Motivation and Engagement of Striving Readers


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  • Motivation and Engagement of Striving Readers

    1. 1. MOTIVATION & ENGAGEMENT OF STRIVING READERS Created by: Jen McCarty & Jessica Crooker ISD 279 - September 2 nd , 2010
    2. 2. READING some motivation required
    3. 5. Opening Questions <ul><li>What does “engagement in reading” mean to you? </li></ul><ul><li>What does “engagement in reading” look like? </li></ul><ul><li>In your opinion, what contributes to lack of engagement for students in your classes? </li></ul>
    4. 6. Our dilemma as educators <ul><li>Majority of students do not read for pleasure </li></ul><ul><li>Students are unmotivated, apathetic, resistant to reading school content </li></ul><ul><li>2003 study shows 93% of 12 th graders did not read every day for school </li></ul><ul><li>69% did not read for enjoyment (a signal for intrinsic motivation) </li></ul><ul><li>2000 international survey-U.S. ranked 20 th out of 28 developed countries in reading engagement </li></ul>
    5. 7. Importance of reading engagement <ul><li>Engagement & motivation contribute to achievement in reading </li></ul><ul><li>Interest in reading correlates to reading comprehension </li></ul><ul><li>Reading engagement connects more strongly to achievement than home environment </li></ul><ul><li>Reading engagement & reading achievement interact in a spiral </li></ul>
    6. 8. Collaboration <ul><li>Professional learning community goal </li></ul><ul><li>English, Social Studies, Special Education </li></ul><ul><li>Guthrie, J. Engaging Adolescents in Reading (2008) </li></ul><ul><ul><li>Professor of Literacy </li></ul></ul><ul><li>Summer Staff Book Club : </li></ul><ul><li>Pink, D. Drive (2009) </li></ul><ul><ul><li>New York Times and Business Week Bestseller </li></ul></ul>
    7. 9. Reading engagement correlates to reading achievement reading more higher achievement reading less
    8. 10. 7 Reasons Carrots and Sticks (often) Don’t Work (Pink, 2009) <ul><li>Less of what we WANT: </li></ul><ul><li>Intrinsic Motivation </li></ul><ul><li>High Performance </li></ul><ul><li>Creativity </li></ul><ul><li>Good Behavior </li></ul><ul><li>More of what we DON’T want: </li></ul><ul><li>Unethical Behavior </li></ul><ul><li>Addiction </li></ul><ul><li>Short Term Thinking </li></ul>
    9. 11. Special circumstances where “carrots” won’t hurt, and might help. <ul><li>If assignment doesn’t inspire deep passion or require deep thinking, rewards can help. BUT: </li></ul><ul><li>Offer a rationale as to why the task is necessary. </li></ul><ul><li>Acknowledge that the task is boring. </li></ul><ul><li>Allow people to complete the task their own way. </li></ul>
    10. 12. Essential Requirement for Extrinsic Rewards <ul><li>“ 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.” </li></ul><ul><li>(Pink, 2009, p. 66) </li></ul><ul><li>Flowchart p. 69 </li></ul>
    11. 13. Pink ideas to add. . . <ul><li>Other ideas: 20% rule—p.141 </li></ul><ul><li>1.) Fed Ex day </li></ul><ul><li>2.) DIY report cards </li></ul><ul><li>3.) Autonomy with Accountability </li></ul><ul><li>4.) Praise the right way </li></ul><ul><li>5.) Help kids see the big picture </li></ul>
    12. 14. What is motivating our students? <ul><li>Show good behavior </li></ul><ul><li>Complete an assignment </li></ul><ul><li>Extrinsic rewards </li></ul><ul><ul><li>get a good grade </li></ul></ul><ul><li>Outperform others </li></ul><ul><li>Look smarter </li></ul><ul><li>Understanding text—not important </li></ul><ul><li>Understanding is most important </li></ul><ul><li>Argue, analyze, debate, explain, organize, connect, defend, conclude… </li></ul><ul><li>Not isolated, connected to “big picture” </li></ul><ul><li>Short or long-term </li></ul><ul><li>Performance Goals </li></ul><ul><li>Mastery Goals </li></ul>
    13. 15. Students’ Reading Motivations <ul><li>Meaning is Motivating </li></ul><ul><li>Control and Choice </li></ul><ul><li>Reading is Social </li></ul><ul><li>Self-Efficacy </li></ul><ul><li>Interest in Reading </li></ul>
    14. 16. Meaning is Motivating <ul><li>Students must be motivated to be literate </li></ul><ul><li>We must move them from performance-minded to mastery-minded </li></ul><ul><li>Focus of our teaching must be mastery goals </li></ul><ul><li>Discourage obsession with grades </li></ul><ul><ul><li>Cut back on easy cheesy </li></ul></ul><ul><ul><li>Self-reflection (zoned in-zoned out) </li></ul></ul><ul><ul><li>Essential learnings & your gradebook </li></ul></ul>
    15. 17. Meaning is Motivating <ul><li>7 practices of mastery motivation </li></ul><ul><li>Provide mastery goals </li></ul><ul><li>Make tasks relevant </li></ul><ul><li>Use hands-on activities </li></ul><ul><li>Transform text to meaning </li></ul><ul><li>Scaffold mastery motivation </li></ul><ul><li>Provide re-teach opportunities </li></ul><ul><li>Reward effort over performance </li></ul>
    16. 18. Control and Choice <ul><li>Seek to balance teacher vs. student centeredness </li></ul><ul><li>6 practices that cultivate motivation: </li></ul><ul><li>Ownership of text </li></ul><ul><li>Options for how to learn </li></ul><ul><li>Input into curriculum </li></ul><ul><li>Self-selection of knowledge displays </li></ul><ul><li>Voice in standards for evaluation </li></ul><ul><li>Inquiry projects </li></ul>
    17. 19. Reading is Social <ul><li>6 practices that invite expression of students’ social tendencies </li></ul><ul><li>Open discussions </li></ul><ul><li>Student-led discussion groups </li></ul><ul><li>Collaborative reasoning </li></ul><ul><li>Arranging partnerships </li></ul><ul><li>Socially constructing the management </li></ul><ul><li>Scaffolding social motivations over time </li></ul>
    18. 20. Self-Efficacy <ul><li>Recognize the gap </li></ul><ul><li>Match the text to the reading levels of students </li></ul><ul><li>Establish initial confidence </li></ul><ul><li>Set realistic goals </li></ul><ul><li>Assure the enabling skills </li></ul><ul><ul><li>Oral reading fluency </li></ul></ul><ul><ul><li>Linking text to knowledge </li></ul></ul><ul><ul><li>Transform the text </li></ul></ul>
    19. 21. Interest in Reading <ul><li>Making real-world connections </li></ul><ul><li>Personalizing with questioning </li></ul><ul><li>Extending intrinsic interests </li></ul><ul><li>Self-expressing </li></ul><ul><li>Puzzling (working through inconsistencies in text) </li></ul><ul><li>What is not here…? </li></ul><ul><li>“ Packaged” or “one size fits all” ways to respond to text </li></ul>
    20. 22. <ul><li>“ 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.” </li></ul><ul><li> Engaging Adolescents in Reading , p. 35 </li></ul>