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Building student motivation


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This PowerPoint is all about strategies for increasing student motivation in reading.

Published in: Education, Health & Medicine
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Building student motivation

  1. 1. Building Motivation in Students and Staff
  2. 2. How do we motivate intrinsically? <ul><li>Staff motivation </li></ul><ul><li>Student motivation </li></ul><ul><li>How are the two similar? </li></ul><ul><li>How are they different? </li></ul>
  3. 3. Two Names for Participatory Leadership <ul><li>Distributed Leadership </li></ul><ul><li>Shared Decision-Making </li></ul>
  4. 4. <ul><li>John Dewey – Democratic structure to education, including the vision of the school </li></ul><ul><li>Mary Parker Follett – Staff works on the vision together, supporting in various roles the continued success of the organization </li></ul>Is any of this really all that new?
  5. 5. Florida Principal Leadership Standards <ul><li>Handout for review </li></ul>
  6. 6. Self-Determination Theory <ul><li>Competence </li></ul><ul><li>Control </li></ul><ul><li>Relevance/Relationships (to important goals or real life or beliefs) </li></ul>
  7. 7. Many Contributors to Student Motivation <ul><li>Student Choice </li></ul><ul><li>Social Interaction </li></ul><ul><li>Accountability </li></ul><ul><li>Creativity </li></ul><ul><li>Success </li></ul><ul><li>Challenge </li></ul><ul><li>Feedback </li></ul><ul><li>Modeling </li></ul>
  8. 8. Student Choice <ul><li>Turner (1995) found that teachers who are successful at motivating students often provide myriad of choices during a lesson. </li></ul><ul><li>When students are supported in choosing from a wide selection of texts, sustained reading and measured achievement increase ( Morrow, 1996 ). </li></ul><ul><li>Choice is motivating because it affords students with control. Children seek to be in command of their environment, rather than being manipulated by powerful others. This need for self-direction can be met in reading instruction through well-designed choices. </li></ul>
  9. 9. Student Choice <ul><li>Choice in assignment: You can either draw or write your summary </li></ul><ul><li>Choice of what to read: You can either read the chapter in the textbook or this picture book on the same topic </li></ul><ul><li>Choice of partner or role in cooperative learning: You can be the writer or the reporter </li></ul>
  10. 10. Social Interaction <ul><li>Cooperative learning has many positive outcomes. Research shows that cooperative learning improves students’ efforts to achieve. They work harder, achievement levels go up, material is remembered longer, and higher-level reasoning is used more. </li></ul>
  11. 11. Social Interaction <ul><li>Studies have linked extrinsic motivation with competition (reward driven, playing only to win, ego oriented) and intrinsic motivation with cooperation (mastery driven, self-determined, task oriented) (Amabile & Hennessey, 1992; Chandler & Connell, 1987). </li></ul>
  12. 12. Social Interaction <ul><li>While any kind of motivation seems preferable to none, there is compelling evidence that students who are more intrinsically than extrinsically motivated fare better ( Brooks et al., 1998 ; Lumsden, 1994 ). </li></ul><ul><li>In fact, some research demonstrates that using extrinsic motivators to engage students in learning can both lower achievement and negatively affect student motivation ( Dev, 1997 ; Lumsden, 1994 ). </li></ul>
  13. 13. Social Interaction <ul><li>Interaction with the teacher is just as important if not more important than interaction with peers to most students!!! </li></ul>
  14. 14. Social Interaction <ul><li>Teacher/student conferences about student progress </li></ul><ul><li>Cooperative learning groups </li></ul><ul><li>Partner projects </li></ul><ul><li>Hands-on activities </li></ul>
  15. 15. Accountability <ul><li>Students are more likely to be motivated when they know they are accountable </li></ul><ul><li>Accountability does not equal a grade in the grade book </li></ul>
