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Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
Engage motivation MAASFEP
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Engage motivation MAASFEP

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  • Jen
  • Introduce handouts (remind them objectives are there and then there are reflection/note taking boxes for each of these motivations) Jess
  • Drive by Daniel Pink
  • Jess
  • Jen 6 m 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 inutes
  • 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
  • p. 27 (Andrew math)—feedback comes AFTER goal, test, reflection!
  • Let participants brainstorm ideas for this and share out. . . 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)
  • Comprehension and Collaboration by Daniels and Harvey
  • Steven Layne Igniting a Passion; O’Brien Value Added Assessments Goal Setting Feedback prior to Evaluation
  • Burke’s What’s the Big Idea Definition of Relevance Engagement does not equal entertainment. Start a Modeling Career
  • Balance teacher centeredness with student centeredness. Our goal is to move from teacher over control to student empowerment. Students are motivated by mastery, especially with autonomy in how to get it done yet accountability for producing.
  • Transcript

    • 1. FROM CARROTS, CROWBARS, AND CANDY TO OPTI ONS, OPPORTUNI TI ES, AND OWNERSHI P: MOTI VATI ON AND ENGAGEMENT I N THE CLASSROOM MAASFEP Fall, 2013 http://jmplucker.blogspot.com
    • 2. Learning Targets  We can consider how motivation and engagement research can be counter-intuitive.  We can gain exposure to five principles of engagement.  We can consider what we do well, places we can adjust to implement Principle 1: Meaning and Mastery is Motivating in our classrooms.
    • 3. to handle or direct to make compliant to alter for a purpose Manage
    • 4. Engage
    • 5. Guiding Principles 1. Meaning and Mastery are Motivating 2. Learning is Social 3. Self-Efficacy 4. Interest/Relevance 5. Control and Choice Adapted from J.T. Guthrie (2008)
    • 6. Meaning and Mastery are Motivating
    • 7. Principle #1: Meaning and Mastery are 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
    • 8. Principle #1: Meaning and Mastery are Motivating
    • 9. 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. Principle #1: Meaning and Mastery are Motivating
    • 10. 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) Principle #1: Meaning and Mastery are Motivating
    • 11. 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 Principle #1: Meaning and Mastery are Motivating
    • 12. Mindse t “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
    • 13. 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 Principle #1: Meaning and Mastery are Motivating
    • 14. Turn and Talk  Share with a neighbor your reflections on what you’ve just heard or ideas about how to apply Principle #1: Meaning and Mastery are Motivating.
    • 15. Learning is Social
    • 16. “I Can because I think I Can” (Self-Efficacy)
    • 17. Interest/Relevance
    • 18. Control and Choice

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