Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need to know in terms of how to deeply understand these texts.
Carol Dweck & Ross Greene - Framing How Kids Learnkawilson68
The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.
Some impressionistic takes from the book originals v2GMR Group
Wharton School Professor, Consultant and best-selling author Adam Grant raises fascinating questions about Originality and Creativity in the organizations and workplace. The primary theme he explores through studies, anecdotal evidence and business histories is how someone Original can perform effectively within an organization. Even the most fluid, forward-thinking companies-or at least those self-described as forward thinking-can resist Originality.
Your success depends on how you present your original ideas, especially if they don't fit the type of originality the firm endorses. Grant depicts illustrative examples of creative thinkers who turned their original ideas into functioning reality. He shows a rare understanding of how organizations squelch originality and how deft, tactical and strategic the original thinker must be to thrive.
Happy reading & learning.
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
Mindset by Carol Dweck synthesized by Deepak JayaramanDeepak Jayaraman
Mindset is a book that has influenced me at multiple levels. Carol talks about having either a Fixed Mindset or a Growth Mindset as we think about parenting, relationships, leadership, sport and a host of other situations in life. The attached slides are my attempt at distilling the key lessons from the book.
Looking In, Looking Out: :Expanding Our VisionJoe McVeigh
Slides accompanying a talk about how English language teaching professionals can learn from other professions and by being more aware of their own unconscious selves in the classroom.
A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need to know in terms of how to deeply understand these texts.
Carol Dweck & Ross Greene - Framing How Kids Learnkawilson68
The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.
Some impressionistic takes from the book originals v2GMR Group
Wharton School Professor, Consultant and best-selling author Adam Grant raises fascinating questions about Originality and Creativity in the organizations and workplace. The primary theme he explores through studies, anecdotal evidence and business histories is how someone Original can perform effectively within an organization. Even the most fluid, forward-thinking companies-or at least those self-described as forward thinking-can resist Originality.
Your success depends on how you present your original ideas, especially if they don't fit the type of originality the firm endorses. Grant depicts illustrative examples of creative thinkers who turned their original ideas into functioning reality. He shows a rare understanding of how organizations squelch originality and how deft, tactical and strategic the original thinker must be to thrive.
Happy reading & learning.
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
Mindset by Carol Dweck synthesized by Deepak JayaramanDeepak Jayaraman
Mindset is a book that has influenced me at multiple levels. Carol talks about having either a Fixed Mindset or a Growth Mindset as we think about parenting, relationships, leadership, sport and a host of other situations in life. The attached slides are my attempt at distilling the key lessons from the book.
Looking In, Looking Out: :Expanding Our VisionJoe McVeigh
Slides accompanying a talk about how English language teaching professionals can learn from other professions and by being more aware of their own unconscious selves in the classroom.
Before They Enter the Classroom: Creating a Positive School CultureJulie Connor, Ed.D.
Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
This presentation, created by Syed Faiz ul Hassan, explores the profound influence of media on public perception and behavior. It delves into the evolution of media from oral traditions to modern digital and social media platforms. Key topics include the role of media in information propagation, socialization, crisis awareness, globalization, and education. The presentation also examines media influence through agenda setting, propaganda, and manipulative techniques used by advertisers and marketers. Furthermore, it highlights the impact of surveillance enabled by media technologies on personal behavior and preferences. Through this comprehensive overview, the presentation aims to shed light on how media shapes collective consciousness and public opinion.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
2. THE COMMUNITY ENTRUSTS TOTHE COMMUNITY ENTRUSTS TO
US WHAT IS MOST SACRED INUS WHAT IS MOST SACRED IN
THEIR LIVES.THEIR LIVES.