  16. 16. Accountability <ul><li>Students can be verbally accountable to you or their peers </li></ul><ul><li>Accountability should not be critical in nature, beware of creating defensiveness </li></ul>
  17. 17. Creativity <ul><li>Open vs. Closed tasks </li></ul>
  18. 18. Creativity
  19. 19. Creativity
  20. 20. Creativity
  21. 21. Success <ul><li>Students' attitudes about their capabilities and their interpretation of success and failure further affect their willingness to engage themselves in learning ( Anderman & Midgley, 1998 ). </li></ul>
  22. 22. Success: How do we help create it? <ul><li>Set attainable goals </li></ul><ul><li>Focus on self-competition </li></ul><ul><li>Using other motivation builders </li></ul><ul><li>Cooperative Learning </li></ul><ul><li>Student Choice </li></ul><ul><li>Creativity </li></ul>
  23. 23. Success <ul><li>Tell students what they need to do to succeed in your course/class. </li></ul>
  24. 24. Challenge <ul><li>Instruction should be at their “zone of proximal development” </li></ul>
  25. 25. Feedback <ul><li>Raise the Praise-  Minimize the Criticize </li></ul><ul><li>Things That Help Praise Work  Praise needs to be: </li></ul><ul><ul><li>Authentic </li></ul></ul><ul><ul><li>Specific </li></ul></ul><ul><ul><li>Immediate </li></ul></ul><ul><ul><li>Private </li></ul></ul>
  26. 26. Feedback <ul><li>If students interpret praise as manipulative, their motivation may decline because they feel they are being treated as objects ( Flint, Boggiano , Main, Barrett, & Katz, 1992 ). </li></ul><ul><li>“ However, when praise is sincerely given and interpreted as recognition of achievement, it can increase students’ self-perceived competence and motivation” ( Guthrie & Wigfield , 2000, p. 414). </li></ul>
  27. 27. Give students feedback as quickly as possible. <ul><li>Return tests and papers promptly, and reward success immediately. Give students some indication of how well they have done and how to improve. </li></ul>
  28. 28. Be specific when giving negative feedback. <ul><li>Negative feedback is very powerful and can lead to a negative class atmosphere. </li></ul><ul><li>Avoid demeaning comments. Many students in your class may be anxious about their performance and abilities. </li></ul>
  29. 29. Modeling <ul><li>Be enthusiastic about your subject. </li></ul><ul><li>An instructor's enthusiasm is a crucial factor in student motivation. </li></ul>
  30. 30. Modeling <ul><li>A study conducted by graduate students correlated student achievement in reading to the amount of time that their teacher reported reading outside of school </li></ul>
  31. 31. Let’s Review! A Lesson Plan Lesson Plan for Building Motivation Topic: Building Student Motivation Materials: PPT, Research Articles, Lesson Plan Forms, Lesson Topics, Chart Paper and Markers, etc
  32. 32. Social Interaction Feedback <ul><li>Instructional Sequence: </li></ul><ul><li>Introduction </li></ul><ul><li>In groups, participants list detractors of student motivation </li></ul><ul><li>Share out - Trainer gives feedback </li></ul><ul><li>Participants choose an article summary, read silently, then the group discusses what their articles have in common (Venn Diagram </li></ul><ul><li>Trainer calls on each group to share one strategy they had in common - Trainer gives feedback </li></ul><ul><li>PPT Presentation/Lecture </li></ul><ul><li>Trainer models lesson plan for building student motivation </li></ul><ul><li>In pairs or triads , participants create their own lesson plan based on the lesson topic of their choice. Pairs or triads share their lesson plan with their table (or a neighboring table if necessary). Trainer rotates among pairs to give private feedback. </li></ul><ul><li>One thing I will try </li></ul><ul><li>Motivation Strategies Used in Lesson: </li></ul>Student Choice Challenge Creativity Accountability
  33. 33. Final Thought <ul><li>“ A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering cold iron.” </li></ul><ul><li>-Horace Mann </li></ul>