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Leveraging Student Motivation
through Meaningful Goals and
Opportunities
Allison Zmuda
zmuda@competentclassroom.com
http:/...
http://just-startkidsandschools.com/
Act
LearnBuild
Why wait?
Shared wonderment
“We are born natural learners and, given the
right conditions, can always return to that state.
We are n...
Question to ruminate on
How do we design “space” in our
classrooms, our schools, and our homes
to help all children develo...
Power of long-term goals
worth aiming for
• Mission-centered
• Transferrable skills to
make sense of content
and ideas
• P...
Reality in many schools
“Educators can easily lose sight of their long-term aims,
and meaningful learning and student moti...
Out of the mouths of students
• “The only difference between me, the 95%
student, and that guy sitting in the back of the
...
Reality in many schools
Our long-term vision
of what we hope for
our students often
does not line up with
the daily work w...
What our learners are craving
• We want to do work that makes a difference to us and to our
world.
• We don’t want to reme...
What our learners are craving
• We want teachers to know how we learn, to take into
account what we understand and what we...
We need to leave space
for our learners to
Play
Problem solve
Fail
Reflect
Create
Share
Edit
Share
http://just-startkidsan...
Reconsidering what our diploma means
http://just-startkidsandschools.com/
“At times of change, the
learners will inherit t...
So as educators, we may focus on…
• training them to
understand the
complexity of a problem;
• training them to see the
cr...
… and they will do authentic learning
like this…
K-1 Performance Task: Working in groups,
students will identify the best ...
… or this …
Graphic Design Task: You and your partner(s) are a
team of graphic designers hired by a beverage
company to cr...
… or this …
Is buying an electric car worth the money? Your family is thinking
about purchasing a new car. You think it sh...
… or this …
• Stuck between a rock and a hard place. Students pose ethical
dilemmas to a group that require critical think...
… and take courses like this …
 The design of a tour of the world’s most holy sites.
 The writing of a Bill of Rights fo...
…and do cornerstones like these…
• Grades K-3: Create a list of instructions that by following
in sequence would ensure th...
…and do cornerstones like these…
• Grades K-3: The dentist wants to create a list of instructions to make
sure kids brush ...
… or do cross-disciplinary experience
like these…
• Problem / Solution
• Inquiry / Investigation
• Source / Comparative
An...
… so that authentic learning can be
reframed like this…
Level 1 World Language Class: You have finally arrived at the
airp...
What is authentic learning?
• Mirrors real world
• Personally
relevant
• Significantly
challenging
• Worthwhile
http://jus...
“Busy Work” vs. Authentic Learning
• Myth #3: The point of an
assignment is to get it done
so that it’s off the to-do list...
Powerful moves to unite EDUCATORS
• Create a 21st century skills continuum PreK-12
• Design cornerstone tasks PreK-12 grou...
Powerful moves to unite PARENTS
• Create a shared vision for their children and
design grading and reporting that reflects...
Powerful moves to unite KIDS
• Include them in the creation of a shared vision and
design grading and reporting that refle...
For more information and ideas…
Email: zmuda@
competentclassroom.com
Twitter: compclass
Latest book: Breaking Free
from My...
Question to ruminate on
How do we design “space” in our
classrooms, our schools, and our homes
to help all children develo...
Shared wonderment
“We are born natural learners and, given the
right conditions, can always return to that state.
We are n...
Thanks…
…. for your
engagement, open-
mindedness, and
deep thinking!
31
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Leveraging Student Motivation through Meaningful Goals and Opportunities

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Create space or room in schools to have students think deeply, play, problem solve, share, receive feedback, revise grounded in a task that is inherently meaningful

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Leveraging Student Motivation through Meaningful Goals and Opportunities

  1. 1. Leveraging Student Motivation through Meaningful Goals and Opportunities Allison Zmuda zmuda@competentclassroom.com http://just-startkidsandschools.com/
  2. 2. http://just-startkidsandschools.com/ Act LearnBuild Why wait?
