Creating a Motivated, Self-Managing Learner: Tips for Teachers · Creating a Motivated,...

Response to Intervention

Creating a Motivated, Self-Managing Learner: Tips for pTeachers

Jim Wrightwww.interventioncentral.org

www.interventioncentral.org


W k h PPT d h d t il bl tWorkshop PPTs and handout available at:

http://www.interventioncentral.org/islandtrees



Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Learning is “giving Learning is giving personal meaning to personal meaning to public knowledge”public knowledge .

www.interventioncentral.org 5

Source: West, L., Fensham, P. & Garrard, J. (1985). Describing the cognitive structures of learners following instruction in chemistry. In L. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 29-50). Orlando: Academic Press.


www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


What is ‘motivation’?What is motivation ?



“ ”You can lead a horse to water, “ ”You can lead a horse to water, but you can’t make it drink.

-English Proverb (12th Century)English Proverb (12 Century)



“ ”Motivation is the art of getting l t d h t t people to do what you want

them to do because they want them to do because they want to do it.

-Dwight D. EisenhowerDwight D. Eisenhower


Response to InterventionDefinitions of ‘Motivation’

Motivation “refers to a student's willingness, need, desire and

Source: Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early compulsion to participate in,

and be successful in, the

Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418 925)

learning process.”

“Motivation is typically defined Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED

as the forces that account for the arousal, selection, direction,

TO TEACHING, 8/e, Houghton Mifflin, 1997.


and continuation of behavior.”

Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

………………10……………… 0………………10of success on the task

2. the value that the student places Multiplied by

………………10X 0...…………

……………… 0X 10...…………

………………10X 10...…………p

on achieving success on that learning task

00

100

10100

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for


problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Student Motivation & RTI: Reframing the Issue in Observable (and Fixable) Terms

St 1 R d fi ‘ ti ti ’ d i Step 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in acti e acc rate academic responding” (Skinner in active accurate academic responding” (Skinner, Pappas, & Davis, 2005).Step 2: Build school-wide support for this mission statement: “When a student appears unmotivated, it is th h l’ j b t fi t h th t d t i the school’s job to figure out why the student is unmotivated and to find a way to get that student motivated ”


motivated.

12

Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.


Self-Regulation: Motivation With a Plan Self Regulation: Motivation…With a Plan “Self-regulation of learning involves g glearners setting goals, selecting appropriate learning strategies maintaining motivation learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their own academic progress ” p 451their own academic progress. p. 451

www.interventioncentral.org 13Source: Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22, 448-473.


Core Standards & Student Motivation/Self-Regulation

CCSS: ELA: Speaking & p gListening Standards: K-5

Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24




CCSS: ELA: Speaking & a. Prepares p gListening Standards: K-5for

discussionSource: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24




CCSS: ELA: Speaking & p gListening Standards: K-5b. Fulfills

assigned Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical

gdiscussion role(s) and history/social studies, science, and technical

subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24

( )follows rules




c. Engages in Q & A

CCSS: ELA: Speaking &

in Q & A turn-taking

and p gListening Standards: K-5

and contributes

ideas to Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical

ideas to discussion

history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24




d. Reviews discussion

CCSS: ELA: Speaking &

discussion content to summarize p g

Listening Standards: K-5summarize learning,

draw Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical

draw conclusions

history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24



What is ‘learned helplessness’ and how can this condition and how can this condition undermine motivation?



Learned Helplessness: The Failure CycleStudents with a history of school failure are at particular risk of

falling into the learned helplessness cycle:

1. The student experiences

2. ...which undermine self confidence in

6. …and reinforcing the student’s experiences

repeated academic failures…

self-confidence in their intellectual abilities.

the student s belief that they lack the ability to learn.

3. The student begins to doubt 4. …causing that 5. …resulting in that their efforts will overcome their learning diffic lties

student to reduce efforts toward academic

hi t

continued failure…

www.interventioncentral.org 20Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.

difficulties…achievement .


Learned Helplessness: The Effects

Students who experience a sense of ‘learned phelplessness’ feel powerless to improve their academic performance and standing. They can also experience th ti ff tthese negative effects:

1 R d d ti ti t d i th l1. Reduced motivation to respond in the classroom2. Lessened ability to associate responding with

desirable outcomesdesirable outcomes3. Symptoms of depression or anxiety


.

21

Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.


Motivation Roadblocks: ActivityReview 4 roadblocks for students not performing up to their potential. Select the one that you believe is

a. lacks essential academic skills to do grade-appropriate k

MOST prevalent at your school: The student:

work.b. does not have strong 'academic survival' skills (e.g., study,

organization time management) to support academicsorganization, time management) to support academics.c. has adopted a pattern of 'learned helplessness' in the face

of challenging academic demandsof challenging academic demands.d. shows clear evidence of having all necessary skills to be

successful in his/her school program but simply chooses


successful in his/her school program...but simply chooses not to put forth the effort.

22


Creating a Motivated, Self-Managing Learner: Teacher Tips‘Big Ideas’ in Behavior Management. These important ideas can help teachers to more effectively manage behaviors & motivate students.

Tools to Promote Self-Management. When academic and gbehavioral tasks are converted to step-by-step checklists/report cards, these tools encourage students to become self-managers.

Motivating Through Communication. Educators can increase student optimism and engagement through specific types of verbal

d b l i tiand non-verbal communication.

Boosting the Teacher-Student Relationship. Student motivation


can soar when that learner feels known and valued in the classroom.


‘Big Ideas’ in Behavior M t ThManagement. Theseimportant ideas can help teachers to more effectively manage behaviors & motivate students. pp. 2-3pp



www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


Behavior: A Channel for CommunicationBehavior: A Channel for Communication• Students sometimes engage in problem behaviors

because they know of no other way to communicate an because they know of no other way to communicate an emotion: frustration, anger, boredom.

• When educators understand the cause of challenging • When educators understand the cause of challenging behavior, they can help the student to express the same emotion in a more acceptable way--or even to prevent p y pthe negative situation from arising at all.

• These 'big ideas' in behavior management can g gultimately help teachers to motivate sometimes-struggling learners.



W k B k M k It A il bl R t (M j ik t l Antecedents: Strategies to PREVENT Misbehavior

Work Break: Make It Available on Request (Majeika et al., 2011). Sometimes misbehavior is an attempt by the student to engineer a break from an academic task to engineer a break from an academic task.

