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Motivation and Engagement 2014--Maple Grove High School
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Motivation and Engagement 2014--Maple Grove High School


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  • Definition of engage: absorb, engross, fascinate, grip, immerse, interest, intrigue, and involve.

  • Introduce handouts (remind them objectives are there and then there are reflection/note taking boxes for each of these motivations)
  • 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. MOTIVATION & ENGAGEMENT Jennifer McCarty Plucker, Ed. D. 2014
    • 2. Learning Targets  I can examine the importance of increasing student engagement in learning.  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. 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
    • 4. Influences and Dispositions  Capacity Building  Growth Mindset  Engagement over Compliance  Empowerment of teachers and teacher leadership  Results oriented Innovation
    • 5. Success is achieved by developing our strengths, not by eliminating our weaknesses. ~Marilyn vos Savant
    • 6. Turn and Talk
    • 7. What does engageme nt look like in our classroom s?
    • 8. 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)
    • 9. 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)  2010 international survey-U.S. ranked 34th out of 36 developed countries in reading engagement
    • 10. 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).
    • 11. Meaning and Mastery are Motivating
    • 12. 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
    • 13. Principle #1: Meaning and Mastery are Motivating
    • 14. 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
    • 15. 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
    • 16. 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
    • 17. 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 Feedback that works:  Tell me more about this. . .  Show me how you did this. . .  How do you feel about the work you’ve done?  I see that you _______(be specific)  Are you pleased with your work?  It appears as if you have put a lot of hard work into this.  What do you plan to do next? Feedback that harms:  You’re so smart, musical, talented,  Good job!  Pretty picture, collage,  Best I’ve seen. . .  Better than  Great!  Beautiful.  Brilliant!  Well done!
    • 18. 7 Practices of Mastery Motivation 1. Provide mastery goals 2. Make tasks relevant  Relevance vs. Entertainment 3. Use hands-on activities 4. Transform text to meaning 5. Scaffold mastery motivation 6. Provide re-teach opportunities 7. Reward effort over performance Principle #1: Meaning and Mastery are Motivating
    • 19. 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.
    • 20. Learning is Social
    • 21. Principle #2: Learning is Social 1. Open discussions 2. Student-led discussion groups 3. Collaborative reasoning 4. Arranging partnerships 5. Socially constructing the management 6. Scaffolding social motivations over time
    • 22. “I Can because I think I Can” (Self-Efficacy)
    • 23. Principle #3: Self-Efficacy 1. Recognize the gap 2. Match the text to the reading levels of students 3. Establish initial confidence 4. Individual students set realistic goals 5. “Grade the learning, not the knowing” (Harvey & Daniels, 2009) 6. Student value-added assessments
    • 24. Self-Reflection  DIY report cards  Goal setting & reflection prior to teacher feedback  Use of learning targets  Reflect on peer models and self Principle #3: Self-Efficacy
    • 25. Interest/Relevance
    • 26. Principle #4: Interest/Relevance 1. Making real-world connections 2. Personalizing with questioning 3. Extending intrinsic interests 4. Self-expressing 5. Puzzling (working through inconsistencies in text)
    • 27. Reflect Pause and Reflect What are you doing WELL? Which of your instructional practices align to these principles? Where have you been challenged? What needs to change for your students and your teaching?
    • 28. Control and Choice
    • 29. Principle #5 Control and Choice Seek to balance teacher vs. student centeredness Practices 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
    • 30. Who is in Control?  “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.” Engaging Adolescents in Reading, p. 35 Principle #5 Control and Choice