Maximizing Support for Motivation Communities In Schools Dr. Theresa Thorkildsen and Persis Driver Communities in Chicago Schools, April 23, 2014
Jan 16, 2016
Maximizing Support for Motivation
Communities In Schools
Dr. Theresa Thorkildsen and Persis Driver
Communities in Chicago Schools, April 23, 2014
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivationPart III – Learning with the whole body and not just
with the mindWhat knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivationPart III – Learning with the whole body and not just with
the mindWhat knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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R-E-S-P-E-C-TFind out what it means to me!
Sennett, R. (2003). Respect in a world of inequality. New York: W.W. Norton and Company.
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Primary ThemesPart I – Building trust and showing respect
Part II – Reasons for success and failureVerbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivationPart III – Learning with the whole body and not just with the mind
What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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Luck or skillEffort or task difficulty
Ability or effortVerbal and non-verbal intelligence
Common Attributions for Success and Failure
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivationPart III – Learning with the whole body and not just with the mind
What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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Good Ideas
• Show interest and give responsibility.
• Make attributions to thought, strategy choice, and improvements.
• Promote cooperation.
• Select stimulating tasks and materials that vary in difficulty level.
• Give choices with some structure.
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Easy Bad Habits
• Attribute failure to low effort.
• Use of extrinsic rewards as an inducement to compliance.
• Demand assignment completion before allowing for free-time activities.
• Offer global praise.
• Encourage the best effort.
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivation
Part III – Learning with the whole body and not just with the mind
What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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How does your physical location affect your perspective?
How do you incorporate physical activities into students’ day?
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivation
Part III – Learning with the whole body and not just with the mind
What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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General type Specific type Definitions
Factual knowledge
Matters of logic
Physical laws
Empirical regularities
Intellectual conventions
Constitutive conventions
Regulative conventions
Controversies Controversial matters
Opinions Personal preferences
What type of knowledge is of most worth?
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivation
Part III – Learning with the whole body and not just with the mind
What knowledge is of most worth?
Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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Why is it so easy to punish the whole group for the transgressions of a few, but so difficult to praise everyone for the successes of a few?
What does it mean to be and do good?
Miller, R. L., Brickman, P., & Bolen, D. (1975). Attribution versus persuasion as a means for modifying behavior. Journal of Personality and Social Psychology, 31, 430-441. doi: 10.1037/h0076539
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivation
Part III – Learning with the whole body and not just with the mind
What knowledge is of most worth?Catch ‘em being good!
Promoting fairness in the classroomPart IV – Assessment
Long-term and short-term benefitsSeparation in brief encounters
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Distinguish Learning, Test, and Contest Situations
Thorkildsen, T. A. (1989). Pluralism in children's reasoning about social justice. Child Development, 60, 965-972. doi: 10.2307/1131036
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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure
Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill
Strategies for encouraging motivationPart III – Learning with the whole body and not just with
the mindWhat knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom
Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters
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Build a Higher Thought (verbs you can use)
list, identify, locate, memorize, review, match, name, read, recall, repeat
how, apply, make, translate, illustrate, record, teach, construct, demonstrate
summarize, abstract, classify, dissect, compare, contrast, deduce, order, investigate, rank, differentiate, categorize, separate
hypothesize, imagine, compose, combine, invent, create, infer, estimate produce, forecast design, predict
editorialize, decide, evaluate, dispute, rate, discuss, verify, judge, grade, choose, assess, select
Evaluation
Recall
Analysis
Application
Synthesis
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Thank you for participating!