  3. 3. Shared wonderment “We are born natural learners and, given the right conditions, can always return to that state. We are never too old, too jaded, too broken, or too tired; we just need to step in to the space of endless possibilities once again.” — Allison Zmuda http://just-startkidsandschools.com/
  4. 4. Question to ruminate on How do we design “space” in our classrooms, our schools, and our homes to help all children develop and achieve their dreams? todaysmeet.com/cpe http://just-startkidsandschools.com/
  5. 5. Power of long-term goals worth aiming for • Mission-centered • Transferrable skills to make sense of content and ideas • Preparation for the world our children are inheriting right now http://just-startkidsandschools.com/
  6. 6. Reality in many schools “Educators can easily lose sight of their long-term aims, and meaningful learning and student motivation are the casualties. Most students don’t relish a diet of test-prep teaching, yet all too often that is what the curriculum has become. The ever present student question, “Why do we have to learn this?” is generally not answered satisfactorily by a test-prep curriculum. As Grant Wiggins is fond of saying “the goal of schooling is not to get good at school.” The goal of school is to get good at the demands of life and those are invariably embedded in transfer goals and related performance tasks.” — Jay McTighe http://just-startkidsandschools.com/
  7. 7. Out of the mouths of students • “The only difference between me, the 95% student, and that guy sitting in the back of the room, is I have learned how to remember, recall and regurgitate and he hasn’t, can’t or won’t.” • “Let me tell you what school is like for me. Blah blah, blah blah, test Friday.” http://just-startkidsandschools.com/
  8. 8. Reality in many schools Our long-term vision of what we hope for our students often does not line up with the daily work we assign them. http://just-startkidsandschools.com/
  9. 9. What our learners are craving • We want to do work that makes a difference to us and to our world. • We don’t want to remember, recall and regurgitate. • We don’t want to learn for the sake of tests. • We don’t want learning made easy; rather, we want it to mean something. • We want to learn with the media of our times. We want to do work that is relevant, meaningful and authentic. • We want to be engaged intellectually. We want stronger relationships with our teachers, with each other and with our communities locally, provincially, nationally and globally. http://just-startkidsandschools.com/
  10. 10. What our learners are craving • We want teachers to know how we learn, to take into account what we understand and what we misunderstand and to use this knowledge as a starting place to guide our continued learning. • We want to be able to work with others in the classroom, online and in our community. • We want to be able to pick up our information anywhere, anytime. • We want in-depth learning. We need feedback in time to help us learn and in time do something about it. http://just-startkidsandschools.com/
  11. 11. We need to leave space for our learners to Play Problem solve Fail Reflect Create Share Edit Share http://just-startkidsandschools.com/
  12. 12. Reconsidering what our diploma means http://just-startkidsandschools.com/ “At times of change, the learners will inherit the world while the knowers will be beautifully prepared for a world that no longer exists.” — Allistair Smith
  13. 13. So as educators, we may focus on… • training them to understand the complexity of a problem; • training them to see the cross-disciplinary nature grounded in authentic performance tasks; • training them to function as a team; and • training them to share often. http://just-startkidsandschools.com/
  14. 14. … and they will do authentic learning like this… K-1 Performance Task: Working in groups, students will identify the best parking spot in the school parking lot to keep a car as cool as possible. Students will justify why the spot they selected would keep the car cooler than any other spot using appropriate vocabulary (sun, shadow, object). http://just-startkidsandschools.com/
  15. 15. … or this … Graphic Design Task: You and your partner(s) are a team of graphic designers hired by a beverage company to create a soda can label that will get the attention of American consumers. Using Adobe Photoshop, design your label to aim at the specific market you are trying to attract. Your label must be eye-catching — using the elements and principles of design, be clear and readable, and contain all pertinent consumer labeling information. http://just-startkidsandschools.com/
  16. 16. … or this … Is buying an electric car worth the money? Your family is thinking about purchasing a new car. You think it should be an electric car, but one driver (the one with the checkbook) is not convinced. This is a big family decision so you want to get your facts right before your family meeting. First, identify the kind of car for comparison (i.e. minivan, sedan, truck). Then evaluate 1 representative model within each fuel category: electric, hybrid, and gasoline. • Collect and analyze data about electric cars as follows: • Compare purchase price of the car itself • Compare fuel efficiency • Calculate cost to install convenient electric circuit to recharge • Project the operational cost per month • Evaluate how long your family would have to keep the car until the initial costs are justified by the savings • Determine locations of electric charging stations in your area and how long it would take to recharge your car’s battery • Examine travel patterns to see if it allows adequate recharging (place, time, distance) • Examine “yes, buts” that you have found either online or by talking to others and see if their claims have merit. One of the “yes, buts” you need to address is the impact on air quality. Is it really better for the environment? http://just-startkidsandschools.com/
  17. 17. … or this … • Stuck between a rock and a hard place. Students pose ethical dilemmas to a group that require critical thinking, problem solving and collaboration to devise a workable solution. The dilemma must be succinct and clearly stated as well as provide students with enough background context so that they can intelligently engage in problem solving around it. The group is responsible for developing a response and articulating the rationale for the decision(s) that they made. (Note: the dilemmas are not personal ones, but are authentic and interesting enough that it will inspire immediate conversation). • Obstacles of mythic proportions. Who are your Sirens? Who is your Cyclops? Using the obstacles encountered throughout the epic journey in the Odyssey, students produce a personal narrative, short story, or scripted dialogue that illustrates the same metaphors in their own lives. http://just-startkidsandschools.com/
