Motivating the Unmotivated - Arch Ford Education Service Cooperative

Transcription

Motivating to
Achieve
Sally Stuart
GT Specialist
Or . . .
Achieving Through
Motivation
Who are you?
O What do you expect from this workshop?
O Why did you choose this workshop?
O Take a short survey (pg. 1 of packet)
O Share
O Thinking styles
O Learning styles
10 min.
Agenda
O Unmotivated Vs. Underachiever
O Mindsets of underachievers
O Can underachievement/non-motivation be
reversed?
O Classroom techniques to encourage
motivation.
O Where does this fit with CCSS/TESS?
Define Underachievement
Define Motivation
Underachievement
O Although many definitions may vary, all
include discrepancy between some measure
of a child’s ability and his or her
achievement. (Rimm, 2006, When Gifted Students Underachieve, pg. 3)
Motivation
O An internal state or feeling that makes us
want to act.
O An internal state of arousal that often
precedes behavior. (The Big Book of Motivation, Robert Epstein,
Ph.D.)
Underachievement vs.
Motivation
Can lack of motivation be the cause of
underachievement or is underachievement due to lack
of motivation?
Boys vs. Girls
O The vast majority of underachieving
elementary school students are boys. This
is due, in part, to the traditional structure of
school itself with it’s emphasis on straight
rows of desks, quiet learning, and compliant
behavior. This setting is usually more
suitable to girls.
Motivating Underachievers, Carolyn Coil
Girls vs. Boys
O Girls who have done well in elementary suddenly
develop an interest in boys and decide it isn’t “cool”
to be so smart. One popular magazine asked girls
“Have you ever pretended to be something you’re
not?”. Although school was not mentioned in the
question, several answered that they pretend not to
be smart.
Motivating Underachievers, Carolyn Coil
Mindsets
O Everyone has a personal belief about their
own intelligence.
O These beliefs are based on “Mindsets”
according to Dr. Carol S. Dweck of Stanford
University.
O Mindsets can help or hinder our learning.
Growth mindset
intelligence is a fixed trait
intelligence is a malleable
quality, a potential that can
be developed
Portions Copyright © Mindset Works, Inc. www.mindsetworks.com. Used with permission
Test your Mindset
Read each statement and decide if you agree or
not:
1. Your intelligence is something very basic about
you that you can’t change very much
2. You can learn new things, but you can’t really
change how intelligent you are.
3. No matter how much intelligence you have, you
can always change it quite a bit.
4. You can always substantially change how
intelligent you are.
http://mindsetonline.com/
Dr. Carol S. Dweck, Mindset, 2006
What do mindsets mean?
Dr. Carol S. Dweck
RESEARCH
Each student worked on a non-verbal IQ test & was given one kind of
praise
Intelligence Praise
Effort Praise
“Wow, that’s a really good
score. You must be smart at
this.”
“Wow, that’s a really good
score. You must have tried
really hard.”
Control Group
“Wow, that’s a really good score.”
Challenge Seeking after Feedback
Percentage of Children
100
75
50
25
0
Intelligence
Effort
Easy
Difficult
Type of Praise
# of problems solved on the IQ test
Trial 1 (before failure) and
Trial 3 (after failure)
6.5
# of Problems Solved
6
Effort Praise
Control Praise
Intelligence Praise
5.5
5
4.5
Trial 1
Trial 3
Who Showed the Greatest
Decline in Performance?
Students who
had performed
the best initially
% Identified as Increasing in Motivation
% Identified as
Increasing in Motivation
Effects of Intelligence vs. Effort Praise
After
difficult
trial
Fixed
Mindset
Growth
Mindset
Goals
Looking Smart
Learning
Confidence
Low
High
Motivation
Low
High
Performance
Decreased
Increased
What Mindsets Do
Goals
Fixed Mindset Students
Say
Growth Mindset Students
Say
Looking Smart is Most
Important
Learning is Most
Important
“The main thing I want when
I do my school work is to
show how good I am at it.”
“It’s much more important for
me to learn things in my
classes than it is to get the
best grades.”
What mindset is Calvin?
CALVIN AND HOBBES © (year) Watterson. Dist. By UNIVERSAL UCLICK. Reprinted with permission. All rights reserved.
