Motivation NASP 07

8/13/2019 Motivation NASP 07

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www.interventioncentral.org

Jim Wri ht

Motivating Ideas

About MotivatingStudents

Presenter: Jim Wright

www.intervention central.org


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Workshop Goals:

In this workshop, you will:

Review information about faulty thinking

that can undercut a students self-confidence

and motivation to learn

Think about a framework for thinking aboutstudent motivation that gives you influence

over that students investment in learning.

Review common, simple academicstrategies to make learning interesting and

to increase student motivation and follow-

through.


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Assessing Students Ideas About

Self-Efficacy

Self-Efficacy. The students view of his or

her own abilities related to specific

learning tasks and subject areas.

Self-Esteem. The students globalview of

his or her self-worth.Source:Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success.

School Psychology Review,31, 313327.


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Assessing Students Ideas About Self-Efficacy(Cont.)

Encourage the student to:

talk about perceived strengths and

weaknesses in particular subject areas

share details about successes or failures

experienced in examples of academic tasks

present strategies that they typically use to

complete common academic tasks (e.g.,

undertaking a term paper, doing homework)

disclose their routine for preparing for quizzes and

tests.


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Motivating Students: Catch vs. Hold

Factors

CatchFactors. Grab the students attention

(e.g., catchy graphics in a computer game,

Jeopardy format for quiz review)

HoldFactors. Encourage the student to invest

time and effort in a learning activity over aprolonged period of time (e.g., cooperative

learning activity, high-interest activity)


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Motivating Students: Catch vs. Hold Factors (Cont.)

Teacher strategy to engage difficult-to-teachstudents:

1. Start lesson with high-interest catch features

2. Transition to include more sustainable hold

features.

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Motivating Students: Catch vs. Hold Factors (Cont.)

Example of teacher strategy to engagedifficult-to-teach students in review of math

vocabulary:

1. Students first sent individually around the school on ascavenger hunt, to collect examples of math vocabulary

posted on walls and bulletin boards (catch activity).

2. After students return to classroom, the teacher organizes

them into groups, has each group compile a master-list oftheir math vocabulary words, and define the math

operation(s) to which each word is linked (hold activity).

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How Attributions About Learning

Contribute to Academic OutcomesPeople regularly make attributionsabout

events and situations in which they are

involved that explain and make sense of

those happenings.

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Contribute to Academic Outcomes

Attribution Theory: Dimensions Affecting Student

Interpretation of Academic Successes & Failures(Linnenbrink & Pintrich, 2002)

The situation or event is Unstable (changes often) Stable (can be counted on to

remain relatively unchanged) Internal (within the student) External (occurring in the

surrounding environment) Uncontrollable (beyond the

ability of the student to

influence) Controllable (within the

students ability to influence)

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Contribute to Academic Outcomes

The situation or event is Unstable (changes often) Stable (can be counted on to

remain relatively unchanged) Internal (within the student) External (occurring in the

surrounding environment) Uncontrollable (beyond the

ability of the student to

influence) Controllable (within the

students ability to influence)

Some people are born writers.

I was born to watch TV.

This teacher always springs pop quizzes on us

and picks questions that are impossible to study for!I cant get any studying done at home because my

brother listens to the radio all the time.

So I did lousy on this one test. Thats OK. Next

time, I will study harder and my grades should bounce back.

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Finding the Spark:Strategies for Working With the

Unmotivated Learner

Jim Wright


www interventioncentral org


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Big Ideas About Motivation

Idea #1: Motivation is not a quality

that resides solely in the student.

Instead, motivation is a result of theinteractionbetween the student and

his or her learning environment.



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Idea #2: A students level of motivation is

greatly influenced by his or her learning

history. A history of bad schoolexperiences can make students very

resistant to encouragement andincentives.



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Idea #3: As students become older,

their desire to protect and to promote

their self-image becomes significantlymore important in determining their

motivation level.



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Big Ideas About MotivationIdea #4: Teachers can increase the

attractiveness of an academic activity or

assignment through changes in the:

Learning environment Social community

Academic activity

Learning challenge

Outcome or payoff



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Environment Community

ActivitiesLearning

Challenges

Payoffs

Elements of Effective Motivation-Building



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Motivating Students:

EnvironmentThe setting in which we

work can encourage us

to give our best effort or

discourage us from

even trying to perform.



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Motivating Students: Ideas for

Environment Let students choose their seat

location and study partners.

Enlist students to come up with rules andguidelines for effective classroom learning.

Create a memory-friendly classroom. Postassignments and due dates, written stepsfor multi-step tasks, etc.



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CommunityWe define ourselves in

relation to others by our

social relationships. These connections

are a central motivator for most people.



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Community Ask students to complete a learning-preferencesquestionnaire.

Hold weekly 5-minute micro-meetings with thegroup or class.

Use 2 X 10 rule: Hold 2-minute friendly

conversations across 10 days with students whoare not attached to learning

Provide 3 positive interactions with students for

every negative interactions (e.g., reprimand)



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ActivitiesMotivated students

are engaged in

interesting activities

that guarantee a high success rate andrelate to real-world issues.



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Activities Select fun, imaginative activities for

reviewing academic material.

Prior to assignments, have students setwork or learning goals. Have students ratetheir own progress toward their goals.

Celebrate mistakes as opportunities forlearning.



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Learning ChallengesEvery learner presents

a unique profile of

strengths and

weaknesses. We unlock motivation when weacknowledge and

address unique learning profiles.



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Learning Challenges Avoid stigmatizing as low performers thosestudents who require remedial academic

support.

Use a think-aloud approach when introducing a

skill or strategy.

Allow students to take a brief break when tired orfrustrated.

Allow frequent opportunities for choice in

structuring instructional setting and activities



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Payoffs for LearningLearning is a motivating

activity when the learner

can count on short- or

long-term payoffs formastering the material being taught.



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Payoffs For Learning

Reward student effortalong with qualityofcompleted work.

Build in short-term rewards (e.g., increasedfree time, pencils, positive note home) forstudent effort, work completion.

Give students frequent positive attention (atleast 3 positives for each negativeinteraction)



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Environment Community

ActivitiesLearning

Challenges

Payoffs

Elements of Effective Motivation-Building



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e e o ce a o g


Idea #5: A students level of motivation

can be multiply determined (i.e. be

supported by more than one underlyingbehavioral principle)

Motivation NASP 07

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