Building student motivation

Building Building Motivation in Motivation in Students and Students and

StaffStaff

How do we motivate How do we motivate intrinsically?intrinsically? Staff motivationStaff motivation Student motivationStudent motivation How are the two similar?How are the two similar? How are they different?How are they different?

Two Names for Two Names for Participatory Participatory LeadershipLeadership

Distributed LeadershipDistributed Leadership

Shared Decision-MakingShared Decision-Making

John Dewey – John Dewey – Democratic Democratic structure to education, including structure to education, including the vision of the schoolthe vision of the school

Mary Parker Follett – Mary Parker Follett – Staff works Staff works on the vision together, supporting on the vision together, supporting in various roles the continued in various roles the continued success of the organizationsuccess of the organization

Is any of this really all that new?

Florida Principal Florida Principal Leadership StandardsLeadership Standards Handout for reviewHandout for review

Self-Determination Self-Determination TheoryTheory CompetenceCompetence ControlControl Relevance/Relationships (to Relevance/Relationships (to

important goals or real life or important goals or real life or beliefs)beliefs)

Many Contributors to Many Contributors to Student MotivationStudent Motivation Student ChoiceStudent Choice Social InteractionSocial Interaction AccountabilityAccountability CreativityCreativity SuccessSuccess ChallengeChallenge FeedbackFeedback ModelingModeling

Student ChoiceStudent Choice

Turner (1995)Turner (1995) found that teachers who are found that teachers who are successful at motivating students often successful at motivating students often provide myriad of choices during a lesson. provide myriad of choices during a lesson.

When students are supported in choosing When students are supported in choosing from a wide selection of texts, sustained from a wide selection of texts, sustained reading and measured achievement increase reading and measured achievement increase ((Morrow, 1996Morrow, 1996). ).

Choice is motivating because it affords Choice is motivating because it affords students with control. Children seek to be in students with control. Children seek to be in command of their environment, rather than command of their environment, rather than being manipulated by powerful others. This being manipulated by powerful others. This need for self-direction can be met in reading need for self-direction can be met in reading instruction through well-designed choices. instruction through well-designed choices.

Student ChoiceStudent Choice

Choice in assignment: You can Choice in assignment: You can either draw or write your summaryeither draw or write your summary

Choice of what to read: You can Choice of what to read: You can either read the chapter in the either read the chapter in the textbook or this picture book on textbook or this picture book on the same topicthe same topic

Choice of partner or role in Choice of partner or role in cooperative learning: You can be cooperative learning: You can be the writer or the reporterthe writer or the reporter

Social InteractionSocial Interaction

Cooperative learning has many Cooperative learning has many positive outcomes. Research shows positive outcomes. Research shows that cooperative learning improves that cooperative learning improves students’ efforts to achieve. They students’ efforts to achieve. They work harder, achievement levels go work harder, achievement levels go up, material is remembered longer, up, material is remembered longer, and higher-level reasoning is used and higher-level reasoning is used more.more.

http://education.umn.edu/research/ResearchWorks/coop-learning.html


Studies have linked extrinsic Studies have linked extrinsic motivation with competition motivation with competition (reward driven, playing only to (reward driven, playing only to win, ego oriented) and intrinsic win, ego oriented) and intrinsic motivation with cooperation motivation with cooperation (mastery driven, self-determined, (mastery driven, self-determined, task oriented) (Amabile & task oriented) (Amabile & Hennessey, 1992; Chandler & Hennessey, 1992; Chandler & Connell, 1987). Connell, 1987).


While any kind of motivation seems While any kind of motivation seems preferable to none, there is compelling preferable to none, there is compelling evidence that students who are more evidence that students who are more intrinsically than extrinsically motivated intrinsically than extrinsically motivated fare better (fare better (Brooks et al., 1998Brooks et al., 1998; ; Lumsden, 1994). Lumsden, 1994).

In fact, some research demonstrates In fact, some research demonstrates that using extrinsic motivators to that using extrinsic motivators to engage students in learning can both engage students in learning can both lower achievement and negatively lower achievement and negatively affect student motivation (Dev, 1997; affect student motivation (Dev, 1997; Lumsden, 1994). Lumsden, 1994).


Interaction with Interaction with the teacher is the teacher is just as just as important if not important if not more important more important than interaction than interaction with peers to with peers to most students!!!most students!!!