3. Riverside Brookfield High School:
Results - Accomplishments
One of the Most Improved High Schools in Illinois/Nation
Top 150 – America’s Best High Schools – Newsweek
(2006, 2007,2008, 2009) 300% increase in A.P. Scholars
98%+ Graduation Rate Average(2004- 2008)
100% Graduation Rate for Hispanic & African American
students (represent 21% of population) (2006)
Over 10% increase in PSAE scores (2001-2009)
_ Made AYP 2009 74.5% meets or exceeds for Hispanic
students on Reading PSAE
4. Philosophy
Compassion and Respect
Continuous Improvement
“Good is the Enemy of Great.” –Jim Collins
Leadership – many leaders should emerge
“True leadership only exists if people follow when
they have the freedom not to.” –Jim Collins
5. Philosophy
“I look for people who are
psyched and ready to do
whatever it takes. Attitude is
about being on fire—you’ve got
to approach work like it’s a
religious experience.”
Charlie Trotter, Lessons in Excellence
6. Our Learning Target
1. We will develop a better
understanding of why students are
not motivated.
Get into the mind of the unmotivated
student
What does the research tell us?
7. Our Learning Target
2. We will identify practices that
have been proven to reach
unmotivated students.
8. Our Learning Target
3. Each participant will identify
at least 3 practices that
he/she will start or stop
doing.
9. “Instruction begins when you,
the teacher, learn from the
learner; put yourself in his place
so that you may understand…
what he learns and the way he
understands it.”
-Soren Kierkegaard, The Journals, 1854.
10. When you see an unmotivated
student, what do you see?
Describe this person
Give specific characteristics
11. How do you feel about this
student?
What is your reaction?
12. Name one thing that you hate doing.
--------------------------------------
(please answer here)
Name one thing that you are
terrible at.
--------------------------------------
(please answer here)
14. Why are students not motivated?
They are
protecting their
self-worth.
15. Lack of Motivation:
Qualities of Unmotivated Students
Protecting Self-Worth
Use of self-defeating strategies
Withholding effort, cheating, procrastination,
giving up, acting out, etc.
Behavior is a result of a fear of failure
Better to attribute failure to lack of effort than to lack of ability
James Raffini, Winners Without Losers: Structures and Strategies for Increasing Student
Motivation to Learn
16. Why are students not motivated?
They feel their
effort will make no
difference.
17. Why are students not motivated?
They do not find
meaning or
relevance in their
work.
18. Lack of Motivation:
Qualities of Unmotivated Students
Why will I ever need to know this?
Without perceived value or purpose,
students are less interested in
offering their best effort.
Cannot find connections between
schoolwork and the real world.
19. REVIEW
Understanding Why
Protecting self-worth
Effort will make no difference
(given up hope)
Do not see relevance
20. How do weHow do we
sometimessometimes
respond?respond?
21. Review: Common mistakes
The authoritarian attitude
Failure to establish positive
relationships
Lack of relevance
Low/Unclear expectations
22. What do you do to motivate
your students?
What successful strategies can you list?
23. What works at Wasson
Food
Modify and adjust as building relaitonship
with accountability.
2x10 strategy
Modify skills requirements to meet their
interests and relevancy.
Find a role in the classroom that is significant
Set them up for success, confidence
Build relationship
Catch them doing something good and send
25. The Best Teachers…
Have a deep respect for their
students and they believe that
every student can learn.
Know their subjects well and understand human
learning.
Prepare to teach with rigor and dedication.
Have high expectations of each student.
Create a learning environment where students
are encouraged to think critically.
Self-evaluate and make necessary changes.
Ken Bain, What the Best College Teachers Do
26. Motivation: Strategies for Success
Build Strong Relationships
Offer constructive feedback
that leads to a growth
mindset
Believe and care
Small victories
Focus and build on strengths
27. Ahead of the Curve (DuFour, Reeves,
Stiggins, Guskey, Wiliam, Marzano et all)
Formative Assessment
and
Black and Wiliam – “Inside the Black Box”
“no other way of raising standards for which
such a strong prima facie case can be made”
(pg. 139)
28. Inside the Black Box - Black & Wiliam
Feedback to any pupil should be about the
particular qualities of his or her work, with
advice on what he or she can do to improve,
and should avoid comparisons with other
pupils.
For formative assessments to be productive,
pupils should be trained in self-assessment
so that they can understand the main
purpose of their learning and thereby grasp
what they need to do to achieve.
