The document discusses strategies for motivating unmotivated students. It suggests understanding that students often perceive schoolwork as too difficult, too easy, or irrelevant. It recommends ensuring learning tasks are appropriately challenging, scaffolding new skills, focusing on topics students care about, teaching critical thinking, creating activities similar to students' interests, making real-world connections, integrating subjects, and using problem-based learning and varied approaches. Praise, power, projects, prestige, prizes and people are also listed as potential motivators.

1. Motivating the UN-Motivated

2. What Every Educator Needs to
Know about Student
Engagement

3. Π“
`

4. UNDERSTAND THAT MUCH OF
WHAT GOES ON IN SCHOOL IS
PERCEIVED BY STUDENTS AS....
A) TOO DIFFICULT OR TOO EASY
B) IRRELEVANT TO THE REAL
WORLD
C) A COMBINATION OF A AND B

5. WORK TO ENSURE THAT
LEARNING TASKS ARE NEITHER
TOO EASY NOR TOO DIFFICULT

6. SCAFFOLDING OF NEW SKILLS
AND THOUGHT PROCESSES

7. WHEN POSSIBLE,
FOCUS ON TOPICS
THAT STUDENTS CARE
ABOUT...

8. TEACH STUDENTS TO
THINK
CRITICALLY
...ESPECIALLY WHEN IT
COMES TO
ON-LINE CONTENT

9. CREATE ACTIVITIES
FOR STUDENTS THAT
RESEMBLE THE
ACTIVITIES THEY
ENGAGE IN THE MOST

10. MAKE EXPLICIT
CONNECTIONS TO REAL
WORLD

11. DELIBERATE
‘BLURRING’ BETWEEN
CONTENT AREAS

12. PROBLEM-BASED
LEARNING
CHALLENGES

13. A VARIETY OF
ACTIVITIES AND
APPROACHES!

14. Praise
Power
Projects
Prestige
Prizes
People

15. Π“
`

16. MotivationandEngagement

17. 17

18. 18

23. @CurtisChandler6

24. Take pictures and video!
Photo Competition

26. Photo Competition

27. Photo CompetitionPhoto Competition

28. Send your ‘pics’ to
timhass@essdack.org

29. Motivating the UN-Motivated

30. Traveled from district to
district…

31. “Please draw what teaching looks
like in this school.”

32. “Please draw what teaching looks
like in this school.”

33. How is school
portrayed in the
media?

35. *College and Career Readiness
*Assessment
*Safety
*Parents
*Contextual Factors

36. *College and Career Readiness
*Assessment
*Safety
*Parents
*Contextual Factors
*Student Engagement!

37. Keys to Engaging Students

38. If we were going to
do some serious
FISHING...

39. If we were going to
do some serious
FISHING...

40. If we were going to
do some serious
FISHING...

41. If we were going to
do some serious
FISHING...

42. If we were going to
do some serious
FISHING...

43. If we were going to
do some serious
FISHING...

44. If we were going to
do some serious
FISHING...

45. If we were going to
do some serious
FISHING...

46. If we were going to
do some serious
FISHING...

47. If we were going to
do some serious
FISHING...

48. Keys to Engaging Students

49. collective
efficacy
difficult tasks

50. difficult tasks

52. How?

53. Jot down an upcoming
learning activity that
students are likely to
struggle with.

62. 1
-4

63. What would help you
get more motivated
to go on a run
today?

64. UNDERSTAND THAT MUCH OF
WHAT GOES ON IN SCHOOL IS
PERCEIVED BY STUDENTS AS....
A) TOO DIFFICULT OR TOO EASY
B) IRRELEVANT TO THE REAL
WORLD
C) A COMBINATION OF A AND B