Teacher/student Teacher/student conferences about conferences about student progressstudent progress

Cooperative Cooperative learning groupslearning groups

Partner projectsPartner projects Hands-on activitiesHands-on activities

AccountabilityAccountability

Students are more likely to be Students are more likely to be motivated when they know they motivated when they know they are accountableare accountable

Accountability does not equal a Accountability does not equal a grade in the grade bookgrade in the grade book

AccountabilityAccountability

Students can be verbally Students can be verbally accountable to you or their peersaccountable to you or their peers

Accountability should not be Accountability should not be critical in nature, beware of critical in nature, beware of creating defensivenesscreating defensiveness

CreativityCreativity

Open vs. Closed tasksOpen vs. Closed tasks

CreativityCreativity

SuccessSuccess

Students' attitudes about their Students' attitudes about their capabilities and their capabilities and their interpretation of success and interpretation of success and failure further affect their failure further affect their willingness to engage themselves willingness to engage themselves in learning (Anderman & Midgley, in learning (Anderman & Midgley, 1998). 1998).

Success: How do we Success: How do we help create it?help create it?

Set attainable goalsSet attainable goals Focus on self-competitionFocus on self-competition Using other motivation buildersUsing other motivation builders- Cooperative LearningCooperative Learning- Student ChoiceStudent Choice- CreativityCreativity

SuccessSuccess

Tell students what they need Tell students what they need to do to succeed in your to do to succeed in your course/class.course/class.

ChallengeChallenge

Instruction should be at their Instruction should be at their “zone of proximal development”“zone of proximal development”

FeedbackFeedback

Raise the Praise- Raise the Praise- Minimize the Criticize Minimize the Criticize

Things That Help Praise Work Things That Help Praise Work Praise needs to be: Praise needs to be:– AuthenticAuthentic– SpecificSpecific– ImmediateImmediate– Private Private

FeedbackFeedback

If students interpret praise as manipulative, If students interpret praise as manipulative, their motivation may decline because they their motivation may decline because they feel they are being treated as objects (Flint, feel they are being treated as objects (Flint, Boggiano, Main, Barrett, & Katz, 1992). Boggiano, Main, Barrett, & Katz, 1992).

““However, when praise is sincerely given However, when praise is sincerely given and interpreted as recognition of and interpreted as recognition of achievement, it can increase students’ self-achievement, it can increase students’ self-perceived competence and motivation” perceived competence and motivation” (Guthrie & Wigfield, 2000, p. 414). (Guthrie & Wigfield, 2000, p. 414).

Give students feedback Give students feedback as quickly as possible.as quickly as possible. Return tests and papers promptly, Return tests and papers promptly,

and reward success immediately. and reward success immediately. Give students some indication of Give students some indication of how well they have done and how how well they have done and how to improve. to improve.

Be specific when giving Be specific when giving negative feedback.negative feedback. Negative feedback is very Negative feedback is very

powerful and can lead to a powerful and can lead to a negative class atmosphere. negative class atmosphere.

Avoid demeaning comments.Avoid demeaning comments. Many students in your class may Many students in your class may be anxious about their be anxious about their performance and abilities. performance and abilities.

ModelingModeling

Be enthusiastic about your Be enthusiastic about your subject.subject.

An instructor's enthusiasm is a An instructor's enthusiasm is a crucial factor in student crucial factor in student motivation. motivation.

ModelingModeling

A study conducted by graduate A study conducted by graduate students correlated students correlated student student achievement in readingachievement in reading to the to the amount of time that their teacher amount of time that their teacher reported reading outside of reported reading outside of schoolschool

Let’s Review! A Lesson Let’s Review! A Lesson PlanPlan

Lesson Plan for Building MotivationTopic: Building Student MotivationMaterials: PPT, Research Articles, Lesson Plan Forms, Lesson Topics, Chart Paper and Markers, etc

Social Interaction Feedback

Student Choice Challenge

Creativity Accountability

Instructional Sequence:1. Introduction2. In groups, participants list detractors of student motivation3. Share out - Trainer gives feedback4. Participants choose an article summary, read silently, then the

group discusses what their articles have in common (Venn Diagram

5. Trainer calls on each group to share one strategy they had in common - Trainer gives feedback

6. PPT Presentation/Lecture7. Trainer models lesson plan for building student motivation8. In pairs or triads, participants create their own lesson plan

based on the lesson topic of their choice. Pairs or triads share their lesson plan with their table (or a neighboring table if necessary). Trainer rotates among pairs to give private feedback.

9. One thing I will tryMotivation Strategies Used in Lesson:

Final ThoughtFinal Thought

““A teacher who is attempting A teacher who is attempting to teach without inspiring the to teach without inspiring the pupil with a desire to learn is pupil with a desire to learn is hammering cold iron.”hammering cold iron.”

-Horace Mann-Horace Mann

Building student motivation

Education

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