Engagement and Motivation Summer Literacy Institute

MOTIVATION & ENGAGEMENT

Created by: Jen McCarty & Jessica Crooker

2011

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 Principles

1. Meaning is Motivating2. Learning is Social3. Self-Efficacy4. Interest/Relevance 5. 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.

Professional Book Talks

Daniels, H. & Harvey, S. Comprehension & Collaboration: Inquiry Circles in Action (2009)

Dweck, C. Mindset: The New Psychology of Success (2006)

Guthrie, J. Engaging Adolescents in Reading (2008)

Layne, S. Igniting a Passion for Reading (2009)Pink, D. Drive: The Surprising Truth About What Motivates Us (2009)

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).

Reading engagement correlates to reading achievement

low

engagement

highly

engagedhigher

achievement

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

7 Reasons Carrots and Sticks (often) Don’t Work (Pink, 2009)

Less of what we WANT:Intrinsic MotivationHigh PerformanceCreativityGood Behavior

More of what we DON’T want:Unethical BehaviorAddictionShort Term Thinking

Principle #1: Meaning is Motivating

Special circumstances where “carrots” won’t hurt, and might help.

If assignment doesn’t inspire deep passion or require deep thinking, rewards can 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 Motivating

Essential 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 Motivating

From Carol Dweck, author of Mindset:

Read each statement and decide whether you mostly agree with it or disagree with it. Your intelligence is something very basic about

you that you can't change very much.  You can learn new things, but you can't really

change how intelligent you are. No matter how much intelligence you have, you

can always change it quite a bit. You can always substantially change how

intelligent you are. Substitute "artistic talent," "sports ability," or

"school subject of choice" for intelligence. Try it with your student(s).

Principle #1: Meaning is Motivating

What is motivating our students?

Show good behavior Complete an

assignment Extrinsic rewards

get a good grade Outperform others Look smarter Understanding text—

not important

Understanding is most important

Argue, analyze, debate, explain, organize, connect, defend, conclude…

Not isolated, connected to “big picture”

Short or long-term

Performance Goals Mastery Goals

Principle #1: Meaning is Motivating

7 Practices of Mastery Motivation Provide mastery goals Make tasks relevant

Relevance vs. Entertainment Use hands-on activities Transform text to meaning

Text + reflect on own experiences=meaning

Scaffold mastery motivation Provide re-teach opportunities Reward effort over performance

Principle #1: Meaning is Motivating

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 #2: Learning is Social1. Open discussions

Reduce teacher talk time

2. Student-led discussion groups3. Collaborative reasoning

C.R.E.W. time

4. Arranging partnerships5. Socially constructing the management6. Scaffolding social motivations over time

Student input increases throughout year (i.e. classroom library selections)

Collaboration around text “Buzz about books” Book pass Book chats Trailers ConfessionalsAnimoto.comGlogster.comXtranormal.com

Principle #2: Learning is Social

Pair/Share

With a partner, share one activity you will try with your students next year that relates to Principle #2: Learning is Social.

Principle #3: Self-Efficacy

Recognize the gap Match the text to the reading levels of students

Shoe Size Establish initial confidence Set realistic goals; individual students

Conference to discuss, reflect, & revise “We grade the learning, not the knowing”

(Harvey & Daniels, 2009) “I can because I think I can” Vacca (2006). Student value-added assessments

Mindset “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 #3: Self-Efficacy

Self-Reflection

DIY report cards Goal setting & reflection prior to teacher

feedback Use of learning targets Reflect on peer models and self

Principle #3: Self-Efficacy

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/Relevance

Target Alliterate Readers Know Your Players—Four Most

Important Words “I thought of you…”

Start a modeling career Throw a Party!

Ignite a Passion

Layne, 2009

Reflect

Share with someone near you your reflections on what you’ve just heard or ideas about how to apply Principle #3: Self-Efficacy and Principle #4: Interest/Relevance.

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

Who is in Control?

“Excessive teacher-centeredness is more disengaging than we imagine. At the same time, excessive student-centeredness may be unproductive. Our goal is to move from teacher overcontrol to student empowerment.”

Engaging Adolescents in Reading, p. 35

Principle #5 Control and Choice

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 I reach somebody, I’m doing more than I would be doing if I were doing nothing. It’s one more thing to try, and it surely can’t do any harm” (Layne, 2009)