Can Do' Outcomes and Motivation-Driven Progress: Strategies for Sparking Curiosity, Tracking Growth, and Enhancing Support for Staff, Students, and Clients

Victor Glickman (Learning Metrix)

Monday, April 7, 2025 11:30 AM - 12:15 PM

SUCCESS AND OUTCOMES

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Session Outline

Progress tracking is a practical framework for fostering personal and professional development that emphasizes both achievement goals and intrinsic motivation. By celebrating "small wins" and prioritizing student curiosity and wonder, this approach integrates principles from positive psychology and motivation research to boost engagement and wellbeing. Understanding and nurturing student interests becomes central to tracking and celebrating progress.

Building on Locke and Latham's (2002) goal-setting theory and informed by Dweck and Duckworth's research on motivation and grit, this framework emphasizes both structured progress monitoring and student-driven inquiry. Hattie (2008) highlights clear goals and feedback as crucial for achievement, while Dweck demonstrates how growth mindset shapes engagement. This integrated approach provides clarity while honoring student voice and natural curiosity.

Progress tracking creates opportunities for personal tutoring to strengthen educational gains by offering support tailored to individual interests and learning styles. Beyond improving outcomes, this approach prioritizes equity by enabling educators to evaluate progress while fostering student-driven discovery. Aligning curriculum with both competencies and student interests ensures teaching strategies meet standards while nurturing intrinsic motivation.

By engaging all stakeholders in identifying and celebrating progress through areas of natural student engagement, this framework fosters both productivity and meaningful growth. This session explores strategies to embed motivation-driven progress tracking into existing workflows, demonstrating how celebrating successes aligned with student interests drives both achievement and wellbeing.

The integration of progress tracking tools aligns closely with UKAT Professional Standards by directly supporting core competencies in personal tutoring and academic advising. Specifically:

• Personalization: Reflects the UKAT emphasis on tailoring guidance to individual student needs, interests, and goals.

• Proactive Support: Aligns with the standard of anticipating and addressing student challenges through timely interventions.

• Communication: Reinforces the requirement for clear, effective, and consistent communication to foster trust and engagement.

• Consistency: Supports standardized practices, ensuring equitable and reliable support across institutions and advisors.

• Equity: Promotes inclusivity by identifying and addressing disparities in student progress.

• Academic and Pastoral Balance: Complements the UKAT goal of integrating academic advising with holistic student development, addressing both educational and personal well-being.

Progress tracking tools can enhance these competencies by providing a data-informed , structured approach, ensuring alignment with UKAT’s mission to elevate the quality and impact of personal tutoring and advising.

Learning Outcomes

**Learning Outcomes**
Participants will:
1. Understand Progress Tracking and Student Motivation
-Explore how tracking fosters engagement and goal-setting.
-Align learning objectives with institutional support.
2. Enhance Stakeholder Collaboration
-Engage students, faculty, and advisors in data-driven support.
-Recognize early intervention’s role in retention and well-being.

Bibliography

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House ; Duckworth, A. (2016). Grit: The Power of Passion and Perseverance. Scribner..;  Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066X.57.9.705 ; Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge. Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring