Slide 1

Based on the NaMaYa Course by Nina C. Smith, M.Ed., teacher trainer & pedagogical consultant Sponsored by Teachers Center Teaching is the Core Grant Facilitated by Kim Lewis Slide 2 What are strategies I can apply to improve students intrinsic motivation to learn? How can I make learning more meaningful to my students? How can I help students increase their desire and skill in self-regulating? What ideas can I implement from the Finnish educational model that claims to create students who are trained to survive in the modern economy? Slide 3 Finnish Vs U.S Educational Reform PersonalizationCooperationProcess Are we preparing students for a Life of Tests or for the Tests of Life ? Slide 4 Slide 5 Metacognition Growth Mindset Habits of Mind Executive Function Self Regulating Locus of Control Feedback as a strategy LQ Learning to Manage your Own Learning Slide 6 14 Learner Centered Psychological Principles: Thoughts from Worksheets? Slide 7 http://edweb.sdsu.edu/courses/EDTEC470/sp09/5/bloomstaxanomy.html Motivation to learn is stronger when driven by the young persons prior knowledge and interests Slide 8 Connecting to Real Life Slide 9 Uncover and Discuss Hidden Expectations Negotiating the meaning of words with students is one tool to handle hidden expectations(Example Group work) Students who feel they are being treated fairly are more committed to learning. Use Student Self-assessments For knowledge But also effort, learning styles, the environment Make Brain Connections Personalization RESOURCE Slide 10 Rubrics that require both self-assessments and teacher assessment can be effective motivators. When my students produce a product, they must evaluate their own work based on quality of the product and quality of the work process. I discovered quite by accident that expectation of performance and actual performance are often completely disconnected. Low achieving students predicted low grades even when they gave themselves mid to high scores on the rubric. Conversely, students who tend to perform well in academic classes .have stated that they deserved a high grade because I always make As. When students can recognize their own successes and identify their own need for improvement, they are more likely to take ownership of their own learning. http://www.edweek.org/chat/2006/08/30/transcript_08_30_06.html Slide 11 Neds Gr8 8 Connections Stimulate Learning Slide 12 What do you think? Why do you think that? How do you know this? Can you tell me more? What questions do you still have? http://www.edutopia.org/blog/five-powerful-questions-teachers-ask-students-rebecca-alber Wait time to think Vary your tone Use this scaffold: Think Pair Share RESOURCE Slide 13 Slide 14 SWBAT: Learning Goals Slide 15 Self-Managing Self- Monitoring Self Modifying RESOURCE: D/L EF 101 Slide 16 Self-Managing Slide 17 Self- Monitoring Slide 18 Self Modifying Slide 19 Slide 20 Explore Meanings Expand Capacities Increase Awareness RESOURCE Slide 21 Dimensions of feedback : Quality of feedback: Slide 22 O- Only process N - Never criticize S - Stay within your framework. P - Focus on positive. O - Ask an open-ended question. T - Students task is to plan for improvement. 26 min video RESOURCE Slide 23 "In short, good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive. Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning. Rewards--like punishments--are unnecessary when these things are present, and are ultimately destructive in any case." ERIC Digest 1994 http://www.alfiekohn.org/teaching/ror.htm Slide 24 LOCUS OF CONTROL Which quadrant do most of your students live in? Where do you want them to be? Slide 25 My specialty in motivation is the study of students' beliefs about their intelligence. My research shows that students who believe their intelligence is fixed (they have only so much and that's that) tend to worry about how smart they really are. Their motivation and engagement are tentative--when a task gets too hard, they lose interest and flee. But students who believe their intelligence can be developed get deeply involved in learning and remain engaged in the face of difficulty. We have shown in many studies that their engagement and intrinsic motivation is hardier. Slide 26 Carol Dweck, Ph.D Test Your Mindset On Line Click Intro Clip Slide 27 If youre doing what you did yesterday, Then you are not planning for tomorrow. Slide 28 What went excellently today and WHY? What could have been better and HOW? What do I want to change in my teaching? Slide 29 Excerpts from Student Motivation: What Works, What Doesn't August 30, 2006 Guests: Edward L. Deci, professor of psychology at the University of Rochester; Carol Dweck, professor of psychology at Stanford University; and Susan Graham, middle school teacher at Gayle Middle School, Stafford County, Va. http://www.edweek.org/chat/2006/08/30/transcript_08_30_06.html People do not thrive in an environment in which they feel judged An administration that simply judges and evaluates its teachers will not win their trust, but an administration that shows it is interested in helping teachers improve and grow will be seen as the teacher's ally. Teachers who live in this more trustful environment may then be encouraged to create such an atmosphere in their classrooms. The solutions for students motivation come from examining the degree to which the interpersonal climate in a learning setting allows students to satisfy their three basic psychological needs (i.e., competence, autonomy, and relatedness ). To the extent that they are able to satisfy their needs by doing school related work, they are likely be motivated. Slide 30 1.Is In- Depth and Immersive 2.Is Rooted in Community of Practice 3.Provides Growing Challenge & Opportunity to Exercise New Capacities -Learning takes place within but at the outer limits of the learners resources 4.Attends to Motivation [So that we can. ] 5.Supports Developmentally Appropriate Agency http://www.howyouthlearn.org/pdf/Realizing%20the%20Poential%20of%20Learning%20in%20Middle%20Adolescence.pdf RESOURCE: D/L Slide 31 6.Provides Opportunities to Apply Knowledge and Make Meaning of Learning Experience 7.Recognizes the Importance of Emotion in Learning [Helps young people learn to manage emotions as they pursue their goals] 8.Links Assessment Closely to the Learning Process 9.Is Diverse as a Whole 10.Is Supported by a Rich/ Multi-Dimensional Role [Strong Relationships] Slide 32 http://insidetheclassroomoutsidethebox.wordpress.com/201 4/04/13/musings-on-mindset/http://insidetheclassroomoutsidethebox.wordpress.com/201 4/04/13/musings-on-mindset/ http://www.mindsetworks.com/default.aspxhttp://www.mindsetworks.com/default.aspx http://www.mindsetworks.com/webnav/program.aspxhttp://www.mindsetworks.com/webnav/program.aspx http://larryferlazzo.edublogs.org/2012/10/13/the-best- resources-on-helping-our-students-develop-a-growth- mindset/http://larryferlazzo.edublogs.org/2012/10/13/the-best- resources-on-helping-our-students-develop-a-growth- mindset/ http://www.habitsofmind.org/node/713http://www.habitsofmind.org/node/713 http://www.teachinternalcontrol.com/http://www.teachinternalcontrol.com/ http://www.edweek.org/chat/2006/08/30/transcript_08_30_ 06.html MOTIVATION infohttp://www.edweek.org/chat/2006/08/30/transcript_08_30_ 06.html LQ Learning to Manage your Own Learning http://www.ace-d.co.uk/id11.htmlhttp://www.ace-d.co.uk/id11.html Slide 33 Professor John Hattie, has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia Slide 34