Motivation and Engagement Stoney M. Beavers Alabama Secondary Teacher of the Year 2006-2007.
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Transcript of Motivation and Engagement Stoney M. Beavers Alabama Secondary Teacher of the Year 2006-2007.
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Motivation and Engagement
Stoney M. Beavers
Alabama Secondary Teacher of the Year 2006-2007
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Overview
What is motivation? What factors affect motivation? How does motivation change across the
lifespan? How do teachers and students view
motivation differently? Is motivation external or internal?
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Problem
More and more students come to our classes completely disengaged, disconnected, and tuned out.
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In your average classroom of 30 students,
3 are suffering from depression, 2 or 3 are struggling with thoughts of suicide, 1 or 2 are homeless on any given night, 15 boys and 7 girls have been physically assaulted at school, 2 or 3 manifest symptoms of bulimia or anorexia, 6 are growing up in an alcoholic family, 2 have ADHD, one of which has another learning disability, 2 or 3 are struggling with issues of sexual orientation, 15 have learning, behavioral, and emotional problems, 15 are living in poverty, 10 will never receive a high school diploma, and 1 has a parent in jail.
Marzano, Classroom Management that Works
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Definition Review
Extrinsic vs. intrinsic motivation Motivation to learn Goal theory
--mastery vs. performance (task vs. ego)
--avoidance goals
--social vs. academic goals
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Motivational Theory
Drive theory—two competing forces Attribution theory—prior causes Self-worth theory—high self-acceptance Emotion theory—connections to motivation Self-system—Maslow’s hierarchy Behavioral, cognitive, and expectancy
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Outline for Motivation
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Rules, Principles, Conditions, & Cases
Motivation is an internal construct (Byrnes, 2001; Stipek, 1988)
Motivation is personal and cultural (Berk, 2001; Wigfield, Eccles, & Rodriguez, 1997)
Motivational theorists try to explain the “whys” of human behavior (Wigfield, et al.)
Motivational techniques are controversial (Marzano, 2003; Hootstein, 1996)
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Cont.
Intrinsic motivation declines throughout the school years, particularly for math and science (Wigfield, et al.)
Gender-typing affects motivation even with small achievement differences (Berk, 2001)
Students often base motivation on the expectancy x value model (+ cost)
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Main Points
Why students lack motivation (Stipek, 1988) no goals believe present goals are flawed negative feelings/emotions toward task satisfaction of completion seems distant goal conflict low motivational incentives
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Characteristics of Motivated Students
Motivated students (Stipek, 1988): Pay attention Challenge themselves Work autonomously Complete work on time Begin work immediately Volunteer answers Persist at tasks Accept errors
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Essential Preconditions
Brophy (1987)
1. Supportive environment
2. Appropriate level of challenge/difficulty
3. Meaningful learning objectives
4. Moderation/optimal use of strategies
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What Teachers Can Do!
(Marzano, 2003)
1. Provide students with feedback
2. Provide engaging tasks
3. Use long-term projects (products)
4. Teach motivation dynamics
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Direct Teacher Interventions
Brophy (1987) Maintain success expectations Supply incentives (extrinsic vs. intrinsic) Capitalize on intrinsic motivation Stimulate motivation to learn Plan for and assess motivation Use self-evaluations
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Participation Strategies
Use participation rubrics Assign participation roles Model good participation Provide participation feedback Video class discussions for follow-up Use a card or slip approach Allow wait time
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Homework Strategies
Provide feedback Use a homework rubric Involve parents appropriately Use homework make-up times Allow students to use homework for some
assessments Assign interesting and appropriate work
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Achievement Strategies
Use rubrics Provide examples of excellent work Provide ample time Send messages of quality Sometimes diminish quantity Allow for collaboration Allow for student choice and autonomy
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References
Brophy, 1987 Good & Brophy,
2003 Huitt, 2001 Joyce & Showers,
2002 Marzano, 2003 Stipek, 1988 Wigfield, Eccles, &
Rodriguez, 1997