homework! motivating low-achieving students

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Homework! Motivating Low-Achieving Students. Miss Jill Fuhrman November 20, 2009. To know is far more important than achievement and/or performance measures. Caine & Caine. True, but often in school it is not good enough just to know. Knowledge must be demonstrated and documented. - PowerPoint PPT Presentation

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Homework! Motivating Low-Achieving StudentsMiss Jill FuhrmanNovember 20, 20091To know is far more important than achievement and/or performance measures. Caine & Caine

True, but often in school it is not good enough just to know. Knowledge must be demonstrated and documented.

As educators our goal is to create assessments that will best represent and showcase students knowledge.

Ultimately, there is paperwork that shows a students achievement and performance.

2How many of your are observing or teaching in a classroom?

Students are required to complete workStudents are required to complete homeworkEvery class has both high achievers and low achieversEvery student is motivated differently 3Initial ObservationsGifted and TalentedLoves to readFollow rules very closelyOnly answers questions aloudVery knowledgeableLittle to no homework turned inEs in each of his classesA very disorganized pile of papersSocially awkward Needy

I knew I wanted to work with one student.

4Research QuestionHow do I motivate an intelligent, low-achieving student to complete work and homework?

5Pretend you are me I know my questionI know my little about my studentWhere can I find some resources within or around my school to help me help this student?6Interventions Hawthorne Educational Services (2005) Chart HomeworkSpeak to student and explain what the student is doing wrong (e.g. not turning in homework assignments) and what should the students be doing (i.e., completing homework assignments and return them to school).Reinforce the student for completing homework assignments and returning them to school: i. Give the student a tangible reward (room privileges, five minutes free time, etc.) ii. Give the student an intangible reward (praise, handshake, smile, etc.)

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15Analysis of Data16Since Action ResearchGained confidence Classroom- work loud, qualityOutside of the classroom- friendships gainedLess Dependence on the teacher17ReferencesCorno, L. (1992). Encouraging students to take responsibility for learning and performance. The Elementary School Journal, 93(1), pp. 69-83.

Fuchs, L. S., et al. (1997). Effects of task-focused goals on low-achieving students with and without learning disabilities. American Education Research Journal, 34(3), pp. 513-543.

House, S. (2002). Behavior intervention manual: Goals, objectives, and intervention strategies. Columbian, MO: Hawthorne Educational Services Inc.

Siegle, D., & McCoach, B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching Exceptional Children, 38(1), pp. 22-27.

Winebrenner, S. (1992). Teaching gifted kids in the regular classroom. Minneapolis, MN: Free Spirit Publishing Inc.

18Any QuestionsThank you for coming this evening! I hope you will be able to take something from this presentation to use in your future classrooms..

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