Dream Power

DreamPower – AL Mega Conf. 2014

DreamPower

Motivating Students using Research-based Practices

A Presentation by

Robert Little, CSP

www.robertlittlespeaker.com email: [email protected]

This presentation is based on the book, DreamPower: Using Life Lessons, Research-based Practices,

and the Psychology of Motivation to Win in Education written by Robert Little, CSP and Joy Gorham Hervey, Ed.D.

NOTE

It is suggested that you print three (3) slides per page with room for comments.


Special Note

Be prepared to be potentially impacted for life!

This session guarantees:

• Contemporary research-based information on student motivation*

• How the research applies with real-life examples

• Humor throughout the session

• Motivation that will make you wish school starts tomorrow

• Giveaways that will make you call home

• Lots of Fun

*Only enough research to support claims (not enough to bore you)



“With attention currently focused on factors like improving teacher quality, overhauling curriculum and standards, and developing new assessments, one major factor is being overshadowed: the motivation of the students themselves. Even with the best administrators, faculty, curriculum, and materials in place, if students are not motivated to learn and excel, achievement gains will be difficult, if not impossible."

-- Center on Education Policy


The ultimate goal is to foster lasting motivation that’s inspired by a student’s desire to grow and learn.


Researchers & Educators

Carol Dweck Daniel Pink Martin Seligman Richard Lavoie Mark Lepper, David Greene and Robert

Nisbett Albert Bandura Felix Russ

Point to Ponder“Students are not motivated to attempt the impossible, so they do not pursue outcomes perceived as unattainable. Even a positive outcome expectation does not produce action if the outcome is not valued. An attractive outcome, coupled with the belief that it is attainable, motivates people to act” (Schunk, 2012, p. 359).



Connector

Education Dream Fulfillment

MOTIVATION


Relevant Terms & Phrases

Hedonic Treadmill The Premack Principle (Grandma’s Rule) Learned Helplessness Self-efficacy Mental Models Environmental “Primes” Bunker Bean Effect


BIG Takeaway

Praise can Motivate!

Children should be praised, but allow them to determine how smart they are on their own.

Point to Ponder“Students acquire much information about their capabilities through knowledge of how others perform. Similarity to others is an important cue for gauging one’s self-efficacy. Observing similar others succeed raises observers’ self-efficacy and motivates them to try the task because they believe that if others can succeed, they can as well” (Schunk, 2012, p. 147).



The Father of Positive Psychology Martin Seligman

“Learned Helplessness”


Steps to Eliminate Learned Helplessness

Recognize it as a treatable condition

Change the child’s thought process

Build self-efficacy in the child


Student Achievement

Dopamine(motivation)

Serotonin(happiness)

Dopamine (motivation)

Dopamine

(motivation) Serotonin (happiness)

Serotonin (happiness)

SUCCESS

Point to Ponder“The same level of reward or expectations of reward will not motivate all students uniformly. This point is a practical implication for teaching, because it suggests that teachers who plan to use rewards must learn what motivates each student and establish a reward system that can accommodate changes in students’ preferences” (Schunk, 2012, p. 59).



PREPARE to Motivate Intangible Motivators

P-Praise R-Recognition E-Expectations / Goals P-Projects A-Autonomy R-Role Models / Mentors E-Extra Caution Required

- Competition & Punishment


How do I stay motivated?

____________ a lot.

Get physical _______________.

Focus on the ____________.

Point to Ponder

“Teachers must be sensitive to their own instructional biases toward students who are perceived as less competent or less capable (Allington, 1980; Brophy, 1998). Educators cannot help forming broad ability judgments about their students, mentally sorting students into more or less capable categories based on performance or sometimes more insidious characteristics, including physical appearance or socioeconomic status (Brophy, 1999). And these categorizations influence the way teachers unconsciously treat their students’ instruction” (Alexander, 2006, p. 231).


Personal Action Plan

Stop

Start

Continue


Note: Some references may not be cited in the handout, but will be discussed during the presentation. References:

Alexander, P. A. (2006). Psychology in learning and instruction. Upper Saddle River, NJ: Pearson.

Allington, R. (1980). Teacher interruption behaviors during primary-grade oral reading. Journal of Educational Psychology, 71, 371-377.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Broderick, P. C., & Blewitt, P. (2010). The life span: Human development for helping professionals (3rd ed.). Boston, MA: Allyn & Bacon. ISBN: 9780137152476.

Brophy, J. (1998). Motivating students to learn. Boston: McGraw-Hill.

Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Education Psychologist, 34, 75-85.

Rosenthal, R. (1974). On the social psychology of the self-fulfilling prophecy: Further evidence for Pygmalion effects and their mediating mechanisms. New York: MSS Modular Publications.

Rosenthal, R. & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart & Wilson.

Schunk, D. H. (2012). Learning theories: An educational perspective. Boston. MA. Pearson.

Wentzel, K. (2002). Are the effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287-301.


Dream Power

Documents

Transcript of Dream Power