Motivation & Engagement Of Striving Readers
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Motivation & Engagement Of Striving Readers






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Motivation & Engagement Of Striving Readers Motivation & Engagement Of Striving Readers Presentation Transcript

  • MOTIVATION & ENGAGEMENT OF STRIVING READERS Dr. Jen McCarty & Jessica Crooker Eastview High School Reading Teacher Winter Symposium Feb. 20 th , 2010
  • READING some motivation required
  •   View slide
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  • Opening Questions
    • What does “engagement in reading” mean to you?
    • What does “engagement in reading” look like?
    • In your opinion, what contributes to lack of engagement for students in your classes?
  • Collaborative Team Goal
    • Professional learning community goal
    • English, Social Studies, Special Education
    • Guthrie, J. Engaging Adolescents in Reading (2008)
      • Professor of Literacy
      • Educational psychology of reading
      • Research director—IRA
  • Our dilemma as educators
    • Majority of students do not read for pleasure
    • Students are demotivated, apathetic, resistant to reading school content
    • 2003 study shows 93% of 12 th graders did not read every day for school
    • 69% did not read for enjoyment-a signal for intrinsic motivation
    • 2000 international survey-U.S. ranked 20 th out of 28 developed countries in reading engagement
  • 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
    • Reading engagement & reading achievement interact in a spiral
  • Reading engagement correlates to reading achievement reading more higher achievement reading less
  • What is motivating our students?
    • Show good behavior
    • Complete an assignment
    • Extrinsic rewards
      • get a good grade
    • Outperform others
    • Look smarter
    • Understanding text—not important
    • Understanding is most important
    • Argue, analyze, debate, explain, organize, connect, defend, conclude…
    • Not isolated, connected to “big picture”
    • Short or long-term
    • Performance Goals
    • Mastery Goals
  • Students’ Reading Motivations
    • Meaning is Motivating
    • Control and Choice
    • Reading is Social
    • Self-Efficacy
    • Interest in Reading
  • Meaning is Motivating
    • Students must be motivated to be literate
    • We must move them from performance-minded to mastery-minded
    • Focus of our teaching must be mastery goals
    • Discourage obsession with grades
  • Meaning is Motivating
    • 7 practices of mastery motivation
    • Provide mastery goals
    • Make tasks relevant
    • Use hands-on activities
    • Transform text to meaning
    • Scaffold mastery motivation
    • Provide re-teach opportunities
    • Reward effort over performance
  • Control and Choice
    • Seek to balance teacher vs. student centeredness
    • 6 practices that cultivate motivation:
    • Ownership of text
    • Options for how to learn
    • Input into curriculum
    • Self-selection of knowledge displays
    • Voice in standards for evaluation
    • Inquiry projects
  • Reading is Social
    • 6 practices that invite expression of students’ social tendencies
    • Open discussions
    • Student-led discussion groups
    • Collaborative reasoning
    • Arranging partnerships
    • Socially constructing the management
    • Scaffolding social motivations over time
  • Self-Efficacy
    • Recognize the gap
    • Match the text to the reading levels of students
    • Establish initial confidence
    • Set realistic goals
    • Assure the enabling skills
  • Interest in Reading
    • Making real-world connections
    • Personalizing with questioning
    • Extending intrinsic interests
    • Self-expressing
    • Puzzling (working through inconsistencies in text)
  • A Vision of K-12 Students Today
  • Another link for back-up