Renee Harper University of Pittsburgh © 2008 Renee Harper

Renee Harper
University of Pittsburgh
© 2008 Renee Harper
Learner Objectives
Participants in this seminar will be able to:
◊ Define student motivation
◊ List ways to engage learners
◊ Apply knowledge of motivation to case studies
◊ Create reflective alternatives to keep students
in class
© 2008 Renee Harper
Our Agenda
 Identifying the problem
 WHAT?
 SO WHAT?
 NOW WHAT?
 Applying new knowledge to a case study
 Helpful sources
© 2008 Renee Harper
A Case
Illustration
Refer to study
guide for
detailed case
study and follow
up questions.
© 2008 Renee Harper
Skipping Class
 Common among adolescents
 “Recent national data show that student
absenteeism (measured as cutting classes or
skipping school for reasons other than illness)
increases substantially with grade level.”
- National Research Council, 2003, p. 19
© 2008 Renee Harper
◊ Allow the pattern to continue
How can you expect your students to learn if
they are skipping class?
© 2008 Renee Harper
MOTIVATION IS KEY
 Students need to be motivated to come to
class.
 Motivation and engagement go hand in
hand.
 Curwin (2004, p. 4) defines student motivation
as “getting them to want to do their work.”
© 2008 Renee Harper
SO WHAT
 Students need to have a sense of belonging in order to
succeed
 Accept and welcome each and EVERY student in some
way
 A sense of belonging fosters a positive self-image
 Valued members of your class will put forth more effort

Curwin, R. L. (2006). Motivating students left behind: Practical strategies for reaching and teaching your most difficult students.
New York: Discipline Associates.
© 2008 Renee Harper
NOW WHAT
 Students need to be provided with the tools to
become engaged and need to be active
participants in the learning process.
 “Improving meaningful learning depends on the
ability of educators to engage the imaginations
of students – to involve them in new realms of
knowledge, building on what they already know
and believe, what they care about now, and
what they hope for in the future.” (National
Research Council, 2003, p. 14)
© 2008 Renee Harper
The Student:
Educational context (e.g.
school climate,
organization, composition
size) and instruction
Beliefs about competence
and control
Values and goals
Academic
Engagement
Social connectedness
A theory on educational conditions that promote intellectual
engagement. National Research Council (2003, p. 34)
© 2008 Renee Harper
The Student Perspective
 1. Beliefs about competence and control




CAN I?
“Students’ beliefs have a direct effect on
their intellectual engagement; they also
lead to emotions that promote or interfere
with engagement in schoolwork.” (The
National Research Council, 2003, p.37)
Feedback puts a value on student work
Use rubrics that recognize student effort
© 2008 Renee Harper
 2. Values and goals
 WHAT’S IN IT FOR ME?
 Find out your students’ interests
 A major way to help students develop a
positive attitude is by teaching these kinds
of lessons (turbo charged lessons) because
they serve as a magnet to student interests
and attention” (Curwin, 2006, p. 28).
© 2008 Renee Harper
 3. Social Connectedness
 WHERE DO I FIT IN HERE?
 Provide students with opportunities to
participate and socialize


Incorporate cooperative learning activities into your
lessons
Check out www.jigsaw.org for innovative teaching
strategies
© 2008 Renee Harper
The Necessary Supports
 A challenging but individualized curriculum
that is focused on understanding
 Knowledgeable, skilled, and caring teachers
 A school culture that is centered on learning
 A school community with a sense of support
and belonging
National Research Council (2003, p. 14)
© 2008 Renee Harper
 Strong ties linking the school with students’ families and
communities
 An organizational structure and services that address
students’ non-academic needs
 Opportunities to learn the value of schoolwork for future
educational and career prospects
National Research Council (2003, p. 14)
© 2008 Renee Harper
Web Activity
Turn to page 4 of your
study guide. Think about
your students. In the
center oval write the
name of someone who
you feel needs
motivated. Brainstorm a
list of things you can do
to help motivate this
student.
© 2008 Renee Harper
Case Study Application
“I am always
willing to learn,
however I do not
always like to be
taught.”
 Please turn to page 5 of
the study guide.
 Read over the case study
and answer the questions.
 Be prepared to share your
“plan.”
Winston Churchill
© 2008 Renee Harper
http://chiron.valdosta.edu/whuitt/col/motiv
ation/motivate.html
The website from Valdosta State University in
Georgia gives an overview of the term
motivation. The relationship between
motivation and emotion is described.
Multiple theories of motivation are
discussed. Maslow’s hierarchy of needs is
referenced with a chart.
© 2008 Renee Harper
Check out this website from Origins.
http://www.originsonline.org
Origins is a non-profit educational organization with
a mission to foster learning in community.
Professional development opportunities and
educator resources are available to help build
academic communities in middle schools.
◊
Refer to the annotated bibliography in the
newsletter for additional sources
© 2008 Renee Harper
Committee on increasing high school students’
engagement and motivation to learn, National
Research Council (2003). Engaging schools:
Fostering high school students’ motivation to
learn.
Curwin, R. L. (2006). Motivating students left behind:
Practical strategies for reaching and teaching
your most difficult students. New York: Discipline
Associates.
Kerr, M.M. (2006, May). What schools can do to promote
resilience: A review of best practices. Paper
presented at the 20th Annual Services for Teens At
Risk Conference, King of Prussia, PA.
© 2008 Renee Harper
Renee Harper
University of Pittsburgh
naisyrh@aol.com
Teachers are responsible for engaging students to want
to stay in class and “come back tomorrow.”
© 2008 Renee Harper