The teacher can choose an alternative method for the student to use to communicate that he or she would like a brief break, such as requesting that break verbally or pulling out a color-coded break card.

Of course the student will also require clear guidelines on Of course, the student will also require clear guidelines on how long the requested break will last and what activities are acceptable for the student to engage in during that


acceptable for the student to engage in during that break.

28


Identifying the Bi Id Th t Big Ideas That

Support Behavior

Management



Identifying the Big Ideas That Guide Effective B h i M tBehavior Management

These ‘big ideas’ can serve as guiding principles when creating student intervention plans:1. Check for academic problems.2. Identify the underlying function of the behavior.3. Eliminate behavioral triggers.4. Redefine the behavioral goal as a replacement behavior.5. Focus on factors within the school’s control.6. Be flexible in responding to misbehavior.



‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Check for academic problems. The correlation between classroom misbehavior and deficient between classroom misbehavior and deficient academic skills is high (Witt, Daly, & Noell, 2000). Teachers should, therefore, routinely assess a Teachers should, therefore, routinely assess a student's academic skills as a first step when attempting to explain why a particular behavior is occurring. And it logically follows that, when poor academics appear to drive problem behaviors, at least

f th i t ti id th t th t h l t some of the intervention ideas that the teacher selects should address the student's academic deficit.



‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Identify the underlying function of the behavior. Problem behaviors occur for a reason Such behaviors Problem behaviors occur for a reason. Such behaviors serve a function for the student (Witt, Daly, & Noell, 2000). The most commonly observed behavioral 2000). The most commonly observed behavioral functions in classrooms are escape/avoidance and peer or adult attention (Packenham, Shute, & Reid, 2004). When an educator can identify the probable function sustaining a particular set of behaviors, the t h h fid th t i t ti l t d t teacher has confidence that interventions selected to match the function will be correctly targeted and therefore likely to be effective


therefore likely to be effective.

32


Behavior Function Peer attention Adult attention Adult attention Escape or avoidance of a situation or activity (e.g., because the

student lacks the skills to do the academic work)student lacks the skills to do the academic work)

Acceptance/ affiliation with individuals or peer group(s) Power/control in interactions with peer(s) Power/control in interactions with adult(s)

Fulfillment of physical needs: e.g., sleep



‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Eliminate behavioral triggers. Problem behaviors are often set off by events or conditions within the often set off by events or conditions within the instructional setting (Kern, Choutka, & Sokol, 2002). Sitting next to a distracting classmate or being handed Sitting next to a distracting classmate or being handed an academic task that is too difficult to complete are two examples of events that might trigger student misbehavior. When the instructor is able to identify and eliminate triggers of negative conduct, such

ti t d t k i kl d b ti l actions tend to work quickly and--by preventing class disruptions--result in more time available for instruction (Kern & Clemens 2007)


(Kern & Clemens, 2007).

35


ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 3636

A CB


ABC: The Core of Behavior Management“....at the core of behavioral interventions is the three-term contingency consisting of an antecedent, b h i d ”behavior, and consequence.”

“That is, most behavior is “… subsequent to some type “…which then may be maintained if it is followed ,believed to occur…”

q ypof environmental event (i.e., an antecedent) …”

yby an event that is pleasurable or reinforcing (i.e., consequence).”

A CA B Cwww.interventioncentral.org 37

Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.

Response to InterventionABC: Events as Antecedents

‘Discriminative Stimulus’: An antecedent can become Discriminative Stimulus : An antecedent can become associated with certain desired outcomes and thus ‘trigger’ problem behaviors.

The student stares at the paper for a moment—then Example: A student is given

k h t t l tThe student is sent to the ffi ll i f

p

If the consequence associated with the behavior is p ptears it up.a worksheet to complete.office-allowing escape from

the task.

qreinforcing for the student, then the antecedent or trigger can serve to signal (discriminate) that reinforcement is coming

A B Ccoming.

A B Cwww.interventioncentral.org 38

Source: Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in natural settings to reduce challenging behaviors: An analysis of the literature. Education & Treatment of Children, 25, 113-130. p. 113.


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Redefine the behavioral goal as a replacement behavior By selecting a positive behavioral goal that behavior. By selecting a positive behavioral goal that is an appropriate replacement for the student’s original problem behavior, the teacher reframes the student problem behavior, the teacher reframes the student concern in a manner that allows for more effective intervention planning (Batsche, Castillo, Dixon, & Forde, 2008). For example, an instructor who is concerned that a student is talking with peers about

i t ti l t i d i i d d t t k non-instructional topics during independent seatwork might select as a replacement behavior that the student will engage in "active accurate academic


student will engage in active, accurate academic responding".

39


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Focus on factors within the school’s control. Teachers recognize that students often face significant factors recognize that students often face significant factors outside of the school setting--e.g., limited parental support -- that can place them at heightened risk for support that can place them at heightened risk for academic failure and problem behaviors.

Schools can best counteract the influence of negative outside factors and promote student resilience by

idi t ithi th d ti l tti h providing supports within the educational setting such as skills instruction, tutoring, mentoring, and use of positive behavior management strategies (Hosp


positive behavior management strategies (Hosp, 2008).

40


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Be flexible in responding to misbehavior. Teachers have greater success in managing the full spectrum of have greater success in managing the full spectrum of student misbehaviors when they respond flexibly--evaluating each individual case and applying evaluating each individual case and applying strategies that logically address the likely cause(s) of that student's problem conduct (Marzano, Marzano, & Pickering, 2003).



RTI-Friendly Practices: Positive Teacher Strategies to Manage St dent Beha iors (Maag 2012)to Manage Student Behaviors (Maag, 2012):

• Understand that all behavior--even undesirable behavior--has a valid function (purpose) Problem behaviors will persist until the student can function (purpose). Problem behaviors will persist until the student can achieve that purpose through more acceptable replacement behaviors.

• Remember that the two most common functions of behavior are attention-seeking and escape/avoidance.

• Regularly use verbal praise in the classroom as a powerful tool to increase positive behaviorsincrease positive behaviors.

• When students misbehave during academic tasks, investigate whether those tasks are too easy or too difficult.

• Teach appropriate replacement behaviors to the attention-seeker (such as raising a hand to be recognized, greeting a classmate, or smiling at a student) and the escaper-avoider (such as requesting a short break or


student) and the escaper-avoider (such as requesting a short break or seeking help on an assignment).