What Mindsets Do
Effort Beliefs
Say
Say
Effort is negative
Effort is positive
“To tell the truth, when I
work hard at my school work
it makes me feel like I’m not
very smart.”
“The harder you work at
something, the better you’ll
be at it.”
What Mindsets Do
Strategies After Failure
Say
Say
Helpless
Resilient
“I would spend less time on
this subject from now on.”
“I would work harder in this
class from now on.”
“I would try not to take this
subject ever again.”
“I would spend more time
studying for the tests.”
“I would try to cheat on the
next test.”
20 min.
Fixed Mindset
Challenge
Self-Doubt
Helplessness
Anxiety, Sadness,
Shame, Anger
Risk-Avoidance
Withdrawal
Lying
Defensiveness
Growth Mindset
Challenge
High Effort
Challenge-seeking
Persistence
Engagement
Excitement
Pride
SelfConfidence
What do students say?
Student shares Growth Mindset
Who am I
O James Earl Jones – stuttered in school, voice of Vader
O Michael Jordon – Cut from HS Varsity, University of NC
O Albert Einstein – Did not speak until 4, failed entrance exam
O Whoopie Goldberg – no father, drop out in 9th grade
O Orville and Wilbur Wright – expelled from 6th gr, good with hands
O Jane Goodall – fascinated with animals
O Elizabeth Blackwell- 1st US female physician
O Cher – dropped out of HS, singer song writer
O Hans Christian Anderson – Lonely, never learned to spell
O Jim Carey – wild imagination, dropped out of HS
O Oprah Winfrey – Was a news anchor.
O Bill Gates – Writes computer programs
When Gifted Students Underachieve, Sylvia Rimm, PhD, 2006
Where do Pressures
Originate?
O From their own feelings of excellence
O Praise from parents, teachers or peers
O As they get older, students begin to compare
themselves to others.
Are motivation and pressure
one in the same?
O Students with high expectations have
difficulty managing their expectations.
O Students who are motivated rather than
pressured can set benchmarks for
achievement.
Lunch Break
11:30-12:30
Preventing or Reversing
Pressure
Ways to motivate students to achieve
O Praise the process of achievement or effort
to encourage motivation.
O Admire their hard work ethic.
O Compliment their love for challenge.
O Help them learn to feel good about doing
their best, rather than THE best.
3 Characteristics of
an Underachiever
1. Internal Locus of Control
O Don’t really believe they can reach their goals,
even if they work harder. (low self-efficacy;
avoid challenges)
2. Competition
O Often have highly competitive feelings. Rimms
law #11 states “Children will become achievers
only if they learn to function in competition.”
O Children who learn to lose without being
devastated and use failure experience to grow
will begin to achieve.
3. Valuing the task
O Main cause of underachievement.
O Children who lack self-efficacy or feel
inadequate in a competitive setting frequently
may use claims that schoolwork is useless as a
defense mechanism.
How is motivation
connected to achievement?
What motivates?
Three key perceptions according to Siegle and McCouch
in Motivating the Gifted Student:
Students find value in their school
experience.
2. They believe they have the skills to be
successful.
3. They trust their environment and expect
they can succeed in it.
1.
Pg. 5
How does motivation affect
learning?
“Motivation is highest when students are
competent, have sufficient autonomy, set
worthwhile goals, get feedback and are
affirmed by others.” John Hattie (2009)
Let’s see what lack of motivation
looks like in the classroom?
Choose a candy
Motivating Students, Carolyn Chapman,and Nicole Vagle,, 2011
What’s under the wrapper of an
unmotivated student?
