MOTIVATION &ENGAGEMENT2012Jennifer McCarty Plucker, Ed. D.
Learning Targets   I can examine the importance of increasing    student engagement in text.   I can dialogue about stre...
Guiding Principles1.   Meaning is Motivating2.   Learning is Social3.   Self-Efficacy4.   Interest/Relevance5.   Control a...
Opening Anticipation Guide   On your notes page 1, complete the    anticipation guide by deciding    whether you agree or...
Influences
Our dilemma as educators   Majority of students do not read for pleasure   Students are unmotivated, apathetic, resistan...
Importance of reading    engagement   Engagement & motivation contribute to    achievement in reading   Interest in read...
Reading engagement correlates toreading achievement     highly              higher    engaged            achievement      ...
Principle #1: Meaning is Motivating   Have you ever offered incentives in class to    produce a desired outcome?       C...
Principle #1: Meaning is Motivating7 Reasons Carrots and Sticks (often) Don’t Work(Pink, 2009)Less of what we W   ANT: Int...
Meaning is Motivating
Principle #1: Meaning is MotivatingSpecial circumstances where “carrots” won’t hurt, andmight help.If assignment doesn’t i...
Principle #1: Meaning is MotivatingEssential Requirement for Extrinsic Rewards“Any extrinsic reward should be unexpected  ...
Principle #1: Meaning is MotivatingWhat is motivating our students?Performance Goals            Mastery Goals   Show good...
M se t ind“After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen:Praising...
Principle #1: Meaning is Motivating7 Practices of Mastery Motivation1.       Provide mastery goals2.       Make tasks rele...
Turn and Talk   Share with a neighbor your reflections on what    you’ve just heard or ideas about how to apply    Princi...
Learning is Social
Principle #2: Learning is Social1.   Open discussions        Reduce teacher talk time1.   Student-led discussion groups2....
Principle #2: Learning is SocialCollaboration around text “Buzz about books” Book pass Book chats Trailers Confession...
“I Can because I think I Can” (Self-Efficacy)
Principle #3: Self-Efficacy1.       Recognize the gap2.       Match the text to the reading levels of students        Sho...
Principle #3: Self-EfficacySelf-Reflection   DIY report cards   Goal setting & reflection prior to teacher    feedback ...
Interest/Relevance
Principle #4: Interest/Relevance1.   Making real-world connections2.   Personalizing with questioning3.   Extending intrin...
Principle #4: Interest/RelevanceIgnite a Passion Target Alliterate Readers Know Your Players—Four Most Important  Words ...
ReflectPause and ReflectWhat are you doing WELL? Which of yourinstructional practices align to these principles?Where have...
Control and Choice
Principle #5 Control and ChoiceSeek to balance teacher vs. student centerednessPractices that cultivate motivation: Owner...
Principle #5 Control and ChoiceWho is in Control?   “Excessive te a c he r-centeredness is more    disengaging than we im...
Reflect   On your notes sheet, write your reflections on    what you’ve just heard or ideas about how to    apply Princip...
Closing Remarks   Professional Book Studies      We are motivated by the same 5 principles!   “We may have taught them ...
“I may not reach everybody, but every time Ireach somebody, I’m doing more than I wouldbe doing if I were doing nothing. I...
Engage motivation2012
Engage motivation2012
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Engage motivation2012

  1. 1. MOTIVATION &ENGAGEMENT2012Jennifer 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 Principles1. Meaning is Motivating2. Learning is Social3. Self-Efficacy4. Interest/Relevance5. 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. READING some motivation required
  5. 5. Influences
  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 toreading 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?  Candy for quiet reading time  Games on Friday What incentivized programs have you experienced?  Health club discounts
  10. 10. Principle #1: Meaning is Motivating7 Reasons Carrots and Sticks (often) Don’t Work(Pink, 2009)Less of what we W ANT: Intrinsic Motivation High Performance Creativity Good BehaviorMore of what we DON’T want: Unethical Behavior Addiction Short Term Thinking
  11. 11. Meaning is Motivating
  12. 12. Principle #1: Meaning is MotivatingSpecial circumstances where “carrots” won’t hurt, andmight help.If assignment doesn’t inspire deep passion or require deep thinking, rewards c a n 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. 13. Principle #1: Meaning is MotivatingEssential 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. 14. Principle #1: Meaning is MotivatingWhat 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, Outperform others conclude… Look smarter  Not isolated, connected Understanding text—not to “big picture” important  Short or long-term
  15. 15. M se t ind“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
  16. 16. Principle #1: Meaning is Motivating7 Practices of Mastery Motivation1. Provide mastery goals2. Make tasks relevant  Relevance vs. Entertainment1. Use hands-on activities2. Transform text to meaning3. Scaffold mastery motivation4. Provide re-teach opportunities5. Reward effort over performance
  17. 17. 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.
  18. 18. Learning is Social
  19. 19. Principle #2: Learning is Social1. Open discussions  Reduce teacher talk time1. Student-led discussion groups2. Collaborative reasoning  C.R.E.W. time1. Arranging partnerships2. Socially constructing the management3. Scaffolding social motivations over time  Student input increases throughout year (i.e. classroom library selections)
  20. 20. Principle #2: Learning is SocialCollaboration around text “Buzz about books” Book pass Book chats Trailers ConfessionalsAnimoto.comGlogster.comXtranormal.com
  21. 21. “I Can because I think I Can” (Self-Efficacy)
  22. 22. Principle #3: Self-Efficacy1. Recognize the gap2. Match the text to the reading levels of students  Shoe Size1. Establish initial confidence2. Set realistic goals; individual students  Conference to discuss, reflect, & revise1. “We grade the learning, not the knowing” (Harvey & Daniels, 2009)2. “I can because I think I can” Vacca (2006).3. Student value-added assessments
  23. 23. Principle #3: Self-EfficacySelf-Reflection DIY report cards Goal setting & reflection prior to teacher feedback Use of learning targets Reflect on peer models and self
  24. 24. Interest/Relevance
  25. 25. Principle #4: Interest/Relevance1. Making real-world connections2. Personalizing with questioning3. Extending intrinsic interests4. Self-expressing5. Puzzling (working through inconsistencies in text)What is not here…? “Packaged” or “one size fits all” ways to respond to text
  26. 26. Principle #4: Interest/RelevanceIgnite 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
  27. 27. ReflectPause and ReflectWhat are you doing WELL? Which of yourinstructional practices align to these principles?Where have you been challenged? What needsto change for your students and your teaching?
  28. 28. Control and Choice
  29. 29. Principle #5 Control and ChoiceSeek to balance teacher vs. student centerednessPractices 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
  30. 30. Principle #5 Control and ChoiceWho is in Control? “Excessive te a c he r-centeredness is more disengaging than we imagine. At the same time, excessive s tud e nt- centeredness may be unproductive. Our goal is to move from teacher overcontrol to student empowerment.” Eng a g ing A o le s c e nts in Re a d ing , p. 35 d
  31. 31. 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.
  32. 32. 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).
  33. 33. “I may not reach everybody, but every time Ireach somebody, I’m doing more than I wouldbe doing if I were doing nothing. It’s one morething to try, and it surely can’t do any harm”(Layne, 2009)

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