  18. 18. … and take courses like this …  The design of a tour of the world’s most holy sites.  The writing of a Bill of Rights for use in Afghanistan, Iraq, and new democracies.  Report on Latin America to the Secretary of State: Policy analysis and background report on a Latin American country. What should be our current policy, and how effective has recent policy with that country been?  Collect and analyze media reports from the Internet on other countries’ views of US policies in the Middle East. Do we understand the issues?  Provide a briefing on the AIDS crisis in Africa and how American policy has helped as well as hurt the situation.  Take part in a model UN on the issue of terrorism: you will be part of a group of 2-3, representing a country, and you will try to pass a Security Council resolution.  Russia: friend or foe? Provide the Foreign Relations Committee with a briefing on the current state of Russia, the last century of American-Russian relations, and future worries and possibilities.  India and outsourcing: to what extent is the global economy a good thing for America? India? India’s neighbors? http://just-startkidsandschools.com/
  19. 19. …and do cornerstones like these… • Grades K-3: Create a list of instructions that by following in sequence would ensure the successful completion of a task. • Grades 4-8: Create a sequential set of procedures that uses terminology appropriate to the topic (both task and subject matter) and test out the effectiveness. • Grades 9-12: Create procedures, evaluate their effectiveness based on feedback from others, revise procedures as necessary, and include ancillary text (i.e. FAQ’s, illustrations, common mistakes) to further illuminate procedural explanations. http://just-startkidsandschools.com/
  20. 20. …and do cornerstones like these… • Grades K-3: The dentist wants to create a list of instructions to make sure kids brush their teeth well. She asks you to do it for her since you are good at knowing how kids talk and how they brush their teeth. You can prepare to write your instructions by role-playing, storyboarding, pair-share, or brainstorming. Make sure you test out what you write by going home and thinking about it when you are brushing your teeth. • Grades 4-5: Select a musical instrument that you like. (NOTE: For students with no musical instrument experience, bring instruments into the classroom such as bells, maracas, tambourine, drum, recorder OR have the music teacher work on this lesson during the activity period). Describe to someone who has never touched the instrument what to do in order to produce sound. (NOTE: A more sophisticated version would be to describe how to get a range of sounds or to improve the quality of sound.) http://just-startkidsandschools.com/
  21. 21. … or do cross-disciplinary experience like these… • Problem / Solution • Inquiry / Investigation • Source / Comparative Analysis • Critique / Self-Analysis • Debate / Panel / Role- Play • Performance / Product • Modeling / Simulation • Correspondence / Interviews • Persuasive Statement • Portfolio http://just-startkidsandschools.com/
  22. 22. … so that authentic learning can be reframed like this… Level 1 World Language Class: You have finally arrived at the airport in (TL country) and are anxious to meet your host family. Suddenly, a member of your group approaches you frantically waving her hands. You notice she has bumps all over her face and arms and yells: “I am having an allergic reaction to something in the (TL-appropriate food) we had for lunch! I need help! Within your group, you have 10 minutes to come up with a minimum of five (5) ways to communicate the problem to TL speakers who could provide you assistance in this situation. Do not assume everyone speaks English, they don’t. Be prepared to share your solution(s) to this problem with the class. http://just-startkidsandschools.com/
  23. 23. What is authentic learning? • Mirrors real world • Personally relevant • Significantly challenging • Worthwhile http://just-startkidsandschools.com/
  24. 24. “Busy Work” vs. Authentic Learning • Myth #3: The point of an assignment is to get it done so that it’s off the to-do list. • Revised statement #3: The most powerful problems are the ones with no obvious solution paths; they help me learn more deeply about the subject and myself. http://just-startkidsandschools.com/
  25. 25. Powerful moves to unite EDUCATORS • Create a 21st century skills continuum PreK-12 • Design cornerstone tasks PreK-12 grounded in subjects or cross-disciplines • Encourage staff to Play, Problem solve, Fail, Reflect, Create, Share, Edit, Share • Provide “space” to Play, Problem solve, Fail, Reflect, Create, Share, Edit, Share http://just-startkidsandschools.com/
  26. 26. Powerful moves to unite PARENTS • Create a shared vision for their children and design grading and reporting that reflects that vision • Create a 21st century skills continuum Pre-K12 • Use parents as experts of their children and in their fields • Encourage parents to collaborate and communicate with school via multiple channels http://just-startkidsandschools.com/
  27. 27. Powerful moves to unite KIDS • Include them in the creation of a shared vision and design grading and reporting that reflects that vision • Provide a customized curricular experience where kids have ownership of the learning • Provide space where students can pursue their own ideas with feedback from experts within and beyond the school walls http://just-startkidsandschools.com/
  28. 28. For more information and ideas… Email: zmuda@ competentclassroom.com Twitter: compclass Latest book: Breaking Free from Myths about Teaching and Learning Latest project:just- startkidsandschools.com 28
  29. 29. Question to ruminate on How do we design “space” in our classrooms, our schools, and our homes to help all children develop and achieve their dreams? http://just-startkidsandschools.com/
  30. 30. Shared wonderment “We are born natural learners and, given the right conditions, can always return to that state. We are never too old, too jaded, too broken, or too tired; we just need to step in to the space of endless possibilities once again.” — Allison Zmuda http://just-startkidsandschools.com/
  31. 31. Thanks… …. for your engagement, open- mindedness, and deep thinking! 31

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