On first glance, this student is:
• Capable of succeeding
• Bored
• Rebellious
• Careless
• Inattentive
• Off task
• Disruptive or distracting
This student may
• Not be challenged enough
• Be working on tasks that are too easy
• Feel responsible for "knowing everything"
• Not want others to know she doesn't know the material
• Disrupting the class
• Offering funny commentary
• Making silly gestures, faces, and sounds
• Amusing the class
• Pulling you into the fray
This student may:
• Be bored
• Struggle to sit still
• Be covering his misunderstanding of the
content
• Lazy
• Disrespectful
• Unresponsive
• Rude
This student may:
• Not understand the material
• Feel like a failure
• Lack self-worth
• Feel disconnected from the school and peers
• Be bullied or bully others
• Be concerned about other things
• Emotional Failing
• Making excuses
• Blaming someone else for
his actions
• Not participating
This student may:
• Lack confidence
• Lack coping skills to counter his strong emotions and
negative self-talk
• Think something is wrong with him because he doesn't
understand
• Doodling
• Staring out the window
• Looking through the teacher
This student may:
• Have his mind on other things
• Have anxiety about a peer, another teacher, or family
member
• Be anticipating an exciting event
• Be bored or frustrated with the material
• Be confused and not understand the content
• Shrugging his shoulders
• Giving you a blank look
• Looking at his shoes
This student may:
• Not have the proper background
• Lack prerequisite knowledge and skills
• Struggle to make connections
• Struggle with the content
• Remove himself from uncomfortable situations
• Look physically present, but isn't there mentally or
emotionally
• Need more time to grasp the question or task
What motivates a person to put forth
effort to accomplish a task?
1. They enjoy the activity.
2. They value the outcome or byproduct of the
activity.
Two types of Motivation
Intrinsic Motivation
Motivation is intrinsic when a person does
something to gain a feeling of satisfaction, a
sense of accomplishment, or deeper
understanding.
O Builds confidence and success
that last beyond the moment
O Cultivates, ignites and sustains
lifelong learning.
Extrinsic Motivation
Extrinsic motivation is often effective short term (a
good grade, extra credit points, a favorite food, or
an amusing toy)
O Incentives propel student to acquiesce in the
moment.
O Many work only to the point to receive
the reward---and no further.
Achievement Values
According to Wigfield, 1994,
“Achievement values are the incentives or
purposes that individuals have for succeeding
on a given task.”
The perceived success of an outcome and the
value someone places on a task determines
the amount of effort put forth.
Mountain Heart
Barry Abernathy on the banjo
How do we build “Task Value”?
Three Task Values
1. Attainment (identity)
2. Utility (usefulness now and in the future)
3. Intrinsic (interest and relevance)
Motivating Gifted Students, Siegle & McCoach
1.
Attainment (identity)Student may value lessons because he/she sees
themselves as a scholar who does well in any
class.
Attainment Value
Linked to core perception of self.
O Providing students with models of those who
value academic achievement may increase
attainment value.
2. Utility (usefulness now and in the future)
Student may value lessons because they are
trying to get good grades to earn a scholarship.
Utility Value
Linked to how the task relates to present
and/or future goals.
O Reinforce students positively for completing a
task.
O Be careful using extrinsic motivators
3. Intrinsic (interest and relevance)
Student may value lessons because they are
interested in the topic itself.
Motivating a student through
teaching?
Teaching techniques
15 min.
Motivation tips Teachers can use:
Utility Value
O Stating the purpose and importance of the
lesson or assignment so students can see
the usefulness of the task.
O Invite community members to connect their
career with the curriculum.
O Relate the activity to the learning objective of
the course.
Motivation tips Teachers can use:
Intrinsic Value
Linked to the enjoyment of an activity.
O Learn student interests and integrate in
classroom instruction and curriculum.
O Target students interest by using self-selected
projects. When possible, offer authentic choices.
O Classroom activities should be just above their
skill level to offer challenge, but not bore them.
O Pre-assess students to learn what they already
know.
Encourage a growth mindset. Every word and
action sends a message. It tells children – or
students or athletes – how to think about
themselves. It can be a fixed mindset
message that says: “You have permanent
traits and I’m judging them”, or it can be a
growth mindset message that says: “You are
a developing person and I am interested in
your development”. www.mindsetworks.com
Underachievement change
starts with. . .
Self esteem, study skills, motivation, and
parent/teacher collaboration.
Self Esteem
“The surest path to high self-esteem is to be
successful at something one perceived would
be difficult! Each time we steal a student’s
struggle, we steal the opportunity for them to
build self-confidence. They must learn to do
difficult things to feel good about themselves.”
Sylvia Rimm
Self Esteem
Teachers can have an impact on the self esteem of
their students.
O Avoid put downs.
O Build on Strengths.
O Give Positive feedback.
O Build trust and acceptance.
Effort
“Emphasizing effort gives a child a variable
that they can control; they come to see
themselves as in control of their success.
Emphasizing natural intelligence takes it out of
the child’s control, and it provides no good
recipe for responding to a failure.”
