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  • * “Moving toward differentiation is a long-term change process” (Tomlinson, quoted in EL article) * Although we know you all have a number of strategies you use to motivate students, it’s always helpful to revisit topics and be reminded of techniques we may not have used recently--there is also a lot of new research about motivation you may not have had time to learn about yet
  • Let kids know you respect & care about them; humor Knowing students’ interests, etc allows teachers to customize assignments when possible and use these topics to help them learn what they need to know about more broadly personal interest--durable over time, related to lots of background knowledge situational interest--limited to the moment
  • --emphasize conceptual ideas for learning
  • * Scaffold choices for students as needed--vary the degree and type of choices; adjust choices to students’ instructional needs and curriculum components * Self-expression--tied to learning styles--poster, letter to the editor, debate *other examples--collaborative development of rubrics; dialogue journaling--also provides teacher with more info about student
  • feedback could go here-- “provide specific feedback on students’ progress”--link to goal setting
  • Praise--Dweck research--importance of attributing success to effort, not innate ability
  • Motivation

    1. 1. Motivation: Inspiring Success <ul><li>Catherine Flynn & Treva King </li></ul><ul><li>April 1, 2010 </li></ul>April 1, 2010
    2. 2. Rationale <ul><li>Motivation is a key element in effective differentiated instruction </li></ul><ul><li>Motivation has been brought up as a concern a number of times at recent SRBI meetings </li></ul>
    3. 3. KUD <ul><li>Teachers will... </li></ul><ul><li>Know -- seven key elements that promote motivation in students </li></ul><ul><li>Understand --that teachers’ actions can have a positive effect of student motivation </li></ul><ul><li>Do --set a goal related to improving at least one element promoting motivation </li></ul>
    4. 4. Build Strong Relationships <ul><li>Develop a caring community of learners </li></ul><ul><li>Sets the stage for social interaction and collaboration--motivating for students to come together to share their learning and build upon each others’ thinking </li></ul><ul><li>Learn as much as you can about your students--interests, learning styles, and strengths </li></ul>
    5. 5. Tell Them Why It Matters <ul><li>Why are we doing this?---explain how specific skill/strategy will be helpful to them </li></ul><ul><li>Plan instruction that moves quickly beyond lower levels of knowing to major concepts and essential understandings </li></ul>
    6. 6. A Voice and a Choice <ul><li>Academic choice--a framework for giving students structured, meaningful choices about what and how they learn--content and process </li></ul><ul><li>Provide opportunities for students to use different modes of self-expression--can address both product and process--learning styles </li></ul><ul><li>Builds on children’s natural curiosity and autonomy--the need to feel competent </li></ul>
    7. 7. Make it Relevant <ul><li>How do I link my student’s situational interest with their reading to help them develop a more stable, personal interest in a topic? </li></ul><ul><li>situational interest--affective reactions and attention to particular content or tasks </li></ul><ul><li>personal interest--a broader, more enduring predisposition toward a domain, classes or objects, events, or ideas </li></ul>
    8. 8. Make it fun <ul><li>Discover </li></ul><ul><li>Connect to life </li></ul><ul><li>Play games </li></ul>
    9. 9. FACT STRATEGO Place your STAR card in position on your board. Continue to place your fact cards on your board in strategic positions to protect your STAR card from the other player. Each player takes turns “attacking” the other players fact cards. The high fact card takes the new position, the low fact card removes their card from the board. Player to attack the STAR card wins the game!
    10. 10. Make it real <ul><li>Engage thinking... </li></ul><ul><li>lower level (recall, memorization, solving) </li></ul><ul><li>versus </li></ul><ul><li>higher level (relationship, discover, design) </li></ul><ul><li>Connect to past learning </li></ul>
    11. 11. Without counting 1-by-1 and without writing anything down, calculate the number of shaded squares in the 10 by 10 grid shown. Determine a general rule for finding the number of shaded squares in any similar n by n grid.
    12. 12. Self-efficacy <ul><li>An individual’s beliefs, judgments, and perceptions of his or her capacities for specific tasks at particular points in time </li></ul><ul><li>How do we support self-efficacy? </li></ul><ul><li>offer students texts that match their reading levels and interests </li></ul><ul><li>build confidence by providing manageable, short assignments that can be completed successfully </li></ul><ul><li>assign </li></ul>
    13. 13. Goals <ul><li>Guide students to establish specific learning goals--ability is not fixed, “becoming smarter is under the control of each student” </li></ul><ul><li>Provide specific feedback on student progress, as compared to themselves </li></ul><ul><li>Praise student’s actions and choices rather than talent or ability </li></ul>