MOTIVATION &ENGAGEMENT2012Jennifer McCarty Plucker, Ed. D.
Learning Targets I can examine the importance of increasing student engagement in text. I can dialogue about strengths and areas of need in my current practices in relation to engagement. I can reflect on the principles of engagement and apply them to my instructional practices.
Guiding Principles1. Meaning is Motivating2. Learning is Social3. Self-Efficacy4. Interest/Relevance5. Control and Choice Adapted from J.T. Guthrie (2008)
Opening Anticipation Guide On your notes page 1, complete the anticipation guide by deciding whether you agree or disagree with each statement. READING some motivation required
Our dilemma as educators Majority of students do not read for pleasure Students are unmotivated, apathetic, resistant to reading school content 69% did not read for enjoyment (a signal for intrinsic motivation) 2000 international survey-U.S. ranked 20th out of 28 developed countries in reading engagement
Importance of reading engagement Engagement & motivation contribute to achievement in reading Interest in reading correlates to reading comprehension Reading engagement connects more strongly to achievement than home environment “Today, more than ever, valuable classroom time presents the best opportunity-often the only opportunity-to turn kids on to reading” (Gallagher, 2009).
Principle #1: Meaning is Motivating Have you ever offered incentives in class to produce a desired outcome? Candy for quiet reading time Games on Friday What incentivized programs have you experienced? Health club discounts
Principle #1: Meaning is Motivating7 Reasons Carrots and Sticks (often) Don’t Work(Pink, 2009)Less of what we W ANT: Intrinsic Motivation High Performance Creativity Good BehaviorMore of what we DON’T want: Unethical Behavior Addiction Short Term Thinking
Principle #1: Meaning is MotivatingSpecial circumstances where “carrots” won’t hurt, andmight help.If assignment doesn’t inspire deep passion or require deep thinking, rewards c a n help. BUT: Offer a rationale as to why the task is necessary. Acknowledge that the task is boring. Allow students to complete the task their own way.
Principle #1: Meaning is MotivatingEssential Requirement for Extrinsic Rewards“Any extrinsic reward should be unexpected and offered only after the task is complete. In other words, where ‘if-then’ rewards are a mistake, shift to ‘now that’ rewards.” (Pink, 2009, p. 66)
Principle #1: Meaning is MotivatingWhat is motivating our students?Performance Goals Mastery Goals Show good behavior Understanding is most Complete an assignment important Extrinsic rewards Argue, analyze, debate, get a good grade explain, organize, connect, defend, Outperform others conclude… Look smarter Not isolated, connected Understanding text—not to “big picture” important Short or long-term
M se t ind“After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen:Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck
Principle #1: Meaning is Motivating7 Practices of Mastery Motivation1. Provide mastery goals2. Make tasks relevant Relevance vs. Entertainment1. Use hands-on activities2. Transform text to meaning3. Scaffold mastery motivation4. Provide re-teach opportunities5. Reward effort over performance
Turn and Talk Share with a neighbor your reflections on what you’ve just heard or ideas about how to apply Principle #1: Meaning is Motivating.
Principle #3: Self-Efficacy1. Recognize the gap2. Match the text to the reading levels of students Shoe Size1. Establish initial confidence2. Set realistic goals; individual students Conference to discuss, reflect, & revise1. “We grade the learning, not the knowing” (Harvey & Daniels, 2009)2. “I can because I think I can” Vacca (2006).3. Student value-added assessments
Principle #3: Self-EfficacySelf-Reflection DIY report cards Goal setting & reflection prior to teacher feedback Use of learning targets Reflect on peer models and self
Principle #4: Interest/Relevance1. Making real-world connections2. Personalizing with questioning3. Extending intrinsic interests4. Self-expressing5. Puzzling (working through inconsistencies in text)What is not here…? “Packaged” or “one size fits all” ways to respond to text
Principle #4: Interest/RelevanceIgnite a Passion Target Alliterate Readers Know Your Players—Four Most Important Words “I thought of you…” Start a modeling career Throw a Party! Layne, 2009
ReflectPause and ReflectWhat are you doing WELL? Which of yourinstructional practices align to these principles?Where have you been challenged? What needsto change for your students and your teaching?
Principle #5 Control and ChoiceSeek to balance teacher vs. student centerednessPractices that cultivate motivation: Ownership of text Options for how to learn Autonomy with Accountability Input into curriculum Self-selection of knowledge displays Fed Ex Day Voice in standards for evaluation Inquiry projects
Principle #5 Control and ChoiceWho is in Control? “Excessive te a c he r-centeredness is more disengaging than we imagine. At the same time, excessive s tud e nt- centeredness may be unproductive. Our goal is to move from teacher overcontrol to student empowerment.” Eng a g ing A o le s c e nts in Re a d ing , p. 35 d
Reflect On your notes sheet, write your reflections on what you’ve just heard or ideas about how to apply Principle #5: Control and Choice.
Closing Remarks Professional Book Studies We are motivated by the same 5 principles! “We may have taught them the skills, but without the desire to use those skills, where is the benefit? In many cases it will be what happens or doesn’t happen in school that is going to make the difference” (Layne, 2009).
“I may not reach everybody, but every time Ireach somebody, I’m doing more than I wouldbe doing if I were doing nothing. It’s one morething to try, and it surely can’t do any harm”(Layne, 2009)