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Engagement and Motivation Summer Literacy Institute

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Engagement and Motivation Summer Literacy Institute

  1. 1. MOTIVATION & ENGAGEMENT Created by: Jen McCarty & Jessica Crooker 2011
  2. 2. Learning Targets <ul><li>I can examine the importance of increasing student engagement in text. </li></ul><ul><li>I can dialogue about strengths and areas of need in my current practices in relation to engagement. </li></ul><ul><li>I can reflect on the principles of engagement and apply them to my instructional practices. </li></ul>
  3. 3. Guiding Principles <ul><li>Meaning is Motivating </li></ul><ul><li>Learning is Social </li></ul><ul><li>Self-Efficacy </li></ul><ul><li>Interest/Relevance </li></ul><ul><li>Control and Choice </li></ul>Adapted from J.T. Guthrie (2008)
  4. 5. Opening Anticipation Guide <ul><li>On your notes page 1, complete the anticipation guide by deciding whether you agree or disagree with each statement. </li></ul>READING some motivation required
  5. 6. Professional Book Talks <ul><li>Daniels, H. & Harvey, S. Comprehension & Collaboration: Inquiry Circles in Action (2009) </li></ul><ul><li>Dweck, C. Mindset: The New Psychology of Success (2006) </li></ul><ul><li>Guthrie, J. Engaging Adolescents in Reading (2008) </li></ul><ul><li>Layne, S. Igniting a Passion for Reading (2009) </li></ul><ul><li>Pink, D. Drive: The Surprising Truth About </li></ul><ul><li>What Motivates Us (2009) </li></ul>
  6. 7. Our dilemma as educators <ul><li>Majority of students do not read for pleasure </li></ul><ul><li>Students are unmotivated, apathetic, resistant to reading school content </li></ul><ul><li>69% did not read for enjoyment (a signal for intrinsic motivation) </li></ul><ul><li>2000 international survey-U.S. ranked 20 th out of 28 developed countries in reading engagement </li></ul>
  7. 8. Importance of reading engagement <ul><li>Engagement & motivation contribute to achievement in reading </li></ul><ul><li>Interest in reading correlates to reading comprehension </li></ul><ul><li>Reading engagement connects more strongly to achievement than home environment </li></ul><ul><li>“ Today, more than ever, valuable classroom time presents the best opportunity-often the only opportunity-to turn kids on to reading” (Gallagher, 2009). </li></ul>
  8. 9. Reading engagement correlates to reading achievement highly engaged higher achievement low engagement
  9. 10. Principle #1: Meaning is Motivating <ul><li>Have you ever offered incentives in class to produce a desired outcome? </li></ul><ul><ul><li>Candy for quiet reading time </li></ul></ul><ul><ul><li>Games on Friday </li></ul></ul><ul><li>What incentivized programs have you experienced? </li></ul><ul><ul><li>Health club discounts </li></ul></ul>
  10. 11. 7 Reasons Carrots and Sticks (often) Don’t Work (Pink, 2009) <ul><li>Less of what we WANT: </li></ul><ul><li>Intrinsic Motivation </li></ul><ul><li>High Performance </li></ul><ul><li>Creativity </li></ul><ul><li>Good Behavior </li></ul><ul><li>More of what we DON’T want: </li></ul><ul><li>Unethical Behavior </li></ul><ul><li>Addiction </li></ul><ul><li>Short Term Thinking </li></ul>Principle #1: Meaning is Motivating
  11. 12. Special circumstances where “carrots” won’t hurt, and might help. <ul><li>If assignment doesn’t inspire deep passion or require deep thinking, rewards can help. BUT: </li></ul><ul><li>Offer a rationale as to why the task is necessary. </li></ul><ul><li>Acknowledge that the task is boring. </li></ul><ul><li>Allow students to complete the task their own way. </li></ul>Principle #1: Meaning is Motivating
  12. 13. Essential Requirement for Extrinsic Rewards <ul><li>“ 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.” </li></ul><ul><li> (Pink, 2009, p. 66) </li></ul>Principle #1: Meaning is Motivating
  13. 14. From Carol Dweck, author of Mindset : <ul><li>Read each statement and decide whether you mostly agree with it or disagree with it. </li></ul><ul><ul><li>Your intelligence is something very basic about you that you can't change very much.  </li></ul></ul><ul><ul><li>You can learn new things, but you can't really change how intelligent you are. </li></ul></ul><ul><ul><li>No matter how much intelligence you have, you can always change it quite a bit. </li></ul></ul><ul><ul><li>You can always substantially change how intelligent you are. </li></ul></ul><ul><li>Substitute &quot;artistic talent,&quot; &quot;sports ability,&quot; or &quot;school subject of choice&quot; for intelligence. Try it with your student(s). </li></ul>Principle #1: Meaning is Motivating