29. Formative Assessment
Competence Leads to Confidence
Identify strengths and learning gaps
Provide additional time and practice
Implement Corrective Instruction
targeted at learning needs
Second chance to demonstrate learning
30. Dr. Carol Dweck – Mindset (2006)
Over 20 years of research on student motivation
Intelligence is not fixed
“A few modern philosophers…assert that an
individual’s intelligence is a fixed quantity, a quantity
which cannot be increased. We must protest and
react against this brutal pessimism…With practice,
training, and above all method, we manage to
increase our attention, our memory, our judgment
and literally to become more intelligent than we were
before.” (Alfred Binet-Modern Ideas About Children)
31. Growth Mindset vs. Fixed Mindset
C. Dweck & N. Holmes-Mindset p. 245
Fixed Mindset
Intelligence is static
Leads to a desire to look smart and a tendency to
Avoid challenges
Get defensive or give up easily
See effort as fruitless or worse
Ignore useful constructive criticism
Feel threatened by the success of others
Avoid negative judgments
Leads to achieving less than their full potential
32. Growth Mindset
Intelligence can be developed therefore leads to a
desire to learn and therefore a tendency to
Embrace challenges
Persist in the face of setbacks
See effort as the path to mastery
Learn from criticism
Find lessons and inspiration in the success of others
As a result they reach ever higher levels of achievement
33. Provide a secure environment that permits
children to fail without penalty.
Teach that struggle is natural in the learning
process.
“The passion for stretching yourself and
sticking to it even (or especially) when it is
not going well, is the hallmark of the growth
mindset.” (Dweck p.7)
34. Strategic Comprehension: A Model for Content
Area Literacy Across the Curriculum
Traditional Format
Reading Assignment Given (or activity)
Independent Reading/Doing
Discussion to see if students learned the main concepts
Phase I
Frontloading Key:
Vocabulary, Big Ideas, Clarify Purpose, Mental Anchors, Questions, etc.
Phase II
Teacher Mediated
Teach strategies directly
Read more than once
Chunk text
Structured discussion
Graphic Organizers
Phase III
Activities to reinforce & extend reading
(Kevin Feldman)
35. Alternative to Tradition Questioning in a
Classroom Setting
Question to the Whole Class followed by
random (usually the most motivated)
hand raising.
- Place students in pairs and call on all students
36. Difficult Conversations
15 years of research at the
Harvard Negotiation
Project tells us…
Douglas Stone, et al., Difficult Conversations, 1999
40. Motivation: Strategies for Success
Make Relevant Lessons
“Whatever the expected learning
outcomes, there must be a direct
connection with the ‘real world’
outside the classroom. Application of
acquired learning is most significant
in life-like situations.”
Daniel J. Burke, “Connecting Content Motivation: Education’s Missing Link”
41. “Whereas many schools operate as if their
primary purpose is to ensure that children
are taught, PLCs are dedicated to the idea
that their organization exists to ensure that
all students learn essential knowledge,
skills, and dispositions. All the other
characteristics of a PLC flow directly from
this epic shift in assumptions about the
purpose of the school.”
Richard DuFour, Rebecca DuFour, Robert Eaker & Thomas Many
Learning by Doing
42. The Professional Learning Community
1. Exactly what is it we want all students
to learn?
2. How will we know when each student
has acquired the essential knowledge
and skills?
3. What happens in our school when a
student does not learn?
4. How will we respond when they
already know it.
DuFour et al., Whatever It Takes, 2004. p. 21-24
43. Isolation Collaboration
“Schools can guarantee all students
have access to the same essential
outcomes only when the teachers…
work together to clarify and commit
to those outcomes.”