Dr. Carol Dweck
Study Skills
O Help develop organizational skills at home
and school.
O Help students organize notebooks.
O Help students practice note taking skills.
O Create interest in your topic.
Teachers’ Roles
Video
Have a Motivational Teaching Style
O Use attention attracting materials to capture
O
O
O
O
O
students’ curiosity and interest.
Use riddles, jokes, humorous stories as attention
getters in your lessons.
Give students time to think over a question before
answering.
Personalize the topic.
Video tape your classroom and observe student
behavior.
Change your teaching every 15 min. This will motivate
disruptive students by keeping them attentive.
Carolyn Coil, Motivating Underachievers, 2001
Communicate
Provide Opportunities for the
Exploration of Interest Areas
O Find out area of interests.
O Give assignments that build on strengths
and interests.
O Assign independent study projects.
O Allow students to become “resident experts”
in topics of particular interest.
Example of Choice
Bill of Rights Unit
Provide Flexibility Within
Your Classroom Structure
O Spend one-on-one with your underachievers.
O Institute a “Friday Question Day”.
O Allow students to test out of routine work.
O Minimize the use of worksheets
O Give opportunity for individual choices.
Use New Technologies
O Integrate technology into your instruction.
O Use word processing as a tool for improving
writing skills.
O Encourage multimedia student products.
O Assess students using electronic portfolios.
Structure For Success
O Increase the underachieving student’s level
of perceived competence.
O Make sure the student can see an end to
the assignment.
O Be sure your direction is clear.
O Make sure the assignment is not beyond the
student’s ability level.
O Engaging Underachievers
Share Time
Parent’s Role
Teaching Kids the Definition of Success
O Work with parents and know their family
background.
O Studies have shown that underachievement
is more likely to reverse if underachievers
are allowed to pursue an out-of-school
interest that brings success. This success
heightens self-esteem and leads to more
success, and eventually may lead to a
reversal of the underachievement.
How can parents and teachers
motivate students to learn?
O Use praise words like smart instead of
smartest or brilliant.
O Praise for the process or the effort to
encourage motivation.
O Admire work ethic.
O Help them learn to feel good about doing
their best, rather than doing the only best.
Hooks
O Hook Stations are used by one teacher to engage and motivate
O
O
O
O
O
O
students in each unit of study.
Use video clips, quotes, song lyrics to introduce topics.
Do an unexpected movement, mime, or role play to introduce a
topic.
Draw picture clues to introduce and connect a definition, a rule
or important information.
Present a puzzle to solve. Make the lesson a mystery; give
clues for students to listen for.
Have students form small groups at the end of class to share
insight or ideas for the day.
Pass around an object and allow students to share something
about the lesson.
O Hold a light bulb and share a bright idea from the lesson
O Toss a ball. When a student catches, share something about the
day.
Chapman, Carolyn and Nicole Vagle, Motivating Students, 2011, pg 104
Where does CCSS fit?
O Just because they are called “Common” Core Standards
does not mean every teacher should have a “common”
curriculum.
O CCSS will be addressed through the curriculum you
teach.
O By letting your students have a choice in presentation,
you will be including the following CCSS:
O CC.K-12.SL.6 Presentation of Knowledge and Ideas: Adapt
speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated
or appropriate.
O CC.K-12.SL.5 Presentation of Knowledge and Ideas: Make
strategic use of digital media and visual displays of data to
express information and enhance understanding of
presentations
TESS is also connected to
motivation of students
O Know your students
O Follow their progress
O Monitor their achievements
O Take note of their daily accomplishments
O Reflect on what changes should occur to
insure motivation and achievement.
Believe you can self improve and educate
yourself as you go along. That is the key to
success.
Colin Powel, Kids need Structure, Ted Talks, 2012
http://www.ted.com/talks/colin_powell_kids_need_structure.html
Think of the old saying. . .
You can lead a horse to
water, but you can’t make
it drink.
However, you can
put salt in it’s
mouth and make it thirsty.
What bright ideas do you
have?
Are you a super teacher?
O Super Teacher Trait Quiz
More Tips for Teachers
O Scaffold activities to meet this learner’s needs.
O Raise expectations by planning one step beyond the
O
O
O
O
basic lesson.
