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SORLA Motivation and Engagement

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SORLA Motivation and Engagement

  1. 1. MOTIVATION & ENGAGEMENT SORLA 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.
  5. 5. Professional Book Talks Daniels, H. & Harvey, S. Comprehension & Collaboration: Inquiry Circles in Action (2009) Dweck, C. Mindset: The New Psychology of Success (2006) Guthrie, J. Engaging Adolescents in Reading (2008) Layne, S. Igniting a Passion for Reading (2009) Pink, D. Drive: The Surprising Truth About What Motivates Us (2009)
  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?  Candyfor 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 WANT: Intrinsic Motivation High Performance Creativity Good Behavior More of what we DON’T want: Unethical Behavior Addiction Short Term Thinking
  11. 11. 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 can 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.
  12. 12. 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)
  13. 13. 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, conclude…  Outperform others  Not isolated, connected to  Look smarter “big picture”  Understanding text—not  Short or long-term important
  14. 14. Principle #1: Meaning is Motivating 7 Practices of Mastery Motivation 1. Provide mastery goals 2. Make tasks relevant  Relevance vs. Entertainment 3. Use hands-on activities 4. Transform text to meaning 5. Scaffold mastery motivation 6. Provide re-teach opportunities 7. Reward effort over performance
  15. 15. 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.
  16. 16. Principle #2: Learning is Social 1. Open discussions  Reduce teacher talk time 2. Student-led discussion groups 3. Collaborative reasoning  C.R.E.W. time 4. Arranging partnerships 5. Socially constructing the management 6. Scaffolding social motivations over time  Student input increases throughout year (i.e. classroom library selections)
  17. 17. Principle #2: Learning is Social Collaboration around text  “Buzz about books”  Book pass  Book chats  Trailers  Confessionals Animoto.com Glogster.com Xtranormal.com
  18. 18. Pair/Share  With a partner, share one activity you will try with your students next year that relates to Principle #2: Learning is Social.
  19. 19. Principle #3: Self-Efficacy  Recognize the gap  Match the text to the reading levels of students  Shoe Size  Establish initial confidence  Set realistic goals; individual students  Conference to discuss, reflect, & revise  “We grade the learning, not the knowing” (Harvey & Daniels, 2009)  “I can because I think I can” Vacca (2006).  Student value-added assessments
  20. 20. Mindset Principle #3: Self-Efficacy “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
  21. 21. 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
  22. 22. Principle #4: Interest/Relevance t Making real-world connections d Personalizing with questioning t Extending intrinsic interests s Self-expressing s Puzzling (working through inconsistencies in text) What is not here…? … “Packaged” or “one size fits all” ways to respond to text
  23. 23. 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
  24. 24. Reflect  Share with someone near you your reflections on what you’ve just heard or ideas about how to apply Principle #3: Self-Efficacy and Principle #4: Interest/Relevance.
  25. 25. 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
  26. 26. Principle #5 Control and Choice Who is in Control?  “Excessive teacher-centeredness is more disengaging than we imagine. At the same time, excessive student-centeredness may be unproductive. Our goal is to move from teacher overcontrol to student empowerment.” Engaging Adolescents in Reading, p. 35
  27. 27. 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.
  28. 28. 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).
  29. 29. “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)

Notas do Editor

  • Jen
  • Introduce handouts (remind them objectives are there and then there are reflection/note taking boxes for each of these motivations) Jess
  • Jess2 minutes
  • 10 minutes
  • Jen 5 min Bring copies of the books!
  • Jen
  • Jess 5 minutes
  • Jess 1 minute
  • Jess
  • Jen 6 minutes
  • Jen 3 minutes
  • Jen 1 minute
  • Pgs. 18-19 Guthrie; Students must be motivated to become literate We must move them from performance-minded to mastery-minded Focus of our teaching must be mastery goals Page 7 of packet (Jess)—mindset graphic
  • Mastery goals—Andrew’s learning target example (Jen) p. 8 Relevance vs entertainment (Jess) Hand on—RT p. 9 (Tom example of unpacking a standard)—Jess Re teach—How to (Jess) Effort over performance POL (p. 10)
  • Daily 5 offers opportunity for all of this CREW—p. 11 Arranging partnerships—dynamic Grouping p. 12 RESPECT p. 13 and Readicide p. 14
  • Add Lucky Book Trailer! Activities—Inner Voice (p. 15)—so kids are confident about what they can share with other students. . .social in a meaningful way. RRJ p. 16 Comprehension Continuum p. 17-18 Book Pass p. 19 Book Buzz p. 20 (and in your new book, yay!)
  • Recognize the gap (Jen—sharing literacy history. . .no sugar coating) p. 21-22 Jess—shoe size Goal setting—p. 23 (reflection) Andrew’s word study test Establishing initial confidence (status of the class—conference tool not a punishment) Value added test p. 25-26
  • p. 27 (Andrew math)—feedback comes AFTER goal, test, reflection!
  • p. 28—lit circle reflection
  • Ideas from Burke’s “What’s the Big Idea”
  • Model your own libraries/reading
  • 20% rule