enhancing the engagement and motivation of our reluctant learners dvmsac fall conference 2007...
TRANSCRIPT
Enhancing the Engagement and Motivation of Our Reluctant Learners
DVMSAC Fall Conference 2007
Barbara Moore Williams,M.Ed.
Education and Diversity Consultantmoorwill@verizonmail,com
Expectations for the Day As you enter…… Write on the yellow paper your
expectation for our time together today. Share with your “shoulder” partner. Let’s hear a few of these.
Who Am I? Mother / Wife Teacher- over 35 years Instructional coach- 20 years Director of Professional Development
School District of Philadelphia Owner of Barbara Moore Williams & Associates- staff
developers ABD Educational Leadership Doctorate Program- St.
Joseph’s University Activist
Agenda Introductions Expectations Motivation Theories /Background S K I F A R- The motivation acronym Final Thoughts
In the room? Teachers? Principals? Support personnel (coaches,etc.?) Central office administrators? Board members? Parents? Other?
What Motivates You?
1. What motivated you to attend today?
2. What motivates you to work?
3. What motivates you to play?
4. What motivates you to learn something new… difficult?
Turn to you shoulder partner to discuss one.
What do you already know/do?
On the back of the packet, draw a line down the center of the page. On the left make a short list of strategies you have tried (or you already know) to motivate reluctant learners.
I have tried
New ideas
Motivation is Complex Physical and psychological Unique to each and every person Context-sensitive Not fully understood
Qualities of Motivation Energizes behaviors Directs behaviors Enables persistence towards a goal Exists in varying strengths Motivation is a prerequisite to learning
The Usual Question
How can I motivate the students who don’t want to learn? What were some other questions?
The answer….
You can’t really motivate another human being to want
to learn!
All human beings are already encoded to learn.
It’s in the genetic makeup.
Unmotivated… or?
We do have students who are… frustrated confused
have learned helplessness…
masking as “unmotivated”.
The Real Question
Rather than ask,
“How can we motivate students in our classrooms?”
we should ask,
“ In what ways is the brain naturally motivated?”
… and then create conditions to foster natural motivation to occur
What is motivation ?
Motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves to activate or energize behavior and give it direction (internal state or condition that activates behavior and gives it direction)
Theories of Motivation
Many….. Needs theories
Maslow’s /Glasser hierarchy of needs Process theories
Expectancy Theory Goal Setting Theory
Explanations of Motivation The source of motivation Extrinsic (outside the person) Intrinsic- (internal to the person)
Body/physical Mind/mental Transpersonal/spiritual
Humanistic Theory - Basic Needs Glasser/Maslow
All behavior represents our best attempt at any moment to satisfy our basic needs or genetic instruction.
Survival/Safety Belonging and Connecting
Power or CompetenceFreedom/Self actualization
Fun
Self
Other
Growth
What happens to the innate motivation to learn /engage?
In school…
Openness to
learn
You are too slow!
You would understand if you were listening!
Why can’t you get this right?
Self Portraits
From experiences we begin to think we are … Smart, quick, good,etc.
or Stupid Slow Lazy Careless Sloppy
Misconception of the Some “Unmotivated” Students
Effort (control) Vs.
Ability( no control)
What do your “unmotivated” students think? How can you change that?
Behavior Has a Purpose All behavior, even behavior we don’t
understand, is purposeful. The purpose is to feel better, keep our internal scales balanced.
What looks strange…even defiant may be a sane response to a perceived “dangerous” situation.
Motivation from the Inside Out Powerful instructions that are built into
our genetic structure drive our behavior. The outside world, including all rewards
and punishments, only provide us with information. It does not make us do anything.
Rewards and punishments can lead to a “learned helplessness”.
An acronym …
….to help you remember how to create the atmosphere where all students are motivated to learn
S K I F A R
S =SuccessWho hasn’t heard,
“Success breeds Success”?Why?
The brain remembers… feelings and emotions are attached to achievement… makes us want to repeat whatever brought on that good feeling.
Our reluctant learners need to feel success EACH DAY!
S= Success Strategies Differentiate so that the work is “just right” for
the student (not too hard/ not too easy) Promote perceptions of competence and
control. Maintain high expectations for all Provide multiple opportunities and scaffolding
for success Use 5-10 second wait time (“think time”) and
other brain-friendly response strategies
Strategies to Insure Success of ALL
Thumbs up/down with explanations All write/draw an answer “Turn to your neighbor and________” Numbered Heads Together Jigsaw-make sure they have equal chance for
success- pre-read, different level of materials/same content
Line-ups (to answer questions/discuss)
K= Knowledge of Results
Until we really know what we want to achieve, it is impossible to know how to
get there and….
impossible to to know when we have succeeded.
Knowledge of Results Set goals- provide frequent checks and
support. Have students record them. Provide rubrics with model student
work. Provide explicit feedback that is timely and
specific Give non-judgmental approval Have students keep learning logs Student-led report card conferences
I InterestThe brain loves….
novelty, fun, surprise, intrigue
Provide vividness in examples, language, strategies
Make life experience connections Plan surprise activities Provide choice
Process Time Take a moment to go back to the three
ideas SKI and add “new ideas” to your list on the back of the packet.
Find someone “across the room”….. meet them and share your list.
F= Feeling ToneBrain research tells us…
our senses focus on information.
If information is meaningful with an emotional hook;
you pay attention !!!!!!
Feeling Tone Shake their hands at the door Provide an open and positive atmosphere Use motivational sayings Use encouraging verbal and non- verbal
behavior Make sure each student feels that he/she is
valued member of the learning community Smile before Christmas
A=Anxiety Emotional arousal occurs when a small
set of structures in the unconscious part of the brain determines that a stimulus is important.
Anxiety has a strong impact on attention and
memory is an emotion that can effect learning
positively or negatively.
A=AnxietyNot too much… not too little
Reasonable length of time for task Insist on engagement Use expectation phrases like…
“In five minutes I expect the group to have at least 3 answers.”
Give the midterm in the beginning of the semester
R= Relationship of Activity to Reward
When the activity itself is rewarding, it produces a situation where motivation is intrinsic.
The activity will always achieve the goal and motivation will compound it.
We must find ways to make the activity rewarding or we will resort to extrinsic rewards that further diminish the importance of learning for learning’s sake.
Relation of Activity to Reward(intrinsic and extrinsic)
Choice Use their interests Scaffold learning Make sure meaning and sense happen Personal notes /Positive phone calls Ask them “How does it feel to know/be able to
do…?” “I”- messages
So what can you do to recapture the innate motivation to learn?
Position yourself as a educator who.. assumes that everyone is naturally
motivated to learn assumes your job is to uncover that natural
motivation to learn supports students in experiencing success provides structure to support them in
identifying and achieving goals
Something to Ponder…
I have come to a frightening conclusion that I am the decisiveelement in the classroom.As a teacher, I possess tremendous power to make a (student’s) lifemiserable or joyous.I can be the tool of torture oran instrument of inspiration.