4 Areas That Affect Our Students’ Performance

The World of Learners Wheel

Learning is a complex process that’s impacted by many fluid factors. It involves considerably more than academic skills. To keep in mind how these different elements may be influencing your student as they progress through the college transition, consider The World of Learners Wheel below. This visual model developed by D. Osterholt & S. Dennis1 illustrates the relationship among 4 different areas or Domains of Learning that can drive and impede our students’ academic performance. The inner circle reflects possible areas of challenge or barriers to learning. The middle circle contains strategies that can be applied as students work to move toward more positive student traits depicted in the outer ring. 


https://domainsoflearning.wordpress.com/the-world-of-learners/


In order to address academic skills effectively, we FIRST need to consider what’s going on in the other three areas in terms of motivation, self-regulation and social/emotional influences. There may be times when our college students struggle with executive function related barriers that feel persistent and overwhelming or difficult to work through. During these times, reminding your student of their strengths and helping them develop and maintain a growth mindset can have a tremendous impact on their resilience and ability to persist.2 A growth mindset is one in which mistakes and setbacks are viewed as a natural and valuable part of learning with an understanding that our intellectual skills and abilities are not fixed. Our brains have neural plasticity - the ability to form and strengthen new neural connections throughout life. Through repeated engagement and use, skills can strengthen and tasks become easier. Neurons that repeatedly fire together, wire together forming stronger neural pathways3. 


Fostering this type of growth mindset can help drive your student’s level of motivation and engagement through challenging coursework. Try emphasizing the phrase “NOT YET” when responding to expressions of frustration over performance goals not yet realized,4 and remain mindful that the teenage brain is continuing to develop. In fact, executive function is one of the last abilities to fully mature. 



Specific reminders of their strengths and the value of the learning process they’re involved in can be powerful support for your student’s self-confidence and belief in their ability to be successful. In the words of Thomas Armstrong Phd., award winning author and speaker on issues related to learning and human development, “Until an individual’s strengths have been recognized, celebrated and worked with, nothing substantial can be accomplished with regard to their difficulties.”5 


Laura Nelson

Certified in Learning Differences (LD) and Neurodiversity

Specialization in Executive Function, Landmark College Institute for Research and Training

MBA, Fordham University

lnelson@parentingadhdthroughcollege.com


References:

1 Osterholt, D. A., Dennis, S.L. (n.d.). The Four Domains of Learning. https://domainsoflearning.wordpress.com/

2,3 Alstad, Z. (2020). Student Engagement, Self-Regulation, and Motivation, MPDL638X. Landmark College Institute for Research and Training.

4 Dweck, C. (2014). The Power of Yet. https://www.youtube.com/watch?v=J-swZaKN2Ic&vl=en

5 Armstrong, T. PhD. (2020). American Institute for Learning and Human Development. https://www.institute4learning.com/

Comments

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