive Factors and Out-of-School Time
Grantmakers for Education will host a webinar on Tuesday, February 26 titled Teaching Adolescents to Become Learners: Non-cognitive Factors and OST. The webinar is free for GFE members and $40 for non-members. New York Times writer Paul Tough’s latest book has sparked a conversation in education reform circles about the role of “grit, curiosity, and character” in helping at-risk children succeed. But what does the research say? A recent report funded by Raikes Foundation and Lumina Foundation and produced by the Consortium on Chicago School Research, examines the evidence about the role of noncognitive factors in shaping academic performance and persistence.
The report examines five categories of noncognitive factors:
- Academic Behaviors—Going to Class, Doing Homework, Organizing Materials, Participating, Studying
- Academic Perseverance—Grit, Tenacity, Delayed Gratification, Self-Discipline, Self-Control
- Academic Mindsets—the extent to which young people believe: “I belong in this academic community.” “My ability and competence grow with my effort.” “I can succeed at this.” “This work has value for me.”
- Learning Strategies—Study Skills, Metacognitive Strategies, Self-Regulated Learning, Goal-Setting
- Social Skills—Interpersonal Skills, Empathy, Cooperation, Assertion, Responsibility
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The report has powerful implications for out-of-school time policy and practice, particularly since helping students develop the behaviors, skills, attitudes, and learning strategies necessary to succeed in school and life has long been a focus of learning opportunities and environments beyond the classroom.
Join the report’s authors, funders, and lead practitioners for a webinar discussing the report’s findings and their implications for how out-of-school time can deepen its role in helping young people succeed.