42Source Maag, J. W. (2012). School-wide discipline and the intransigency of exclusion. Children and Youth Services Review, 34, 2094-2100.

Response to Intervention‘Big Ideas’ in Behavior Management

Activity: Big Ideas…

1. Check for academic problems.2. Identify the underlying function of

the behaviorActivity: Big Ideas…

• Review the 6 ‘big ideas’

the behavior.3. Eliminate behavioral triggers.4. Redefine the behavioral goal as a

presented here.

• Pick the top 1-2 big ideas

4. Redefine the behavioral goal as a replacement behavior.

5. Focus on factors within the • Pick the top 1-2 big ideas that you feel are mostimportant for educators to k i i d h ki

school’s control.6. Be flexible in responding to

i b h ikeep in mind when working with students.

misbehavior.



Motivator: Growth Mindset:T h b t 'l d Teachers can combat 'learned helplessness‘ by structuring classroom statements to encourage optimism and motivation.g p



Mindsets: Determining Limits on Potential

Research in cognitive psychology (Dweck, 2006) demonstrates that individuals’ performance as learners is profoundly influenced by– their perceptions of their intelligence and/or abilities and– their reinforcing these perceptions through an ongoing

l th t h llmonologue as they encounter new challenges.The habitual ways that people have of thinking about their abilities can be thought of as ‘mindsets’. Mindsets fall into two categories: Fixed vs. growth.

www.interventioncentral.org 45Source: Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Beliefs About Mindsets: Fixed vs. Growth

- Fixed Mindset + Growth MindsetIntelligence (general ability) is fixed. Effort plays a minor role in

Intelligence and other attributes are ‘malleable’--they can

determining one's level of accomplishment.

increase with effort.

Thi ti i t lThus, setbacks are viewed as a lack of ability and result in the

This perspective views struggleas a positive-- "an opportunity for growth not a sign that a student lack of ability and result in the

student "giving up or withdrawing effort" (Blackwell, et al., 2015).

growth, not a sign that a student is incapable of learning." (Paunesku, et al., 2015).


( , , ) ( , , )


The ‘Malleability’ of IntelligenceThe Malleability of Intelligence“It is important to recognize that believing intelligence to be malleable does not imply that everyone has exactly the same potential in every domain, or will learn everything with equal ease.

Rather, it means that for any given individual, intellectual ability can always be further developed.”

www.interventioncentral.org 47Source: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Contrasting Mindsets: Responses to Setbacksg p- Fixed Mindset: The student may:

+ Growth Mindset: The student will:

• give up • view setback as an opportunity for learning

• withdraw effort

• ‘disidentify’ with challenge • increase effort

• disidentify with challenge subject: e.g., “I don’t like math much anyway.”

• figure out deficiencies in work or study processes and correct much anyway.

• be at greater risk for cheating

or study processes and correct them

www.interventioncentral.orgSource: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Mindsets: Fixed vs GrowthMindsets: Fixed vs. Growth“[Fixed vs. growth] mindsets affect students' achievement by creating different psychological worlds.”

Dr. Carol Dweck

www.interventioncentral.org 49Source: Dweck, C. S. (2008). Mindsets: How praise is harming youth and what can be done about it. School Library Media Activities Monthly, 24(5), 55-58; p. 56.


Mindsets: Fixed vs GrowthMindsets: Fixed vs. GrowthDoes a student’s type of mindset have a significant impact on school performance? When students are not experiencing significant learning challenges, those with fixed and growth mindsets may do equally well.

However, during times of difficult academic work or dramatic changes in the learning environment (e g dramatic changes in the learning environment (e.g., middle school), growth-mindset students tend to do significantly better than their fixed-mindset peers.


g y p

50Source: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Fixed-Mindset Statements: What NOT to SayFixed-mindset statements are those that reinforce the (untrue) idea that individuals have a fixed the (untrue) idea that individuals have a fixed quantity of 'ability' that cannot expand much despite the learner's efforts. Here are statements to avoid, ,because they send a fixed-mindset message to students:

• “Excellent essay. You are a natural-born writer!”• “You need to work harder. I have seen your grades You need to work harder. I have seen your grades

and know that you are smart enough to get an A in this course.”


• “It’s OK-not everyone can be good at math.”51


To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are varied However Teachers growth mindset statements are varied. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be

faced and frames them as opportunities to learn.pp– Confidence. Conveys optimism that the student can and

will move toward success if the learner puts in sufficient peffort, follows the recommended process, and makes appropriate use of any ‘help’ resources.

www.interventioncentral.org 52Source: Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.


Integrate ‘Pro-Growth-Mindset’ Statements into Classroom DiscourseIn day-to-day communication with students In day-to-day communication with students, instructors have many opportunities use growth-mindset principles to infuse their statements with mindset principles to infuse their statements with optimism, including:

praise praise work-promptsencouragementintroduction of assignments


g


Process Praise"Your writing is improving a lot. The extra time you put in and your use of an outline and your use of an outline has really paid off."



Growth Mindset: Teacher ExamplesProcess PraiseEffective teacher praise has two elements: (1) a description of Effective teacher praise has two elements: (1) a description of noteworthy student performance, and (2) a signal of teacher approval (Hawkins & Hellin, 2011). Because this 'process praise' ties performance directly to effort, it reinforces a growth mindset in students who receive it. EXAMPLE:

"Your writing is improving a lot

ApprovalPerformance

Your writing is improving a lot. The extra time you put in and your use of an outline has really paid off "


really paid off.

56


W k P tWork Prompt"Sarah, please keep reading....you still have 10 minutes to work on the assignment.

It's a challenging passage so if you It s a challenging passage, so if you get stuck, be sure to use your reading fix-up skills.

Remember, it's also OK to ask a neighbor or to come to me for help.g p

Use your strategies and you will be successful!"


successful!


Growth Mindset: Teacher ExamplesWork PromptWhen students stop working during an independent assignment, When students stop working during an independent assignment, the teacher can structure the "get-back-to-work" prompt to follow a growth-mindset format. EXAMPLE: "Sarah, please keep reading....you still have 10 Prompt: Keep minutes to work on the assignment. It's a challenging passage,

Working

Challengeso if you get stuck, be sure to use your reading fix-up skills. Remember, it's also OK to ask a

i hb t t f h l

Process: Fix-Up Skills &

Help Options


neighbor or to come to me for help. Use your strategies and you WILL be successful!"