DuFour et al., Whatever It Takes, 2004. p. 60
44. Special Education Placement
Case Study Evaluation
Child Review Team
Mentor Program Placement
Guided Study Program
Student Assistance Team Referral
SST and Teacher Conference with Parent
Social Work Contact/Peer Mediation
Student Placement on Weekly Progress Reports
Counselor Conference with Student and Parent
Good Friend Program
Counselor Phone Calls to Parents
Counselor Meeting with Student
Counselor Watch/Survival Skills for High School
Freshman Advisory/Freshman Mentor Program
Pyramid of Interventions
DuFour et al., Whatever It Takes, 2004. p. 210
45. Riverside Brookfield High School
Response to Interventions (RtI) Strategies
Individualized Strategies
Administrative Teaming, Alternative Placement,
Alternative Schedule, Behavior/Academic
Contracts, Classroom Observation, IEP,
504 Accommodation Plan, Intervention Teams,
Outside Referrals, Progress Monitoring, Records Review,
Weekly Progress Reports
Universal Strategies
Before School/After School Help, Articulation with Feeder Schools, CAP,
Clubs/Sports/Extra-Curricular Activities, College Planning Workshops and Programs,
Common Assessments, Drug/Alcohol Prevention Presentations, Ed-Line, Freshman Orientation,
Naviance, Parent/Teacher Conferences, Progress Reports, Universal Freshman Screening, W/F List
Targeted Strategies
Academic Support, ADA, Ambassador Program, Behavior/Academic Referrals, Blitz, Classroom
Profiles, Correspondence Courses, Counselor Watch Program, Drug & Alcohol Counseling,
ESL, Executive Functioning Program, Freshman Academic Success Seminar, Learning
Resource Center, National Honor Society Tutoring, Parent/Student/Counselor/Teacher
Meetings, Parent Support Groups, Progress Monitoring, Read 180, Social Worker Groups,
Study Skills Course, Summer School, Credit Recovery, Transition Teams, Truancy Tickets,
Zone Program
46. S.M.A.R.T. GoalsS.M.A.R.T. Goals
((Specific/Measurable/Attainable/Realistic/Time Bound)Specific/Measurable/Attainable/Realistic/Time Bound)
ResultsResults by Mike Schmokerby Mike Schmoker
Big Hairy Audacious GoalsBig Hairy Audacious Goals by Jim Collinsby Jim Collins
School Goal SettingSchool Goal Setting (PLC’s) by DuFour, DuFour & Eaker(PLC’s) by DuFour, DuFour & Eaker
The Carrot PrincipleThe Carrot Principle by Gostick & Eltonby Gostick & Elton
47. Why Goals?
TheThe Power of Goalsof Goals
Provides Focus
Sense of Accomplishment for
Teachers/Students
Pride
48. McREL’s meta-analysis of 27 studies
on successful school leadership found:
Set “non-negotiable” goals for
achievement
Involve others in setting these goals
Continually monitor progress and
make corrections when needed
Focus resources, especially for
training, on district-wide goals
Robert Marzano &J. Timothy Waters
50. The Big Four
Improving Student Learning One Teacher at a Time
Jane E. Pollock
1. Create robust, clear learning targets.
2. Design lessons around benchmarks.
3. Assessment linked to targets and instruction.
4. Give criterion-based feedback.
51. Let’s Think About Grades…
Where did the 100-pt./A-
F grading scale originate
in the U.S.?
The system is supported
by what mathematical
principles, logic, and/or
research?
52. Results
The 100-pt./A-F grading scaleThe 100-pt./A-F grading scale
is flawed, arbitrary, and itis flawed, arbitrary, and it
lacks a mathematicallacks a mathematical
foundation. Rethink zeroesfoundation. Rethink zeroes
and uneven intervals.and uneven intervals.
Consider Standards BasedConsider Standards Based
grading.grading.
53. Uneven Intervals vs. Even Intervals
A 91+
B 81-90
C 71-80
D 61-70
F Zero
Douglas B. Reeves. The Learning Leader, 2006.
A 4
B 3
C 2
D 1
F Zero
54. Summary/Review
Understand & empathize with the unmotivated
student
Implement formative assessment
Cultivate a growth mindset
Build confidence and hope
Maintain a quality relationship
Create relevance
Beware: authoritarian attitude
Maintain high expectations
55. Summary/Review
Differentiate instruction/formative assessment
Establish S.M.A.R.T. goals
Address test anxiety & study skill deficiencies
Rethink grading/evaluation
Utilize pyramid of interventions
Focus on learning vs. performance
Collaborate with colleagues
56. List at least 3 things that you will stop
doing to unmotivated students.