Provide an alternative independent assignment.
Provide choice.
Use the same standard or skill to create a more
challenging assignment.
Get to know her, and establish a relationship. Preasses to discover her understanding. Assure her that
it is OK not to know.
Establish a classroom culture that shows that
mistakes are OK.
O Seat this student so he doesn't have access to
O
O
O
O
O
disrupt the whole class.
Determine his gaps in understanding.
Use the laughter to segue into an activity that
allows students to talk to each other.
Get students up and working at stations.
Pull him aside and provide specific reasons for
why the behavior is not working.
Call parents if the behavior gets too out of hand.
O Assign exciting tasks.
O Show that the material has personal benefit.
O Show connections to the student's world.
O Provide choice for her to show what she
knows.
O Ask for her input.
O Determine her level of proficiency and
address her misunderstandings
O Offer time for reflection after explaining a
task or assignment.
O Plan specific strategies of how to cope with
stress.
O Build the student's confidence through
teaching positive self-talk and giving
effective feedback.
O Make success look possible.
O Provide a new activity to get the daydreamer
involved. Provide choice.
O Show the lesson's relevance and
connection. Get him talking to peers.
O Talk to the student to get to the source of
the off-task behavior.
O Probe with specific questions
O Break the standards into parts, and share the
O
O
O
O
O
learning goal with him.
Tailor assessment and instruction, so he understands
the steps toward success.
Encourage him to participate in the lecturette.
Provide guided practice.
Adjust assignments to give him another chance to
prove his knowledge.
Provide choice for the learner to use a different
modality to show what he knows.
Help the student analyze his mistakes and make
adjustments. Assure him that mistakes are OK.
Provide think time.
Mindsets. . .
Resources
O
O
O
O
O
O
O
O
O
O
O
O
O
Siegle, Del and D.Betsy McCoach, Motivating Gifted Students, 2005
Rimm, Sylvia PH.D, When Gifted Students Underachieve, 2006
Mendler, Allen N, Motivating Students Who Don’t Care, 2000
Dweck, Dr. Carol S, Mindset, 2006
Chapman, Carolyn and Nicole Vagle, Motivating Students, 2011
Epstein, Robert, Ph.D., Jessica Rogers, The Big Book of Motivation Games,
McGraw-Hill, 2001.
Cleveland, Kathleen Palmer, Teaching Boys Who Struggle in School, ASCD,
2011.
http://www.educationworld.com/a_issues/chat/chat010.shtml
http://www.mindsetworks.com/about/carol.aspx
http://nagc.sclivelearningcenter.com/index.aspx?PID=4253&SID=115013
https://www.youtube.com/watch?v=pN34FNbOKXc&feature=player_embed
ded
http://www.scientificamerican.com/article.cfm?id=the-secret-to-raisingsmart-kids
http://www.youtube.com/watch?v=dxPVyieptwA
Resources cont.
http://www.thinkwatson.com/mythinkingstyles
O lrobertson.files.wordpress.com/.../wk-2-four-types-of-thinking
O http://www.mandoisland.com/?p=2039
O http://www.edutopia.org/multiple-intelligences-learning-styles-quiz
O
Mindset Works
9:14 AM
Hi Sally,
Thank you. Yes, you have our permission to use and
present that information as proposed.
Thanks for your commitment! Best,
Ed
Mindset Works Info
info@mindsetworks.com
Check out our growth mindset TEDx talk at:
http://www.youtube.com/watch?v=pN34FNbOKXc
Calvin and Hobbes permission
4/9/13
Sally,
Thank you for the additional information.
You may use (1) CALVIN AND HOBBES in your summer workshop at no charge.
The copyright line(s) which must be shown with the cartoon/text feature in readable type is:
CALVIN AND HOBBES © (year) Watterson. Dist. By UNIVERSAL UCLICK. Reprinted with permission. All rights reserved.
Thank you for your interest in our cartoons.
Sincerely,
Raegan Carmona
Raegan Carmona
Permissions Coordinator
Universal Uclick
1130 Walnut St
Kansas City MO 64106
P 816.581.7358
F 816.581.7395
rcarmona@amuniversal.com
Sally.stuart@archford.org
Session Evaluation QR code

Motivating the Unmotivated - Arch Ford Education Service Cooperative

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