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Engage motivation2012

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Engage motivation2012

  1. 1. MOTIVATION & ENGAGEMENT 2012 Jennifer McCarty Plucker, Ed. D.
  2. 2. Learning Targets  I can examine the importance of increasing student engagement in text.  I can dialogue about strengths and areas of need in my current practices in relation to engagement.  I can reflect on the principles of engagement and apply them to my instructional practices.
  3. 3. Guiding Principles 1. Meaning is Motivating 2. Learning is Social 3. Self-Efficacy 4. Interest/Relevance 5. Control and Choice Adapted from J.T. Guthrie (2008)
  4. 4. Opening Anticipation Guide  On your notes page 1, complete the anticipation guide by deciding whether you agree or disagree with each statement. READING some motivation required
  5. 5. Influences
  6. 6. Our dilemma as educators  Majority of students do not read for pleasure  Students are unmotivated, apathetic, resistant to reading school content  69% did not read for enjoyment (a signal for intrinsic motivation)  2000 international survey-U.S. ranked 20th out of 28 developed countries in reading engagement
  7. 7. Importance of reading engagement  Engagement & motivation contribute to achievement in reading  Interest in reading correlates to reading comprehension  Reading engagement connects more strongly to achievement than home environment  “Today, more than ever, valuable classroom time presents the best opportunity-often the only opportunity-to turn kids on to reading” (Gallagher, 2009).
  8. 8. Reading engagement correlates to reading achievement highly higher engaged achievement low engagement
  9. 9. Principle #1: Meaning is Motivating  Have you ever offered incentives in class to produce a desired outcome?  Candy for quiet reading time  Games on Friday  What incentivized programs have you experienced?  Health club discounts
  10. 10. Principle #1: Meaning is Motivating 7 Reasons Carrots and Sticks (often) Don’t Work (Pink, 2009) Less of what we W ANT: Intrinsic Motivation High Performance Creativity Good Behavior More of what we DON’T want: Unethical Behavior Addiction Short Term Thinking
  11. 11. Meaning is Motivating
  12. 12. Principle #1: Meaning is Motivating Special circumstances where “carrots” won’t hurt, and might help. If assignment doesn’t inspire deep passion or require deep thinking, rewards c a n help. BUT:  Offer a rationale as to why the task is necessary.  Acknowledge that the task is boring.  Allow students to complete the task their own way.
  13. 13. Principle #1: Meaning is Motivating Essential Requirement for Extrinsic Rewards “Any extrinsic reward should be unexpected and offered only after the task is complete. In other words, where ‘if-then’ rewards are a mistake, shift to ‘now that’ rewards.” (Pink, 2009, p. 66)
  14. 14. Principle #1: Meaning is Motivating What is motivating our students? Performance Goals Mastery Goals  Show good behavior  Understanding is most  Complete an assignment important  Extrinsic rewards  Argue, analyze, debate,  get a good grade explain, organize, connect, defend,  Outperform others conclude…  Look smarter  Not isolated, connected  Understanding text—not to “big picture” important  Short or long-term
  15. 15. M se t ind “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck
  16. 16. Principle #1: Meaning is Motivating 7 Practices of Mastery Motivation 1. Provide mastery goals 2. Make tasks relevant  Relevance vs. Entertainment 1. Use hands-on activities 2. Transform text to meaning 3. Scaffold mastery motivation 4. Provide re-teach opportunities 5. Reward effort over performance
  17. 17. Turn and Talk  Share with a neighbor your reflections on what you’ve just heard or ideas about how to apply Principle #1: Meaning is Motivating.
  18. 18. Learning is Social
  19. 19. Principle #2: Learning is Social 1. Open discussions  Reduce teacher talk time 1. Student-led discussion groups 2. Collaborative reasoning  C.R.E.W. time 1. Arranging partnerships 2. Socially constructing the management 3. Scaffolding social motivations over time  Student input increases throughout year (i.e. classroom library selections)
  20. 20. Principle #2: Learning is Social Collaboration around text  “Buzz about books”  Book pass  Book chats  Trailers  Confessionals Animoto.com Glogster.com Xtranormal.com
  21. 21. “I Can because I think I Can” (Self-Efficacy)
  22. 22. Principle #3: Self-Efficacy 1. Recognize the gap 2. Match the text to the reading levels of students  Shoe Size 1. Establish initial confidence 2. Set realistic goals; individual students  Conference to discuss, reflect, & revise 1. “We grade the learning, not the knowing” (Harvey & Daniels, 2009) 2. “I can because I think I can” Vacca (2006). 3. Student value-added assessments
  23. 23. Principle #3: Self-Efficacy Self-Reflection  DIY report cards  Goal setting & reflection prior to teacher feedback  Use of learning targets  Reflect on peer models and self
  24. 24. Interest/Relevance
  25. 25. Principle #4: Interest/Relevance 1. Making real-world connections 2. Personalizing with questioning 3. Extending intrinsic interests 4. Self-expressing 5. Puzzling (working through inconsistencies in text) What is not here…?  “Packaged” or “one size fits all” ways to respond to text
  26. 26. Principle #4: Interest/Relevance Ignite a Passion  Target Alliterate Readers  Know Your Players—Four Most Important Words  “I thought of you…”  Start a modeling career  Throw a Party! Layne, 2009
  27. 27. Reflect Pause and Reflect What are you doing WELL? Which of your instructional practices align to these principles? Where have you been challenged? What needs to change for your students and your teaching?
  28. 28. Control and Choice
  29. 29. Principle #5 Control and Choice Seek to balance teacher vs. student centeredness Practices that cultivate motivation:  Ownership of text  Options for how to learn  Autonomy with Accountability  Input into curriculum  Self-selection of knowledge displays  Fed Ex Day  Voice in standards for evaluation  Inquiry projects
  30. 30. Principle #5 Control and Choice Who is in Control?  “Excessive te a c he r-centeredness is more disengaging than we imagine. At the same time, excessive s tud e nt- centeredness may be unproductive. Our goal is to move from teacher overcontrol to student empowerment.” Eng a g ing A o le s c e nts in Re a d ing , p. 35 d
  31. 31. Reflect  On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #5: Control and Choice.
  32. 32. Closing Remarks  Professional Book Studies  We are motivated by the same 5 principles!  “We may have taught them the skills, but without the desire to use those skills, where is the benefit? In many cases it will be what happens or doesn’t happen in school that is going to make the difference” (Layne, 2009).
  33. 33. “I may not reach everybody, but every time I reach somebody, I’m doing more than I would be doing if I were doing nothing. It’s one more thing to try, and it surely can’t do any harm” (Layne, 2009)

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