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. 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.
5. Opening Anticipation Guide
On your notes page 1, complete the
anticipation guide by deciding whether
you agree or disagree with each
statement.
6. 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)
7. 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
8. 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).
10. 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
11. 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
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 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.
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. 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
15. 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
16. 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.
17. 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)
18. Principle #2: Learning is Social
Collaboration around text
“Buzz about books”
Book pass
Book chats
Trailers
Confessionals
Animoto.com
Glogster.com
Xtranormal.com
19. Pair/Share
With a partner, share one activity you will try with
your students next year that relates to Principle
#2: Learning is Social.
20. 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
21. 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
23. 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
24. 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
25. 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.
26. 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
27. 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
28. 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.
29. 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).
30. “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!