58

Help Options

Confidence


E tEncouragement"I can see that you didn't do as well on this math test as you well on this math test as you had hoped, Luis.

Let's review ideas to help you prepare for the next exam.

If you are willing to put in the work I know that you can raise work, I know that you can raise your score."



Growth Mindset: Teacher ExamplesEncouragementWhen students have academic setbacks, the teacher can When students have academic setbacks, the teacher can respond with empathy: framing the situation as a learning opportunity, describing proactive steps to improve the situation, and expressing confidence in the learner.EXAMPLE: "I can see that you didn't do as well on this math test as you had hoped, Luis. L t' i id t h l t

Empathy

Let's review ideas to help you to prepare for the next exam. If you are willing to put in the work

Process & Effort


in the work, I know that you can raise your score."

60

Confidence


Assignment"Y h ld l d t "You should plan spend at least 90 minutes on tonight's math homework math homework.

When you start the yassignment, some problems might look like they are too difficult to solve.

But if you give it your best But if you give it your best and follow your problem-solving checklist you should


solving checklist, you should be able to answer them."


Growth Mindset: Teacher ExamplesAssignmentThe teacher can give assignments a growth-mindset spin--The teacher can give assignments a growth mindset spindescribing challenge(s), appraising the effort required, reminding what strategies or steps to use, and stating confidently that following the process will lead to success.EXAMPLE: "You should plan to spend at least 90 minutes on tonight's math homework. When you start the assignment some problems

Effort Needed

When you start the assignment, some problems might look like they are too difficult to solve. But if you give it your best and follow your

Challenge

Process &


But if you give it your best and follow your problem-solving checklist, you should be able to answer them."

62

Process & Effort

Confidence


To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are as varied as the Teachers growth mindset statements are as varied as the students and situations they address. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be g ( ) g gg

faced and frames them as opportunities to learn.– Confidence. Conveys optimism that the student can and y p

will move toward success if the learner puts in sufficient effort, follows the recommended process, and makes

i t f ‘h l ’


appropriate use of any ‘help’ resources.


Growth Mindset: ScenarioGrowth Mindset: ScenarioYour student Brian can get frustrated and shut Growth-mindset statements

address:

Brian: Work Prompt"Brian it’s time to start your math down when required to complete multi-step math

word problems . You have created a checklist outlining each of the steps he should follow in

address:Process. Lays out a specific process for moving forward

Brian, it s time to start your math deskwork. You see that there are10 word problems, which may seem like a outlining each of the steps he should follow in

problem solving and verified that, with this tool, he can successfully complete these problems.

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced

lot.

But remember to use your checklist. It You are having the class work independently on a 10-problem assignment, so you decide to approach Brian to prompt him to get started

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys

ywill take you through the right steps to solve each problem.

approach Brian to prompt him to get started.

At your table, come up with a growth-mindset statement to help Brian to begin work

Confidence. Conveys optimism that the student can and will move toward success

Follow the checklist and you should be OK. If you need help, though, just raise


statement to help Brian to begin work. move toward success with effort.your hand."


Growth-Mindset Statement: A Motivational PushGrowth Mindset Statement: A Motivational Push

Research studies have shown that even students with an ingrained ‘fixed-mindset’ view of academics can gain a brief motivation ‘push’ when the teacher reframes a past, present,

f t l i ti it i ‘ th i d t’ t or future learning activity in ‘growth mindset’ terms.

E h l th b it ti ti l iEach classroom, then, becomes its own motivational micro-climate.

And with the teacher’s continued expression of an optimistic, growth-mindset view, students are more likely to apply more

ff t tt i t d b lf di t d


effort, attain greater success, and become self-directed learners.

65Source: Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Mindsets Research: Effective Only If We Apply It…Mindsets Research: Effective Only If We Apply It…

Proponents of growth-mindset statements should be concerned that the average frequency in which teachers use classroom praise is generally low in general- and special education classrooms (Hawkins & Heflin 2011)special-education classrooms (Hawkins & Heflin, 2011).

Frequency of praise is a useful indicator of the rate at Frequency of praise is a useful indicator of the rate at which teachers might use ANY growth-mindset statement.

It is of little help if teachers agree that growth-mindset is important to student motivation but fail to actually i l t th t t


implement the strategy.

66Source: Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108.


Growth Mindset: Implementation

At t blGrowth-mindset statementsaddress:At your table:

• Look over the handout

address:Process. Lays out a specific process for moving forwardMindsets: The Power to Help

or Hinder Student Motivation

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced pp. 13-15

• Discuss ideas to promote the

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys p

regular use of growth-mindset statements in your classroom

Confidence. Conveys optimism that the student can and will move toward success


yor throughout the school.

move toward success with effort.


Motivator: Promoting Promoting Independent Academic Skills: Academic Skills: Students gain motivation when they have the independent skills required to p qcomplete academic work—including 'academic survival skills'.


survival skills .

68


“ ”The secret of getting ahead is tti t t dgetting started.

-Mark Twain



Self-Regulation: Motivation With a Plan Self Regulation: Motivation…With a Plan “Self-regulation of learning involves g glearners setting goals, selecting appropriate learning strategies maintaining motivation learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their own academic progress ” p 451their own academic progress. p. 451

www.interventioncentral.org 70Source: Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22, 448-473.


Checklists & Behavior Report Cards: Tools to Build Student Self-Monitoring & Self-Build Student Self Monitoring & Self

Management Skills



RTI: Classwide Management: Critical Elements Checklist

• Teaching Behavioral Expectations Students have

High Expectations for Behavior…• Teaching Behavioral Expectations. Students have

been explicitly taught classroom behavioral expectations. Those positive behaviors are p packnowledged and reinforced on an ongoing basis (Fairbanks, Sugai, Guardino, & Lathrop, 2007).

Behavioral expectations are selected and framed in a th t k l d th di it f lt manner that acknowledges the diversity of cultures

within the school community and recognizes the need for students to be active rather than passive learners 11


for students to be active rather than passive learners (Bal, Thorius, & Kozleski, 2012).

7211


Self-Management Tool: Checklist MakerSelf Management Tool: Checklist Maker• The teacher can use a convenient online app,

th S lf Ch k B h i Ch kli t M k t the Self-Check Behavior Checklist Maker, to create custom, step-by-step checklists that can

t t d t t k ti i t convert any student task or routine into manageable increments.



