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Engagement & Motivation - Woodland Elementary
 

Engagement & Motivation - Woodland Elementary

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  • Jess
  • Jess2 minutes
  • 10 minutes
  • Jen 5 min
  • Jen
  • Jess 5 minutes
  • Jess 1 minute
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  • Jen 6 minutes
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  • 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
  • Daily 5 offers opportunity for all of this
  • These benefits should be explicitly taught/discussed
  • Add example of Andrew’s book trailer
  • Ideas from Burke’s “What’s the Big Idea”
  • Model your own libraries/reading
  • 20% rule
  • jess

Engagement & Motivation - Woodland Elementary Engagement & Motivation - Woodland Elementary Presentation Transcript

  • MOTIVATION & ENGAGEMENT Created by: Jen McCarty & Jessica Crooker Winter 2011 Woodland Elementary
  • 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.
  • Guiding Principles
    • Meaning is Motivating
    • Learning is Social
    • Self-Efficacy
    • Interest/Relevance
    • Control and Choice
    Adapted from J.T. Guthrie (2008)
  •  
  • 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
  • Professional Book Talks
    • 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)
  • 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 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
    • “ Today, more than ever, valuable classroom time presents the best opportunity-often the only opportunity-to turn kids on to reading” (Gallagher, 2009).
  • Reading engagement correlates to reading achievement highly engaged higher achievement low engagement
  • 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
  • 7 Reasons Carrots and Sticks (often) Don’t Work (Pink, 2009)
    • 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
    Principle #1: Meaning is Motivating
  • 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 is Motivating
  • Essential Requirement for Extrinsic Rewards
    • “ Any extrinsic reward should be unexpected and offered only after the task in complete. In other words, where ‘if-then’ rewards are a mistake, shift to ‘now that’ rewards.”
    • (Pink, 2009, p. 66)
    Principle #1: Meaning is Motivating
  • From Carol Dweck, author of Mindset :
    • Read each statement and decide whether you mostly agree with it or disagree with it.
      • Your intelligence is something very basic about you that you can't change very much. 
      • You can learn new things, but you can't really change how intelligent you are.
      • No matter how much intelligence you have, you can always change it quite a bit.
      • You can always substantially change how intelligent you are.
    • Substitute "artistic talent," "sports ability," or "school subject of choice" for intelligence. Try it with your student(s).
    Principle #1: Meaning is Motivating
  • 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 is Motivating
  • 7 Practices of Mastery Motivation
    • Provide mastery goals
    • Make tasks relevant
      • Relevance vs. Entertainment
    • Use hands-on activities
    • Transform text to meaning
      • Text + reflect on own experiences=meaning
    • Scaffold mastery motivation
    • Provide re-teach opportunities
    • Reward effort over performance
    Principle #1: Meaning is Motivating
  • Reflect
    • On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #1: Meaning is Motivating .
  • Principle #2: Learning is Social
    • Open discussions
      • Reduce teacher talk time
    • Student-led discussion groups
    • Collaborative reasoning
      • C.R.E.W. time
    • Arranging partnerships
    • Socially constructing the management
    • Scaffolding social motivations over time
      • Student input increases throughout year (i.e. classroom library selections)
  • Benefits of Small Group Work
    • Lifelike; generate energy for challenging work
    • In small groups, we are smarter
    • Diversity is an asset
    • Engaged, interactive learning
    • Differentiated instruction
    • Employers increasingly require collaboration
    • Well-structured=enhances student achievement
    • Harvey & Daniels 2009
    Principle #2: Learning is Social
  • Review of the process
    • Immerse
      • Teacher introduces topic
      • Students read a short common text to build background
    • Investigate
      • Mini-lesson: Listening to Your Inner Voice
      • Post-it Noting and Summary
      • Discussion
    • Coalesce
      • Determine interests for further investigation
      • Regroup by interest area
    • Go Public
      • Share learning with other classmates
    Principle #2: Learning is Social Harvey & Daniels 2009
  • Principle #2: Learning is Social
  • What should students do during inquiry time?
    • Read to themselves
    • Read to each other
    • Conduct research
    • Respond in writing and/or drawing
    • Respond by talking
    • Develop interview questions
    • Maintain research notebook
    • Plan to actively use knowledge and take action
    Principle #2: Learning is Social Harvey & Daniels 2009
  • Collaboration around text
    • “ Buzz about books”
    • Book pass
    • Book chats
    • Trailers
    • Animoto.com
    • Glogster.com
    • Xtranormal.com
    Principle #2: Learning is Social
  • Reflect
    • On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #2: Learning is Social .
  • Principle #3: Self-Efficacy
    • Recognize the gap
    • Match the text to the reading levels of students
      • Shoe Size
    • Establish initial confidence
    • Set realistic goals; individual students
      • Conference to discuss, reflect, & revise
    • “ We grade the learning, not the knowing” (Harvey & Daniels, 2009)
    • “ I can because I think I can” Vacca (2006).
    • Student value-added assessments
  • 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 Principle #3: Self-Efficacy
  • 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
  • Reflect
    • On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #3: Self-Efficacy .
  • Principle #4: Interest/Relevance
    • Making real-world connections
    • Personalizing with questioning
    • Extending intrinsic interests
    • Self-expressing
    • Puzzling (working through inconsistencies in text)
    • What is not here…?
    • “ Packaged” or “one size fits all” ways to respond to text
  • Principle #4: Interest/Relevance
    • Target Alliterate Readers
    • Know Your Players—Four Most Important Words
      • “ I thought of you…”
    • Start a modeling career
    • Throw a Party!
    Ignite a Passion Layne, 2009
  • Reflect
    • On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #4: Interest/Relevance .
  • 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
    • Inquiry projects
  • Who is in Control?
    • What do you look for in a classroom that is well-managed?
    • What do you look for in a classroom that is engaged?
    Principle #5 Control and Choice
  • 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
  • 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.
  • 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).
    • “I may not reach everybody, but every time I reach somebody, I’m doing more than I would be doing if I were doing nothing. It’s one more thing to try, and it surely can’t do any harm” (Layne, 2009)