1. ---------------------------------------------------------
2. ---------------------------------------------------------
3. ---------------------------------------------------------
4. ---------------------------------------------------------
5. ---------------------------------------------------------
57. Create a “start/continue to do” list of
at least 3 ideas to motivate
students.
1. ---------------------------------------------------------
2. ---------------------------------------------------------
3. ---------------------------------------------------------
4. ---------------------------------------------------------
5. ---------------------------------------------------------
58. Bibliography
Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Solution Tree, 2006.
Bain, Ken. What the Best College Teachers Do. Cambridge, MA: Harvard University Press, 2004
Ben-Shahar, Tal. Happier. New York: McGraw-Hill, 2007.
Black, P. & Wiliam, D. Inside the Black Box: Raising Standards Through Classroom Assessment. 1998
Burke, Daniel J.. "Connecting Context and Motivation." Peabody Journal of Education 70. 2. Winter 1995 66-81.
10 July 2007 <http://www.jstor.org>.
Csikszentmihalyi, Mihaly. Flow: The Psychology of the Optimal Experience. New York: Harper Collins, 1990.
Deci, E.L., Koestner, R. and Ryan, Richard M., "Extrinsic Rewards and Intrinsic Motivation in Education:
Reconsidered Once Again." Review of Educational Research 71.1. Spring, 2001 1-27. 10 July 2007
<http://www.jstor.com>.
Dufour, R., Dufour R., Eaker R., & Karhanek, G. Whatever it Takes. Bloomington, IN: Solution Tree, 2004.
Dufour, R. & Eaker, R. Professional Learning Communities at Work. Bloomington, IN: National Educational
Service, 1998.
Dweck, C.Mindset. New York: Random House, 2007.
Frymier, Jack R.. "Motivation: The Mainspring and Gyroscope of Learning." Theory into Practice 9. 1. Feb 1970
23-32. 10 July 2007 <http://www.jstor.org>.
59. Gray, T. & Madson, L. “Ten Easy Ways to Engage Your Students”. College Teaching. Spring 2007: 83-85.
Heen, S., Patton, B., & Stone, D. Difficult Conversations. New York: Penguin, 1999.
Hidi, S., Harackiewicz, J.M., "Motivating the Academically Unmotivated: A Critical Issue for the 21st Century."
Review of Educational Research 70.2. Summer, 2000 151-179. 09 July 2007 <http://www. jstor.org>.
Lepper, Mark R.. "Motivational Considerations in the Study of Instruction." Cognition and Instruction 5. 4(1988)
289-309. 10 July 2007 <http://www.jstor.org>.
Levine, Mel. The Myth of Laziness. New York: Simon & Schuster, 2003.
Marzano, Robert J. Classroom Assessment and Grading that Work. Alexandria, VA: Association for Supervision
and Curriculum Development, 2006.
Marzano, Robert J. Transforming Classroom Grading. Alexandria, VA: Association for Supervision and
Curriculum Development, 2000.
Marzano, Robert J. What Works in Schools: Translating Research into Action. Alexandria, VA: Association for
Supervision and Curriculum Development, 2003.
Marzano, R.J., Norford, J.S., Paynter, Pickering, D.J., & Gaddy, B.B. A Handbook for Classroom Instruction that
Works. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
60. Marzano, R.J., Pickering, D.J., & Pollock, J.E. Classroom Instruction that Works. Alexandria, VA: Association for
Supervision and Curriculum Development, 2001.
Milton, Ohmer. Making Sense of College Grades: Why the Grading System Does Not Work and What Can Be
Done About It. San Francisco: Jossey-Bass, 1986.
Pollock, Jane E. Improving Student Learning One Teacher at a Time. Alexandria, VA: Association for
Supervision and Curriculum Development, 2007.
Raffini, James. Winners Without Losers: Structures and Strategies for Increasing Student Motivation to Learn.
Boston: Allyn and Bacon, 1993.
Reeves, Douglas B. The Learning Leader. Alexandria, VA: Association for Supervision and Curriculum
Development, 2006.
Schlechty, Phillip C. Shaking up the Schoolhouse. San Francisco: Jossey-Bass, 2001.
Schmoker, Mike. Results Now. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.
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