Self-Check Behavior Checklist Maker. This online tool allows teachers t d fi t d t b h i to define student behavior during classroom routines and transitions – a great and transitions a great way to clearly define behavioral expectations.



Checklists: Example 1: Classroom Routines



Checklists: Example 2: Cognitive Strategy

www.interventioncentral.org 76SOURCE: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.


Behavior Report Card MakerBehavior Report Card Maker• This application allows the teacher to make free,

i t bl t i d b h i ti l t printable, customized behavior-rating scales to track a student’s behavior daily.

• Behavior report cards are also a great means for students to monitor their own behavior.

• Data from behavior report cards is helpful in student and parent conferences to show the peffectiveness of RTI interventions.



Behavior Report Card MakerMaker




How to Promote: Reading ComprehensionHow to…Promote: Reading Comprehension



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



Reading Comprehension: Self-Management Strategies• CREATE A PLAN FOR ASSIGNED READINGS (ART). A means to develop

self-monitoring skills in comprehension is to teach students a cognitive strategy : ART: Ask Read Tell (McCallum et al 2010) For challenging strategy : ART: Ask-Read-Tell (McCallum et al., 2010). For challenging passages, the student is trained to apply a 3-step ART sequence, which maps to the pre-reading/reading/post-reading timeline:

1. ASK: Before reading the text, the student looks over the title of the passage, asks what the topic is likely to be, considers what he or she already knows about that topic and generates 2 questions that the student hopes to about that topic, and generates 2 questions that the student hopes to answer through reading.

2. READ: While reading, the student stops after each paragraph to query whether he or she has adequately understood that section of the passage and, if necessary, applies comprehension fix-up skills.

3 TELL: After reading the student attempts to answer the 2 questions posed


3. TELL: After reading, the student attempts to answer the 2 questions posed earlier based on the content just read.

Source: McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M. Waller, S., & Polite, F. (2010). Improving reading comprehension of at-risk high-school students: The art of reading program. Psychology in the Schools, 48(1), 78-86.


ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



H T P t A d i S lfHow To…Promote Academic Self-Management: Work Planning Skills


Response to InterventionTUTORIAL: How To…Help the Student Develop

Work Planning Skills: Plan Evaluate AdjustThe student is trained to follow a plan>work>self-

evaluate>adjust sequence in work planning:

Work-Planning Skills: Plan, Evaluate, Adjust

evaluate>adjust sequence in work-planning:• Plan. The student creates a work plan: inventorying a

collection of related tasks to be done setting specific collection of related tasks to be done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task.allocating time sufficient to carry out each task.

• Work. The student completes the work.• Self-Evaluate. The student compares actual work Self Evaluate. The student compares actual work

performance to the outcome goals to evaluate success.• Adjust. The student determines what to do differently in


Adjust. The student determines what to do differently in the future to improve performance and outcomes.

85Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.

Response to InterventionRussell Smith Mrs. Lampe 11 04 15

Select Topic

11 10 15 Locate Sources

Create Notes from

Find at least 3reputable sources

2 hours Found 3 sources

SourcesOrganize Notes into Paper Outline

2 Estimate at least 3 hours to find source material on next assignment

www.interventioncentral.org 86Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


H T P t A d i S lfHow To…Promote Academic Self-Management: The Learning Contract



Learning Contracts: Put Student Promises in Writing…• Description. A learning contract is a voluntary,

student-completed document that outlines student completed document that outlines actions the learner promises to take in a course to achieve academic success. to achieve academic success.

Thi t t i i d b th t d t th • This contract is signed by the student, the instructor, and (optionally) the parent.


Sources: Frank, T., & Scharff, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academicperformance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Greenwood, S. C., & McCabe, P. P. (2008). How learning contracts motivate students. Middle School Journal, 39(5), 13-22.


L i C t t Learning Contract: Example:

Negotiable and Non-Negotiable

Elements



Learning Contracts: Put Student Promises in Writing…Benefits. Learning contracts:• provide academic structure and support • provide academic structure and support, • motivate struggling learners by having them

l d bli l t i ifi iti pledge publicly to engage in specific, positive study and learning behaviors, and

• serve as a vehicle to bring teachers and students to agreement on what course goals are important and how to achieve them.


Sources: Frank, T., & Scharff, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academicperformance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Greenwood, S. C., & McCabe, P. P. (2008). How learning contracts motivate students. Middle School Journal, 39(5), 13-22.




Elements



Statement of Purpose. The contract opens with a statement presenting a statement presenting a rationale for why the contract is being implemented.





Elements



Student Actions. The contract lists any actions that the student is pledging to complete to ensure complete to ensure success in the course. This example divides

ti i t 2 actions into 2 groups: ‘Negotiable’ & ‘Non-Negotiable’.





Elements



Teacher Actions Listing teacher Teacher Actions. Listing teacher responsibilities on the contract emphasizes that success in the course is a shared endeavor and can prod the student to take advantage of instructor supports that advantage of instructor supports that might otherwise be overlooked.





Elements



Sign-Off. Both student and teacher Sign Off. Both student and teacher (and, optionally, the parent) sign the learning contract. The student signature in particular indicates a signature in particular indicates a voluntary acceptance of the learning contract and a public pledge to follow through on its terms.





Elements



H T P t A d i S lfHow To…Promote Academic Self-Management: Academic Survival Skills

ChecklistsChecklists



The Problem That This Tool Addresses: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist

Students who would achieve success on the ambitious Common Core State Standards must first cultivate a set of general 'academic survival skills' that they can apply to any coursework (DiPerna 2006) coursework (DiPerna, 2006). Examples of academic survival skills include the ability to study effectively be organized and manage time well study effectively, be organized, and manage time well. When academic survival skills are described in global terms, though it can be difficult to define them For example two though, it can be difficult to define them. For example, two teachers may have different understandings about what the term 'study skills' means.


y

101

Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.


Academic Survival Skills Checklist: What It Is…Academic Survival Skills Checklist: What It Is…• The teacher selects a global skill (e.g.,

h k l ti i d d t t k) homework completion; independent seatwork). The teacher then breaks the global skill down i t h kli t f t b kill A into a checklist of component sub-skills. An observer (e.g., teacher, another adult, or even th t d t) th th h kli t t t the student) can then use the checklist to note whether a student successfully displays each of th b kill i d the sub-skills on a given day.