  14. 15. What is motivating our students? <ul><li>Show good behavior </li></ul><ul><li>Complete an assignment </li></ul><ul><li>Extrinsic rewards </li></ul><ul><ul><li>get a good grade </li></ul></ul><ul><li>Outperform others </li></ul><ul><li>Look smarter </li></ul><ul><li>Understanding text—not important </li></ul><ul><li>Understanding is most important </li></ul><ul><li>Argue, analyze, debate, explain, organize, connect, defend, conclude… </li></ul><ul><li>Not isolated, connected to “big picture” </li></ul><ul><li>Short or long-term </li></ul><ul><li>Performance Goals </li></ul><ul><li>Mastery Goals </li></ul>Principle #1: Meaning is Motivating
  15. 16. 7 Practices of Mastery Motivation <ul><li>Provide mastery goals </li></ul><ul><li>Make tasks relevant </li></ul><ul><ul><li>Relevance vs. Entertainment </li></ul></ul><ul><li>Use hands-on activities </li></ul><ul><li>Transform text to meaning </li></ul><ul><ul><li>Text + reflect on own experiences=meaning </li></ul></ul><ul><li>Scaffold mastery motivation </li></ul><ul><li>Provide re-teach opportunities </li></ul><ul><li>Reward effort over performance </li></ul>Principle #1: Meaning is Motivating
  16. 17. Turn and Talk <ul><li>Share with a neighbor your reflections on what you’ve just heard or ideas about how to apply Principle #1: Meaning is Motivating . </li></ul>
  17. 18. Principle #2: Learning is Social <ul><li>Open discussions </li></ul><ul><ul><li>Reduce teacher talk time </li></ul></ul><ul><li>Student-led discussion groups </li></ul><ul><li>Collaborative reasoning </li></ul><ul><ul><li>C.R.E.W. time </li></ul></ul><ul><li>Arranging partnerships </li></ul><ul><li>Socially constructing the management </li></ul><ul><li>Scaffolding social motivations over time </li></ul><ul><ul><li>Student input increases throughout year (i.e. classroom library selections) </li></ul></ul>
  18. 19. Collaboration around text <ul><li>“ Buzz about books” </li></ul><ul><li>Book pass </li></ul><ul><li>Book chats </li></ul><ul><li>Trailers </li></ul><ul><li>Confessionals </li></ul><ul><li>Animoto.com </li></ul><ul><li>Glogster.com </li></ul><ul><li>Xtranormal.com </li></ul>Principle #2: Learning is Social
  19. 20. Pair/Share <ul><li>With a partner, share one activity you will try with your students next year that relates to Principle #2: Learning is Social . </li></ul>
  20. 21. Principle #3: Self-Efficacy <ul><li>Recognize the gap </li></ul><ul><li>Match the text to the reading levels of students </li></ul><ul><ul><li>Shoe Size </li></ul></ul><ul><li>Establish initial confidence </li></ul><ul><li>Set realistic goals; individual students </li></ul><ul><ul><li>Conference to discuss, reflect, & revise </li></ul></ul><ul><li>“ We grade the learning, not the knowing” (Harvey & Daniels, 2009) </li></ul><ul><li>“ I can because I think I can” Vacca (2006). </li></ul><ul><li>Student value-added assessments </li></ul>
  21. 22. Mindset “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 Principle #3: Self-Efficacy
  22. 23. Self-Reflection <ul><li>DIY report cards </li></ul><ul><li>Goal setting & reflection prior to teacher feedback </li></ul><ul><li>Use of learning targets </li></ul><ul><li>Reflect on peer models and self </li></ul>Principle #3: Self-Efficacy
  23. 24. Principle #4: Interest/Relevance <ul><li>Making real-world connections </li></ul><ul><li>Personalizing with questioning </li></ul><ul><li>Extending intrinsic interests </li></ul><ul><li>Self-expressing </li></ul><ul><li>Puzzling (working through inconsistencies in text) </li></ul><ul><li>What is not here…? </li></ul><ul><li>“ Packaged” or “one size fits all” ways to respond to text </li></ul>
  24. 25. Principle #4: Interest/Relevance <ul><li>Target Alliterate Readers </li></ul><ul><li>Know Your Players—Four Most Important Words </li></ul><ul><ul><li>“ I thought of you…” </li></ul></ul><ul><li>Start a modeling career </li></ul><ul><li>Throw a Party! </li></ul>Ignite a Passion Layne, 2009
  25. 26. Reflect <ul><li>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 . </li></ul>
  26. 27. Principle #5 Control and Choice <ul><li>Seek to balance teacher vs. student centeredness </li></ul><ul><li>Practices that cultivate motivation: </li></ul><ul><li>Ownership of text </li></ul><ul><li>Options for how to learn </li></ul><ul><ul><li>Autonomy with Accountability </li></ul></ul><ul><li>Input into curriculum </li></ul><ul><li>Self-selection of knowledge displays </li></ul><ul><ul><li>Fed Ex Day </li></ul></ul><ul><li>Voice in standards for evaluation </li></ul><ul><li>Inquiry projects </li></ul>
  27. 28. Who is in Control? <ul><li>“ 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.” </li></ul><ul><li> Engaging Adolescents in Reading , p. 35 </li></ul>Principle #5 Control and Choice
  28. 29. Reflect <ul><li>On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #5: Control and Choice. </li></ul>
  29. 30. Closing Remarks <ul><li>Professional Book Studies </li></ul><ul><ul><li>We are motivated by the same 5 principles! </li></ul></ul><ul><li>“ 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). </li></ul>
  30. 31. <ul><li>“ 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) </li></ul>

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
  • Jen (if time?)
  • 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