Course Description

The last two years have emphasised just how important it is to have staff and students with high self-efficacy (and collective efficacy). 

Those with high self-efficacy approach a task with the sense that they can ‘figure it out’; those with low self-efficacy believe there is very little they can do to improve things, particularly if they struggle or fail.

Useful synonyms for self-efficacy include potency and influence; it is also closely related to growth mindset.

This course will explore:

• Three of the best ways to build students’ self-efficacy (as well as the things to avoid)
  
  
• The relationship between self-efficacy, self-esteem and student independence
  
  
• Strategies to teach students how to learn, including questioning, reflection and thinking skills
  
  
  

Audience

Early childhood, primary and secondary teachers and school leaders

Teaching Standards

1.5.2 Proficient Level - Know students and how they learn - Differentiate teaching to meet the specific learning needs of students across the full range of abilities:  Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies:  Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.

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