66. Let’s try it!

67. Send your ‘pics’ to
timhass@essdack.org

68. Pre-test
Post-test

77. Pre-test
Post-test

80. What did he
do to try to
improve
both?

81. What does that
have to do with
us?

86. Rigor

87. Rigor Relevance

88. Rigor Relevance

89. WORK TO ENSURE THAT
LEARNING TASKS ARE NEITHER
TOO EASY NOR TOO DIFFICULT

90. SCAFFOLDING OF NEW SKILLS
AND THOUGHT PROCESSES

93. Making inferences...
What are we looking at?
How do you know?

97. What I think...

98. The reason I
feel this way is
because...
What I think...

99. The reason I
feel this way is
because...
For example...
What I think...

101. Who would win in a battle...a
ninja or a pirate?

102. The reason I
feel this way is
because...
For example...
Who would win in a battle...a
ninja or a pirate?

105. WORK TO ENSURE THAT
LEARNING TASKS ARE NEITHER
TOO EASY NOR TOO DIFFICULT

106. SCAFFOLDING OF NEW SKILLS
AND THOUGHT PROCESSES

107. Rigor Relevance

108. MDPT
1. Stimuli
2. Guiding Questions
3. Written ResponseTime

109. Texts and
Graphics
MDPT
1. Stimuli
2. Guiding Questions
3. Written ResponseTime

110. Texts and
Graphics
*---------------
*-----------
*---------------
*-----------
MDPT
1. Stimuli
2. Guiding Questions
3. Written ResponseTime

111. Texts and
Graphics
Narrative
Argumentative
Informative
MDPT
1. Stimuli
2. Guiding Questions
3. Written ResponseTime
*---------------
*-----------
*---------------
*-----------

116. Nonlinguistic Representations Defined

117. Rigor Relevance

119. Revisit that upcoming learning
activity that students are likely to
struggle with. What could you do to
insure that it is rigorous, but not too
challenging? What could you do to
scaffold and insure success.

120. Rigor Relevance

123. Relevant to
the real world

124. PlayChallenge/
Problem
Solving
Cross-
curricular
Me-
centered

125. What are my
students in
to?

126. Jot down 5-10 things
your students care a lot
about.

127. Underline any of these
topics that you might be
able to include in your
class somehow.

128. WHEN POSSIBLE,
FOCUS ON TOPICS
THAT STUDENTS CARE
ABOUT...

138. Other Perspectives

139. Draw and share how
people in other
countries probably view
Americans.

142. Build a door for this sound-booth!

143. Build a door for this sound-booth!
What are some
things we will need to
know about?

144. Build a door for this sound-booth!
What are some
things we will need to
know about?
Where are we going to
discover the answers to
those questions?

145. Build a door for this sound-booth!
What are some
things we will need to
know about?
Where are we going to
discover the answers to
those questions?
How can we evaluate our
solutions?

146. WHEN POSSIBLE,
FOCUS ON TOPICS
THAT STUDENTS CARE
ABOUT...

147. TEACH STUDENTS TO
THINK
CRITICALLY
...ESPECIALLY WHEN IT
COMES TO
ON-LINE CONTENT

148. !

149. Megalodon
Great White Teacher

153. TEACH STUDENTS TO
THINK
CRITICALLY
...ESPECIALLY WHEN IT
COMES TO
ON-LINE CONTENT

154. CREATE ACTIVITIES
FOR STUDENTS THAT
RESEMBLE THE
ACTIVITIES THEY
ENGAGE IN THE MOST

158. Polling tools...

159. Gamfied tools...

167. How can I get my students
to learn this?experience

171. Selfie Syndrome

172. SUGGESTION—
— parallel lines
Send it to me at...
curtisc@essdack.org
— perpendicular lines
— slope

173. CREATE ACTIVITIES
FOR STUDENTS THAT
RESEMBLE THE
ACTIVITIES THEY
ENGAGE IN THE MOST

174. MAKE EXPLICIT
CONNECTIONS TO REAL
WORLD

175. Researching iPhones &
iPods

176. iPhone and iPod covers
out of recyclables

177. iPhone and iPod covers
out of recyclables

178. Pythagorean Theorem

179. Balloon cars

180. Balloon cars out of
trash scraps!

181. Pythagorean Theorem

182. Pythagorean Theorem

183. Pythagorean Theorem

184. Pythagorean Theorem

185. Rockets from straw and
paper

186. Edible edifices...

187. Cranes out of balsa wood,
popsicles, and string

188. Home-made insulated
coolers!

189. Working wind-cars out of
paper, straws, and candy.

190. The Paper-tower Challenge

191. 3D printing to turn
veggies into vehicles...

192. Radio-active Beans
Challenge!

193. Radio-active Beans
Challenge!

194. MAKE EXPLICIT
CONNECTIONS TO REAL
WORLD

195. DELIBERATE
‘BLURRING’ BETWEEN
CONTENT AREAS

196. Interconnectedness
and
Authenticity!

197. Problem-based
Learning!

198. Drawing, Designing,
and Prototyping!

199. STEAM’D Learning

207. Everything could
be STEAM’D!

208. Interconnectedness
and
Authenticity!

209. Problem-based
Learning!

210. Drawing, Designing,
and Prototyping!

211. STEAM’D Learning

213. Where does our water
come from?

214. Where does our water
come from?

215. Where does our water
come from?
padlet.com/curtisc/water
Draw where you think
water comes from?
Share your drawing at...