Academic Survival Skills ChecklistAcademic Survival Skills Checklist

www.interventioncentral.org 103Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker


4. Behavioral Checklists: Example 3: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist



Academic Survival Skills Checklists: 5 UsesAcademic Survival Skills Checklists: 5 Uses1. Create consistent expectations among

t hteachers.2. Allow for proactive training of students.3. Encourage students to self-evaluate and self-

manage.g4. Monitor progress in acquiring these ‘survival

skills’skills .5. Can guide parent conferences.



Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-makerchecklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.


Activity: Tools for

S f

ySelf-Management

Self-Management Tools• Read-Ask-Paraphrase

(C h i )

In your groups:• Review the academic self-

t t l t d i (Comprehension)• Ask-Read-Tell

(Comprehension)

management tools presented in this workshop.

(Comprehension)• Work Planning Skills &

Form

• Discuss how you might use any of these tools to motivate

Form• Learning Contracts

A d i S i l Skill

students by giving them the skills to break down and complete complex tasks


• Academic Survival Skills Checklists

complex tasks.


Behavior Report Card



Motivator 4: Th T hThe Teacher-StudentRelationship: Studentmotivation can soar when that learner feelsknown and valued in the classroomknown and valued in the classroom.



• Greeting Students at the Classroom Door. A personalized greeting at the start of a class period can p g g pboost class levels of academic engagement (Allday & Pakurar, 2007).

The teacher spends a few seconds greeting each student by name at the classroom door at the student by name at the classroom door at the beginning of class.



• Emphasizing the Positive in Teacher Requests (Braithwaite, 2001). The teacher avoids using negative ( ) g gphrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment") when making a request

f t d t I t d th t h t i t t d i of a student. Instead, the teacher request is stated in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat") assignment just as soon as you return to your seat ). When a request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain y gg p gg y gstudent compliance.



• Maintaining a High Rate of Positive Interactions.Teachers promote a positive relationship with any p p p ystudent by maintaining a ratio of at least threepositive teacher-student interactions (e.g., greeting,

iti ti hi h fi ) f ti positive conversation, high-five) for every negative (disciplinary) interaction (e.g., reprimand) (Sprick, Borgmeier & Nolet 2002)Borgmeier, & Nolet, 2002).



• Providing Attention With the ‘Two by Ten’. The teacher makes a commitment to have a 2-minute conversation with the student across 10 consecutive school days (20 minutes of cumulative positive contact) (M dl 2000) Thi t t (‘ ti t (Mendler, 2000). This strategy (‘non-contingent attention’) can be helpful with students who lack a positive connection with the instructorpositive connection with the instructor.



Motivator : Classroom ‘N d ’ St ff ‘Nudges’: Staff can use modest 'nudge' techniques at the classroom level to create a more motivating learning environment.



“ ”Motivation is what gets you t t d H bit i h t k started. Habit is what keeps you

going.going.

Ji R-Jim Ryun



Classroom Environments: Freedom and ChoiceClassroom Environments: Freedom and ChoiceIn formal settings such as work and school, people often have freedom to decide:often have freedom to decide:

what tasks to engage in – what tasks to engage in, – the manner in which they will complete those tasks,

and evenand even– whether to take part at all in a particular activity.

www.interventioncentral.org 120Sources: Thaler, R. H., & Sunstein, C. R. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York: Penguin Books.


‘Choice’ Architecture: Structuring Choice for B tt O tBetter Outcomes

'Choice' architecture is the conscious effort to organize Choice architecture is the conscious effort to organize the work or school environment in a way that increases the probability that people will make certain decisions or the probability that people will make certain decisions or choose certain actions or activities--over other options.



Teachers as 'Choice Architects'Teachers control a number of classroom factors that can encourage students to be 'motivated' to choose academic engagement. As an example, the arrangement of classroom furniture

t t i t d t 'd f lt' b h i d k promotes certain student 'default' behavior: e.g., desks in clusters facilitate small-group discussion, while desks in traditional rows support large-group lecture and in traditional rows support large-group lecture and independent work.What are some additional factors that can be What are some additional factors that can be manipulated to increase student engagement-a.k.a. motivation?



Teachers as 'Choice Architects'Examples of lesson elements that can be manipulated to increase student engagement and motivation include:

Sequence of Learning Activities

Lesson Duration

Lesson Materials

Opportunities for Peer Opportunities for Peer Collaboration



The Instructional Challenge: Motivating Students SWith a Strategic 'Nudge'

Teachers as choice-architects have the power to pstructure the classroom learning environment in subtle but significant ways that can 'nudge' students to make h i th t t b tt i t ti l t choices that promote better instructional outcomes

(Thaler & Sunstein, 2009).



What are examples of classroom ‘nudges’ that can boost student motivation?



Motivating Through ‘Nudges’: Classwide ToolsMotivating Through Nudges : Classwide Tools1. Choice-Making Proactive 2. Response Effort3. Increasing Predictability

Strategies: Actions

4. High-Probability Requests5 Collaborative Learning

taken BEFORE 5. Collaborative Learning

6. Goal-SettingS f

BEFORE the academic 7. Supports for Independent

Workacademic task.



Tools to ‘Nudge’: Choice-MakingTools to Nudge : Choice Making• Description. The teacher provides the class or

i di id l t d t ith h i t iti individual students with choice-opportunities when completing in-class academic tasks.

Offering choice options to students can increase d i ti ti d f hil d i academic motivation and focus while reducing

problem behaviors.

11www.interventioncentral.org 127

11


Tools to ‘Nudge’: Choice-MakingTools to Nudge : Choice Making• What the Research Says... Many accommodation

ideas involve the element of student choice Choice is ideas involve the element of student choice. Choice is actually a powerful means of promoting positive student behavior. behavior.

One theory to explain this is that people are wired to find choice-making to be positively reinforcing. A second theory is that, by allowing choice opportunities, we encourage students to structure learning activities to match their changing moods and

f (K & St t 2009) 11www.interventioncentral.org

preferences (Kern & State, 2009).

12811Source: Kern, L., & State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18 (2), 3-

11.


Tools to ‘Nudge’: Choice-MakingTools to Nudge : Choice MakingChoice-Making: Examples.

• Choose assignment Give the student a choice between two Choose assignment. Give the student a choice between two or more assignment options equivalent in the 'target academic skills' required--e.g., allowing the student to prepare a summary of the causes of the American War of Independence summary of the causes of the American War of Independence as a research paper or PowerPoint presentation (Kern & State, 2009).S l t k t All th t d t th ti t l t • Select a work partner. Allow the student the option to select one or more individuals to collaborate wit--e.g., classmate, older peer, adult mentor--when completing an assignment

11(Kern & State, 2009).

