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Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
Engage motivation2013
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Engage motivation2013

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  • Jen
  • Have participants define motivation in pairs. . . mo·ti·va·tion   /ˌmōtəˈvāSHən/ Noun The reason or reasons one has for acting or behaving in a particular way. The general desire or willingness of someone to do something. mo·ti·va·tion [moh-tuh-vey-shuhn] Show IPA noun 1. the act or an instance of motivating, or providing with a reason to act in a certain way: I don't understand what her motivation was for quitting her job. Synonyms: motive, inspiration, inducement, cause, impetus. 2. the state or condition of being motivated: We know that these students have strong motivation to learn. 3. something that motivates; inducement; incentive: Clearly, the company's long-term motivation is profit. Origin: 1870–75; motive + -ation
  • Definition of engage: absorb, engross, fascinate, grip, immerse, interest, intrigue, and involve.
  • 10 minutes
  • 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)
  • Introduce handouts (remind them objectives are there and then there are reflection/note taking boxes for each of these motivations) Jess
  • Jen
  • Jess 5 minutes
  • 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
  • Daily 5 offers opportunity for all of this CREW—p. 11 Arranging partnerships—dynamic Grouping p. 12 RESPECT p. 13 and Readicide p. 14
  • Steven Layne Igniting a Passion; O’Brien Value Added Assessments Goal Setting Feedback prior to Evaluation
  • 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. 28—lit circle reflection
  • Burke’s What’s the Big Idea Definition of Relevance Engagement does not equal entertainment. Start a Modeling Career
  • Ideas from Burke’s “What’s the Big Idea”
  • 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.
  • 20% rule
  • Transcript

    • 1. FROM CARROTS, CROWBARS, AND CANDY TOOPTIONS, OPPORTUNITY, AND OWNERSHIP OFLEARNING: PRINCIPLES OF MOTIVATION &ENGAGEMENTJennifer McCarty Plucker, Ed. D.Howard Lake-Waverly-Winsted Middle School2013
    • 2. Learning Targets I can examine the importance of increasingstudent engagement in text. I can dialogue about strengths and areas ofneed in my current practices in relation toengagement. I can reflect on the principles of engagementand apply them to my instructional practices.
    • 3. What doesengagement look likein ourclassrooms?
    • 4. Opening Anticipation Guide On your notes page 1, complete theanticipation guide by decidingwhether you agree or disagree witheach statement.READINGsome motivation required
    • 5. Influences
    • 6. Guiding Principles1. Meaning and Mastery areMotivating2. Learning is Social3. Self-Efficacy4. Interest/Relevance5. Control and ChoiceAdapted from J.T. Guthrie (2008)
    • 7. Our dilemma as educators Majority of students do not read for pleasure Students are unmotivated, apathetic, resistantto reading school content 69% did not read for enjoyment (a signal forintrinsic motivation) 2010 international survey-U.S. ranked 34thoutof 36 developed countries in readingengagement
    • 8. Importance of readingengagement Engagement & motivation contribute toachievement in reading Interest in reading correlates to readingcomprehension Reading engagement connects more strongly toachievement than home environment “Today, more than ever, valuable classroom timepresents the best opportunity-often the onlyopportunity-to turn kids on to reading” (Gallagher,2009).
    • 9. Meaning and Mastery areMotivating
    • 10. Principle #1: Meaning and Masteryare Motivating Have you ever offered incentives in class toproduce a desired outcome? Candy for quiet reading time Games on Friday What incentivized programs have youexperienced? Health club discounts
    • 11. Principle #1: Meaning and Mastery are Motivating
    • 12. Special circumstances where “carrots” won’t hurt, andmight help.If assignment doesn’t inspire deep passion orrequire deep thinking, rewards can help. BUT: Offer a rationale as to why the task isnecessary. Acknowledge that the task is boring. Allow students to complete the task their ownway.Principle #1: Meaning and Mastery are Motivating
    • 13. Essential Requirement for Extrinsic Rewards“Any extrinsic reward should be unexpectedand offered only after the task iscomplete. 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
    • 14. What is motivating our students? Show good behavior Complete an assignment Extrinsic rewards get a good grade Outperform others Look smarter Understanding text—notimportant Understanding is mostimportant Argue, analyze, debate,explain, organize,connect, defend,conclude… Not isolated, connectedto “big picture” Short or long-termPerformance Goals Mastery GoalsPrinciple #1: Meaning and Mastery are Motivating
    • 15. 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
    • 16. 7 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 performancePrinciple #1: Meaning and Mastery are Motivating
    • 17. Turn and Talk Share with a neighbor your reflections on whatyou’ve just heard or ideas about how to applyPrinciple #1: Meaning and Mastery areMotivating.
    • 18. Learning is Social
    • 19. Principle #2: Learning is Social1. Open discussions2. Student-led discussion groups3. Collaborative reasoning4. Arranging partnerships5. Socially constructing themanagement6. Scaffolding social motivations overtime
    • 20. “I Can because I think I Can” (Self-Efficacy)
    • 21. Principle #3: Self-Efficacy1. Recognize the gap2. Match the text to the reading levels of students3. Establish initial confidence4. Individual students set realistic goals5. “Grade the learning, not the knowing” (Harvey& Daniels, 2009)6. Student value-added assessments
    • 22. Self-Reflection DIY report cards Goal setting & reflection prior to teacherfeedback Use of learning targets Reflect on peer models and selfPrinciple #3: Self-Efficacy
    • 23. Interest/Relevance
    • 24. Principle #4: Interest/Relevance1. Making real-world connections2. Personalizing with questioning3. Extending intrinsic interests4. Self-expressing5. Puzzling (working through inconsistencies intext)
    • 25. 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?
    • 26. Control and Choice
    • 27. Principle #5 Control and ChoiceSeekto balance teachervs. 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
    • 28. Who is in Control? “Excessive te ache r-centeredness is moredisengaging than we imagine. At thesame time, excessive stude nt-centeredness may be unproductive. Ourgoal is to move from teacher overcontrolto student empowerment.”Eng ag ing Ado le sce nts in Re ading , p. 35Principle #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, butwithout the desire to use those skills, where isthe benefit? In many cases it will be whathappens or doesn’t happen in school that isgoing to make the difference” (Layne, 2009).

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