217. Where does our water
come from?

220. Mini-explorations that provide skills
and knowledge.

221. Mini-explorations that provide skills
and knowledge.

222. Mini-explorations that provide skills
and knowledge.
Salt = Highway/road pollution
Vegetable oil = Oil from parking lots
Detergent = Car wash suds
Paper waste = Trash
Red water = Factory toxic waste
Potting soil = Fertilizer from fields

223. Mini-explorations that provide skills
and knowledge.

224. Water-filtration
Systems

225. Mini-explorations that provide skills
and knowledge.

226. Mini-explorations that provide skills
and knowledge.

227. Design a system for pet-washing
that reuses, recycles, and conserves
water.

228. Design a system for pet-washing
that reuses, recycles, and conserves
water.

229. Design a system for pet-washing
that reuses, recycles, and conserves
water.

230. Design a system for pet-washing
that reuses, recycles, and conserves
water.

231. Relevant to
the real world

232. PlayChallenge/
Problem
Solving
Cross-
curricular
Me-
centered

233. DELIBERATE
‘BLURRING’ BETWEEN
CONTENT AREAS

234. PROBLEM-BASED
LEARNING
CHALLENGES

235. Could you survive off-the grid?

236. What would it take to survive
off of the grid?

237. What would it take to survive
off of the grid?

238. Mini-challenges on heating, cooling,
renewable energy...

239. Build working models of solar-
powered, off-the-grid homes.

240. PlayChallenge/
Problem
Solving
Cross-
curricular
Me-
centered

241. Rigor Relevance

244. How can teachers boost the
expectancy and value
of their students?

245. How can teachers boost the
expectancy and value
of their students?
Partner up A and B style.

246. How can teachers boost the
expectancy and value
of their students?
1. Person A talks for 1 minute.
2. Person B talks for 1 minute
(without repeating anything).

247. How can teachers boost the
expectancy and value
of their students?
1. Person A talks for 1 minute.
2. Person B talks for 1 minute
(without repeating anything).

251. Vicarious
Experiences
Mastery
Experiences
Pleasant
Frustration
Social
Persuasion

252. 252

253. 253

254. 254

255. 255

256. 256

257. 257
Could WE play
a hit song !?!

259. Wild thing you make my heart sing
You make everything groovy, wild thing
Wild thing, I think I love you
But I wanna know for sure
Come on, hold me tight, I love you
Wild thing you make my heart sing
You make everything groovy, wild thing

260. What does that
have to do with
us?

261. A VARIETY OF
ACTIVITIES AND
APPROACHES!

262. PAIRING, SHARING, AND BEYOND!

263. Draw a student you are
working with right now
who seems to lack
motivation.

264. Draw a student you are
working with right now
who seems to lack
motivation.
Feel free to use captions, labels, etc. that help explain your
drawing.

265. Praise
Power
Projects
Prestige
Prizes
People
265

266. My family…

267. My family…

268. My education consultants…

269. I watch them play and learn.

270. What motivates them?

271. What is FUN for them?

272. What would happen if...

273. What would happen if...

274. What would happen if...

275. What is FUN for them?

276. What motivates EACH of them?

277. What is FUN for them?

278. 1 thing we all have in common:

279. 279

280. But other than that...?

281. What motivates EACH of them?

282. What motivates EACH of them?

283. What is FUN for (EACH of) them?

284. Praise
Power
Projects
Prestige
Prizes
People

285. Praise
Power
Projects
Prestige
Prizes
People
285

286. Revisit your of your picture of the
‘unmotivated’ student. On the back of
the sticky note, write down everything
else you know about him/her...other
than the fact that they are
‘unmotivated.’