• Choose where to work. Give the student the option of completing the assignment in one of several acceptable

www.interventioncentral.org 12911completing the assignment in one of several acceptable

locations--e.g., at desk, at corner table, in the school library (Kern & State, 2009).


Tools to ‘Nudge’: Choice-MakingTools to Nudge : Choice MakingChoice-Making: Steps.Teachers can make student choice-options ‘routine’ by following Teachers can make student choice options routine by following these steps (adapted from Kern & State, 2009):

1. Create a menu. The teacher creates a master menu of choice-options appropriate for use in that classroomoptions appropriate for use in that classroom.

2. Screen possible choices. When planning a lesson, the teacher scans the list to look for potential choice-options.

3. Select final choices. The teacher selects actual choice-options to include in the lesson (e.g., offering 2 equivalent assignments).

4 Insert choice-options The teacher decides where in the 4. Insert choice-options. The teacher decides where in the lesson each choice-option will be inserted.

5. Verify delivery of choice-options. While delivering the lesson, the teacher provides selected choice options as planned 11


the teacher provides selected choice-options as planned.Sources: Kern, L., & State, T. M. (2009). Incorporating choice and preferred activities into classwide instruction. Beyond Behavior, 18 (2), 3-11. 11


Tools to ‘Nudge’: Response EffortTools to Nudge : Response Effort• Description. The teacher increases student

t th h th d th t d engagement through any method that reduces the apparent difficulty (‘response effort’) of an

d i t k l th t th d d t academic task - so long as that method does not hold the student to a lesser academic standard th l tthan classmates.


22


Tools to ‘Nudge’: Response EffortTools to Nudge : Response EffortResponse Effort Examples.

‘Ch k’ i t Th t h b k l • ‘Chunk’ assignments. The teacher breaks a larger student assignment into smaller ‘chunks’. The teacher provides the student with performance feedback and provides the student with performance feedback and praise for each completed ‘chunk’ of assigned work.

• Begin challenging homework or assigned readings in Begin challenging homework or assigned readings in class. Students are paired off and given a brief amount of class time to begin the assignment, develop a plan g g , p pfor completing the homework, or engage in other activities to create the necessary momentum to

i d l h k i d d l 22www.interventioncentral.org

motivate students to complete the work independently.

13222


Tools to ‘Nudge’: Increased PredictabilityTools to Nudge : Increased Predictability• Description. The teacher uses strategies to

ll t d t t di t h t ill h d i allow students to predict what will happen during the school day—thus decreasing behavior

bl d i i ti tiproblems and increasing motivation.


33


Tools to ‘Nudge’: Increased PredictabilityTools to Nudge : Increased Predictability‘Increase Predictability’ Examples.

T i i St d t i B i Cl R ti Th t h • Training Students in Basic Class Routines. The teacher has clearly established routines to deal with common classroom activities These routines include but are not classroom activities. These routines include but are not limited to:– engaging students in meaningful academic activities at the engaging students in meaningful academic activities at the

start of class (e.g., using bell-ringer activities)– assigning and collecting homework and classwork– transitioning students efficiently between activities– independent seatwork and cooperative learning groups

t d t l i d t i th l 33www.interventioncentral.org

– students leaving and reentering the classroom– dismissing students at the end of the period

13433


Tools to ‘Nudge’: Increased PredictabilityTools to Nudge : Increased Predictability‘Increase Predictability’ Examples.

P idi S h d l Wh t d t k th “ t t • Providing Schedules. When students know the “content, duration, and/or consequences of future events” (Kern & Clemens 2007; p 67) their level of engagement & Clemens, 2007; p. 67), their level of engagement rises and problem behaviors decline—a good definition of motivation!

Visual schedules appropriate to the student are an excellent way to communicate these coming events.


33


Tools to ‘Nudge’: High-Probability RequestsTools to Nudge : High Probability Requests• Description. High-probability requests are a

t h i th t ti t t d t t technique that can motivate students to engage in assigned classwork. The teacher first identifies an academic activity in which the student typically will not complete because of non-compliance. The teacher then embeds within that low-probability activity an introductory series of simple, brief 'high-probability' requests or tasks that this same

44www.interventioncentral.org

student is likely to complete.13644


‘High-Probability Request’ Examples.HIGH-PROBABILITY REQUESTS: TO START AN ASSIGNMENT. The teacher identifies brief actions associated

g obab ty equest a p es

with the ‘low-probability’ assignment that the student is likely to complete. The instructor delivers a sequence (e.g., 3) of these hi h b bili d ifi li b f high-probability requests and verifies compliance before delivering the low-probability request.

SHi-Prob Requests: To Start AssignmentEasy ‘Take out a piece of paper.’Easy ‘Write your name on your paper.’Easy ‘Copy the topic description that you see on the 44


y py p p yboard.’

Challenge ‘Write an introductory paragraph on this topic.’44


‘High-Probability Request’ Examples.HIGH-PROBABILITY REQUESTS: WITHIN AN ASSIGNMENT. The teacher selects a ratio of ‘easy-to-

g obab ty equest a p es

ychallenge’ problems or items (e.g., 3: 1). The instructor then formats the assignment or worksheet according to the ‘easy-

h ll ’ ito-challenge’ ratio.

Hi-Prob Requests: Within AssignmentHi Prob Requests: Within AssignmentEasy 12 + 14 =?Easy 21 + 8 = ?Easy 21 + 8 = ?Easy 3 + 14 = ?Ch ll 9 7 ? 44


Challenge 9 x 7 = ? 44


Tools to ‘Nudge’: Collaborative LearningTools to Nudge : Collaborative Learning• Description. Students work in pairs or groups to

l t d i t k i t Th complete academic tasks or assignments. The social interactions and support offered by peers

b j ti ti fcan be a major motivating force.


55


Tools to ‘Nudge’: Collaborative LearningTools to Nudge : Collaborative Learning‘Collaborative Learning’ Example.

