Observe others: the task is possible!

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Vicarious learning can be effective when introducing completely new material or when rebuilding students are less than successful experiences. [...] Watching others can communicate a sense that the task is possible."

Observe others: the task is possible!

(The image is from cheezburger.)

I'm confident that I can go high.

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "People who have high levels of self-efficacy also tend to exhibit a range of positive qualities. They are more likely to choose more challenging tasks, undertake strategic thinking, work harder, exhibit resilience, and attain higher outcomes. [...] Failure is less of a deterrent, and they use resources creatively and seek possible solutions before giving up. Overall they persist longer and achieve more."

I'm confident that I can go high.

(cheezburger)

English: First, I make a plan.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Zimmerman also differentiates naive and experienced learners, and stresses that less experienced learners tend to react to learning instead of preparing effectively through forethought. In the forethought stage, students use their existing knowledge and experience to form self-efficacy beliefs, making judgments about their capabilities for the tasks ahead."

First, I make a plan.

(image is from cheezburger)

English: I don't let the past bring me down.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Past experiences also influence a student's beliefs when approaching new projects, with positive experiences effectively building self-efficacy beliefs and negative experiences bringing them down."

I don't let the past bring me down.

(The image is from cheezburger.)

Deeper learning calls for an impulse from the student.

This quote is inspired by a passage from Chapter 1 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Deeper learning calls for something to come from the student: an impulse, or creativity of thought."

Deeper learning calls for an impulse from the student.

(The image is from cheezburger.)

My skills bring success.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Early in schooling children attribute success to effort and hard work, but as they grow there is more of an understanding of skills and their own cognitive processes."

My skills bring success.

(The image is from cheezburger.)

I'm ready for a challenge.

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes:  "People who have high levels of self-efficacy also tend to exhibit a range of positive qualities. They are more likely to choose more challenging tasks, undertake strategic thinking, work harder, exhibit resilience, and attain higher outcomes. [...] Failure is less of a deterrent, and they use resources creatively and seek possible solutions before giving up. Overall they persist longer and achieve more."

I'm ready for a challenge.

(The image is from cheezburger.)

I watch with deliberate attention.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "If student-observers watch with deliberate and focused attention, they can also form links with other areas of their knowledge and experience. Making a mental record of events, having in-class or online discussions, and written descriptions or notes all assist the student to review, reflect on, and access processes within the specific scenario demonstrated to them."

I watch with deliberate attention.

(The image is from cheezburger.)

My peers can be my teachers.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Overall this experience will strengthen the self-efficacy of the able students who act as models, and where collaborative working and discussion take place, it can also boost the self-efficacy of the struggling students as they relate to and learn from their peers."

My peers can be my teachers.

(The image is from cheezburger.)

Yes, I can!

This cat is in honor of Laura Ritchie's great essay: Yes I Can: Self-efficacy. And you can see more self-efficacy cats here: #YesICan Cats.

Just one great quote among many: "Self-belief is at the core, but is not enough. It is backed up with skills and the practical accomplishments that demonstrate the reality that actually, yes, you can do something."

Yes, I can!

The image is from cheezburger.

I engage and I learn.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Students must engage with the material before they can learn from it."

 I engage and I learn.

(The image is from cheezburger.)

I need space to question and to explore.

This quote is inspired by a passage from Chapter 1 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015). You can see more cats in this series here: #YesICan Cats.

Ritchie writes:  "For students to be in a position to engage with these key concepts in their learning, there needs to be space; space for them to respond to an impetus, to question, and to explore.

I need space to question and to explore.

(The image is from cheezburger.)

Learning requires initial experimentation.

This quote is inspired by a passage from Chapter 4 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Learning requires initial experimentation, and depending on how complicated the task is there may be layers of learning and small activities needed before the student can reproduce the modeled behavior with confidence and security."

Learning requires initial experimentation.

(The image is from cheezburger.)

Consider what you are capable of.

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Making judgments about self-efficacy for learning requires the student to consider their capabilities for acquiring new skills [...] Self-efficacy for performing involves beliefs about executing a task successfully by using skills that have already been learned."

Consider what you are capable of.

(The image is from cheezburger.)

English. I can do it too!

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015). Ritchie writes: "A learner has a vicarious experience when observing others accomplish tasks."

So, as others grow, you can grow also.

I can do it too!

(The image is from cheezburger.)

English. I shape the technology; it does not shape me.

This quote is inspired by a passage from Chapter 1 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "By taking responsibility, having purpose, and believing in their actions, students ultimately will be in a position to shape the technologies they use, instead of allowing technology to shape them. Without this outlook, the empowerment of having information at students' fingertips is false, as they are not being empowered to creatively use their own agency."

I shape the technology; it does not shape me.

(The image is from cheezburger.)

English. Ponder your potential.

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015). Ritchie is describing "an ideal learning situation where students consciously take responsibility for the processes of monitoring, reflecting, and eventually achieving their potential."

Ponder your potential.

(The image is from cheezburger.)

English. Commit to a goal.

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes:  "Committing to a goal is partly determined by self-efficacy, and the actions that follow are also sustained by these beleifs and lead to achievements, which are the basis for future judgments about self-efficacy."

Commit to a goal.

(The image is from cheezburger.)

Before I reply, I think and reflect so that I can understand.

This quote is inspired by a passage from Chapter 3 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ritchie writes: "Between saying something and a reply comes thought and reflection, and facilitating the process of understanding is important."

Before I reply, I think and reflect so that I can understand. 

(The image is from cheezburger.)

English. Ask yourself: How confident am I that I can do this?

This quote is inspired by a passage from Chapter 2 of Laura Ritchie's book, Fostering Self-Efficacy in Higher Education Students (2015).

Ask yourself: How confident am I that I can do this?

(The image is from cheezburger.)