287. Praise
Power
Projects
Prestige
Prizes
People
287

288. What we say and how we
say it matters a great deal...
288

289. Praise
“You are always the first one to
raise your hand.”
“You got your best grade ever on
this past quiz.”
289

290. Encouragement
“I am really impressed with how
hard you worked on this.”
“You really seem to enjoy these
hands-on projects.”
290

291. Interest
“That is something I have never
considered. Tell me a bit more.”
291

292. 292

293. Gratitude
“You really helped keep the
laundry going today. Thank you
for that.”
293

294. Gratitude
“You really helped keep the
conversation going today in class.
Thank you for that.”
294

295. Praise
Power
Projects
Prestige
Prizes
People
295

296. Praise
Power
Projects
Prestige
Prizes
People
296

297. Tony Hawk’s Underground

302. Praise
Power
Projects
Prestige
Prizes
People
302

303. What could that look like?

305. 305

306. DIFFERENTIATION
...provide multiple access
points to concepts, skills, and
materials...while maintaining
the learning goal.
(Tomlinson & Allan, 2000).

307. ...provide multiple access
points to concepts, skills, and
materials...while maintaining
the learning goal.
(Tomlinson & Allan, 2000).
DIFFERENTIATION

308. Exit project-ROCK CREEK HS

309. “31 Rock Creek Seniors Exit
Project”

312. 312

313. 313

314. The “menu” approach
to POWER
314

315. Customization and Co-design

316. Customization and Co-design

317. Customization and Co-design

318. Customization and Co-design

319. Customization and Co-design

320. Mapwing

321. Praise
Power
Projects
Prestige
Prizes
People
321

322. Praise
Power
Projects
Prestige
Prizes
People
322

323. 323

324. English Shorts
SCIENCE

325. English Shorts
SCIENCE

326. Simple (creative) video projects
326

327. English Shorts

328. English Shorts

329. Praise
Power
Projects
Prestige
Prizes
People
329

330. Praise
Power
Projects
Prestige
Prizes
People
330

331. Who is the first-born?

332. STATUS/LEVEL UP

333. LEADER BOARDS

334. LEADER BOARDS

335. The world pays us what it thinks
we are worth.

336. CLASS DOJO

337. Sokicom
Sokikom

338. STATUS/LEVEL UP

340. Badgemaker

344. Badgemaker

345. Marvel.com

346. Group prestige...

347. Praise
Power
Projects
Prestige
Prizes
People
347

348. Praise
Power
Projects
Prestige
Prizes
People
348

349. 349

350. Send your ‘pics’ to
timhass@essdack.org

351. 7000 bucks to not kiss anyone!

352. Praise
Power
Projects
Prestige
Prizes
People
352

353. Praise
Power
Projects
Prestige
Prizes
People
353

354. My success or failure as a parent...

355. Revisit your of your picture of the
‘unmotivated’ student. On the back of
the sticky note, write down everything
else you know about him/her...other
than the fact that they are
‘unmotivated.’

356. Your success or failure as educators...

357. 357

358. How does he
do that?

359. UNDERSTAND THAT MUCH OF
WHAT GOES ON IN SCHOOL IS
PERCEIVED BY STUDENTS AS....
A) TOO DIFFICULT OR TOO EASY
B) IRRELEVANT TO THE REAL
WORLD
C) A COMBINATION OF A AND B

360. WORK TO ENSURE THAT
LEARNING TASKS ARE NEITHER
TOO EASY NOR TOO DIFFICULT

361. SCAFFOLDING OF NEW SKILLS
AND THOUGHT PROCESSES

362. WHEN POSSIBLE,
FOCUS ON TOPICS
THAT STUDENTS CARE
ABOUT...

363. TEACH STUDENTS TO
THINK
CRITICALLY
...ESPECIALLY WHEN IT
COMES TO
ON-LINE CONTENT

364. CREATE ACTIVITIES
FOR STUDENTS THAT
RESEMBLE THE
ACTIVITIES THEY
ENGAGE IN THE MOST

365. MAKE EXPLICIT
CONNECTIONS TO REAL
WORLD

366. DELIBERATE
‘BLURRING’ BETWEEN
CONTENT AREAS

367. PROBLEM-BASED
LEARNING
CHALLENGES

368. A VARIETY OF
ACTIVITIES AND
APPROACHES!

369. Praise
Power
Projects
Prestige
Prizes
People

371. Yeah toast!
Yeah toast!
Yeah toast!
Yeah toast!

372. We learned a little bit about
motivation here today...
...YOUR LINE
Curtis spoke a whole bunch,
but the best part of what he
said...
...YOUR LINE

374. Motivating the UN-Motivated

375. What Every Educator Needs to
Know about Student
Engagement

376. Π“
`