N b d H d T th T h thi • Numbered Heads Together. Teachers can use this strategy to encourage reluctant students to contribute to class discussion Here is a tutorial in how to use NHTclass discussion. Here is a tutorial in how to use NHT…


55


Motivating Students Through Collaboration: N b d H d T thNumbered Heads Together

The Need. Teacher questioning during whole-group instruction is q g g g pa key way for instructors to monitor student understanding of content. When questioning:– instructors should use a mix of closed-response queries (i.e.,

limited number of correct responses) and open-response ti (i id f t bl i i questions (i.e., wide range of acceptable answers, opinions,

or judgments). students should have enough wait time to formulate an – students should have enough wait-time to formulate an adequate answer., the teacher should provide targeted performance feedback 55


– the teacher should provide targeted performance feedback (Maheady et al., 2006). 55



• Solution. Numbered Heads Together is an instructional technique build upon peer collaboration that provides the supports and structure necessary to promote effective teacher questioning and student responding (M h d t l 2006) Thi t h i b f l f (Maheady et al., 2006). This technique can be useful for students with emotional/behavioral disorders (EBD) (Hunter & Haydon 2013) (Hunter & Haydon, 2013).


55



Procedure: During whole group instruction Numbered Procedure: During whole-group instruction, Numbered Heads Together is implemented using the following steps: steps

1. Create teams. The teacher divides the class into 4-person teams. Ideally, each team includes a mix of p y,high, average, and low-achieving students. Students in each team assign themselves the numbers 1 through 4. (Note: If a team has only 3 members, one student takes two numbers: 3 and 4.)


55



2 State a question The teacher poses separate 2. State a question. The teacher poses separate queries to the class. After each question, the instructor tells students to "put your heads together, think of the te s stude ts to put you eads toget e , t o t ebest answer you can, and make sure that everybody in your group knows that answer.“

3. Allow think-time. The teacher gives students 30 seconds to discuss an answer in their groups.


55



4 Elicit student responses The teacher randomly 4. Elicit student responses. The teacher randomly selects a number from 1-4 and says, "All number [1, 2, 3, or 4] students who know the answer, raise your 3, o ] stude ts o o t e a s e , a se youhand." The teacher then calls on one student with hand raised and asks him or her to give the answer. The teacher next says, "How many [1, 2, 3, or 4] students think that that answer is correct? Raise your hand " [Optional: The teacher can call on additional hand." [Optional: The teacher can call on additional students with hand raised to elaborate on a previous student's answer ] 55


student s answer.] 55



5 Give teacher feedback Finally the instructor gives 5. Give teacher feedback. Finally, the instructor gives feedback about the answer, e.g., verifying that it is correct, elaborating on the answer, providing co ect, e abo at g o t e a s e , p o d gcorrective feedback for an incorrect response.


55


Tools to ‘Nudge’: Goal-SettingTools to Nudge : Goal Setting• Description. A tool to increase student motivation to

perform an academic task is to have the student perform an academic task is to have the student choose a specific, measurable outcome goal--i.e., what they plan to accomplish--before starting the taskwhat they plan to accomplish--before starting the task.At the end of the work session, the student then compares the actual outcome to the previously compares the actual outcome to the previously selected goal to judge success.

This strategy can increase its motivation power when the student is also asked to provide specific details abo t hen and ho he or she ill accomplish the 66


about when and how he or she will accomplish the goal (Thaler & Sunstein, 2009).

14766


Tools to ‘Nudge’: Goal-SettingTools to Nudge : Goal SettingGoal-Setting Examples.

• Writing Task: A student about to begin a writing task chooses Writing Task: A student about to begin a writing task chooses the goal of locating at least 3 primary sources for a term paper.

At the end of the work session, he shows the teacher the 4 sources he actually found.

• In-Class Reading Assignment: A student starting an in-class reading assignment comes up with two questions that she

66would like to have answered from the reading.

At the end of the assignment, she turns in written answers to

www.interventioncentral.org 14866g ,

her questions.


Tools to ‘Nudge’: Independent Work Toolkit• Description. When students must work

independently they can easily become 'stuck' on

Tools to Nudge : Independent Work Toolkit

independently, they can easily become 'stuck' on challenging items and lose motivation to continue working working.

Several tools—completed work models; cognitive p ; gstrategy checklists; and fix-up strategies—can help the student to maintain motivation and successfully complete the assigned work.


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Tools to ‘Nudge’: Independent Work ToolkitTools to Nudge : Independent Work Toolkit


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C l t d W k M d l Th Completed Work Models. The teacher makes exemplars of academic work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine 2008)models (Rosenshine, 2008).


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Tools to ‘Nudge’: Independent Work ToolkitTools to Nudge : Independent Work ToolkitCognitive-Strategies Checklists. For complex academic tasks requiring complex academic tasks requiring several cognitive steps to complete, the student is given a checklist that lists each step and instructions for lists each step and instructions for completing it.

Before the activity, the student can be prompted to preview the checklist; after the activity, the student uses the

77after the activity, the student uses the same checklist to review the work (Alter, Wyrick, Brown, & Lingo, 2008).




Fix-Up Strategies. Students are Fix Up Strategies. Students are taught fix-up strategies (Rosenshine, 2008) to use when the student is stuck during independent work (e g stuck during independent work (e.g., for defining unknown words in reading assignments, for resolving challenging

77math word problems).



Activity: Motivating Through

Tools to ‘Nudge’ Behaviors1 Ch i M ki

y g g‘Nudges’

1. Choice-Making

2. Response Effort

In your groups:• Discuss which of these ‘nudge’

b h i ld lik t t 3. Increased Predictability4. High-Probability Requests

behaviors you would like to try back in your classroom.

5. Collaborative Learning6. Goal-Setting7. Independent Work Toolkit

(Work Models; Cognitive St t Ch kli t Fi U


Strategy Checklists; Fix-Up Strategies)


Creating a Motivated, Self-Managing Learner: Highlights

At this session, we:– redefined ‘motivation’ as ‘active, accurate academic

engagement’ and analyzed the self-reinforcing cycle of ‘learned h l l ’helplessness’.

– reviewed ‘big ideas’ that motivate via behavior management.– reviewed how to use growth-mindset statements as a

classroom motivating tool.i ti t d h kli t d b h i t d t l f – investigated checklists and behavior report cards as tools for student self-monitoring and self-management.highlighted ideas to establish stronger connections with


– highlighted ideas to establish stronger connections with students.

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Activity: ‘Next Steps’ Planning

• Review the components of student motivation discussed at today’s workshop (previous screen).

• Come up with a plan to use 1 or more key workshop p p y pideas, strategies, or tools immediately in your classroom or school.

• Be prepared to report out!


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