FIVE CRUCIAL PRACTICES THAT MOTIVATE

ADOLESCENTS TO READ INFORMATIONAL TEXTS

Lecture by Dr. Donna Mahar

Jake Lederman, Tami Gilbeaux

Dr. O’Conner starts us off. Although she doesn’t have any hair in at this moment, I choose not to make a bald joke.

5 Practices

Develop Dedication

Build Self-Efficacy

Show Students the Text’s Value

Use Social Motivation

Give Students Choices

WAKE UP!!!!!!!!!

Develop

Dedication

• Use a variety of texts in addition to the text book.• Show students they can dig deeper.

Build Self

Efficacy

• Show students they can learn from text books• Students need to successfully learn from readings.• Continuously challenge students with readings that increase in

difficulty.

Text’s Value

• Use and apply text book information in the classroom.• Show students that readings can be helpful in their education.

Social

Motivation

• Use collaborative exercises in the classroom to help students solidify knowledge and learn how to consider other opinions.

• If possible, allow students to arrive at an answer on their own.

Student’s

Choice

• Allow students to have influence over types of readings and activities

• Allow students to voice their theories and help prove or disprove them.

OUR MEETINGWe were supposed to be in Pod 10, but I kept hearing Dr. O’Conner’s voice in the sound check pod and it was quite distracting. So we moved to a nicer place.

Tami GilbeauX

Jake edermanL

Questions for the Dr.

1) Many students observed are reading

below their grade level.  How do we, as

science teachers, increase their

reading level while meeting all of our

other goals (especially passing high

stakes tests)?

And….

2) If text books are eventually phased

out, how much money can actually be

saved to spend on other teaching

materials inquiry based classrooms?

Finally…

3) Which practices mentioned in your

presentation have you personally

used, and found to be effective in

motivating students to read and use

informative texts?

Thank You

It was nice to hear what we have been

reading about in our class reinforced,

and spoken about by other educators.

It lets us know we are on the right path

to a hopefully effective career.