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At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
At-Risk Students - Motivation, Technology
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At-Risk Students - Motivation, Technology

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Part 2 of an educator workshop. Highlights work of Alfie Kohn and Daniel Pink in the area of motivation with respect to learning. Poses questions about what students need to learn, design and …

Part 2 of an educator workshop. Highlights work of Alfie Kohn and Daniel Pink in the area of motivation with respect to learning. Poses questions about what students need to learn, design and structure of learning environment and employment of technology in meaningful ways.

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  • 1. Motivation : What Drives Learning?
  • 2.  
  • 3. So, how’s that working? <ul><li>It’s not really… </li></ul><ul><li>“ Why not?” </li></ul><ul><li>That is the question that keeps nagging us. </li></ul>
  • 4. Alfie Kohn <ul><li>YouTube - Alfie Kohn: &quot;It's bad news if students are motivated to get A's“ </li></ul><ul><li>YouTube - Alfie Kohn: &quot;Achievement vs. learning&quot; </li></ul>
  • 5. Motivation and the At-Risk Student <ul><li>How do we translate Alfie Kohn’s notions about motivation and learning when we think about reluctant learners? </li></ul>
  • 6. Big Picture <ul><li>What does the future hold? </li></ul><ul><li>What does the future work </li></ul><ul><li>environment look like? </li></ul><ul><li>What kind of work will </li></ul><ul><li>people be doing? </li></ul><ul><li>What clues are in emerging </li></ul><ul><li>industries? </li></ul>
  • 7. TED Conferences: Ideas Worth Spreading <ul><li>Dan Pink on the surprising science of motivation | Video on TED.com </li></ul>
  • 8. Motivation 3.0 <ul><li>Mastery </li></ul><ul><li>Purpose = </li></ul><ul><li>Autonomy </li></ul><ul><li>Motivation </li></ul>
  • 9. If this is true, then… <ul><li>What could we do differently? </li></ul><ul><li>Observation and data collection </li></ul><ul><li>Reach out to colleagues who have the student and compare data. </li></ul><ul><li>Together, try new strategies for instruction, assessment, communication. </li></ul><ul><li>Technology infusion into the content. </li></ul>
  • 10. Motivation, “If I try harder, will I succeed?” <ul><li>Entity Theory v. </li></ul><ul><li>“ I’m no good at math.” </li></ul><ul><li>“ Nobody in my family can learn another language, so same goes for me.” </li></ul><ul><li>“ How do I try harder?” </li></ul><ul><li>Malleable Intelligence </li></ul><ul><li>“ Practice will make me better; progress not perfection.” </li></ul><ul><li>“ Even though I don’t like this, I will gain some-thing from giving it my best.” </li></ul>
  • 11. Mastery in the Classroom <ul><li>Do students have… </li></ul><ul><li>Toolbox of learning strategies that have been fully operationalized ? </li></ul><ul><li>Immediate feedback with specific language for improvement? </li></ul><ul><li>Experience in persisting through and coping with frustration? </li></ul><ul><li>Baseline data with formative and summative assessments as data to show growth? </li></ul>
  • 12. Purpose in the Classroom <ul><li>Do students know and demonstrate... </li></ul><ul><li>How content/activity/skill/product connect to other areas of her life? </li></ul><ul><li>How the individual has a role in setting learning goals, providing feedback, tracking progress and measuring growth? </li></ul>
  • 13. Autonomy <ul><li>Do students have… </li></ul><ul><li>Influence over their education and the path it takes over time? </li></ul><ul><li>Experiences in school that have prepared them to guide their own learning? </li></ul>
  • 14. Next Steps for the Teacher <ul><li>What do I need to know about my student to move forward? </li></ul><ul><li>How will I collect important information about my student? </li></ul><ul><li>Who do I collaborate with and what the resources are in the building/district? </li></ul>
  • 15. TECHNOLOGY? Do you have/do any of the following: <ul><li>Wireless service </li></ul><ul><li>Use a smartphone </li></ul><ul><li>Text message </li></ul><ul><li>1+ E-mail: prof. & personal </li></ul><ul><li>Dashboard </li></ul><ul><li>Social bookmarking </li></ul><ul><li>Google account </li></ul><ul><li>Taken a distance learning course (Formal) </li></ul><ul><li>Engaged in learning something new on-line (informal) </li></ul><ul><li>Okay, shop? </li></ul>
  • 16. Resources Coming Your Way! <ul><li>The focus on the reluctant learner opens a gateway into robust learning and discussion about the role of technology in learning for: </li></ul><ul><li>Access to professional learning </li></ul><ul><li>Access to professional communities </li></ul><ul><li>Access to innovative ideas about deployment of technology in ED. </li></ul><ul><li>Access to alternative assessments </li></ul>

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