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Got Motivation? Not in this environment!
There has been a lot of talk in the news lately about what must be done to motivate students. How do we "get them to perform" on standardized tests? How do we "get them to achieve" at grade level? How do we "get them to behave" according to the rules and regulations of the school?
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Making Math Developmentally Appropriate
In
schools children are sometimes expected to think like adults when they
are developmentally incapable of doing so. Explore the child
development theories of Piaget and Vygostky and how children construct
knowledge - with a particular focus on mathematical concepts. Using
current math standards, develop practical and developmentally
appropriate methods for providing math instruction which use
manipulatives and real-life experiences to develop math knowledge and
skill at any grade level.
Mondays: April 7, 14, 28, May 5, 12
4:30pm - 7:30 pm
Location: Inspired Teaching Office
1436 U St., NW
Suite 400
Washington, DC 20009
Call or email Kaneia Mayo to register:
202.462.1956
Register online.
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What motivates my students to learn? |
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One of the most straightforward conclusions of research from the past two decades is that extrinsic motivation alone is likely to have precisely the opposite impact that we want it to have on student achievement (Lepper & Hodell, 1989).
If you don't know the answer to the above question, start by asking it of yourself. What motivates YOU to learn? Try this exercise: think about the last time you looked at a magazine or newspaper. How did you choose which ads to study? How did you choose which articles to read? Chances are you made your selections based on some or all of the following:
- Challenge - you were interested in something that related to goals or challenges you are working towards (e.g., new exercises to help with your fitness plan)
- Curiosity - you were interested in learning more about something you knew a little about already but wanted to know more (e.g., the latest research about global warming)
- Control - you were interested in gaining knowledge about something that will give you more control over your own environment (e.g., a new cleaning product that guarantees a mildew-free shower)
- Fantasy - your imagination was piqued (e.g., a photo essay about a romantic tropical getaway)
Challenge, Curiosity, Control, and Fantasy, along with Competition, Cooperation, and Recognition-these are some of the factors that promote intrinsic motivation in our own lives and the lives of our students. Intrinsic motivation is what drives us to become lifelong learners, but it's also something we've moved away from developing in students these days.
With such a heavy focus on student achievement as measured by standardized tests, the expectations for us as educators have shifted from developing well-rounded students to developing students who can score at or above grade level. And because this is a goal we often set for our students, and not one they set for themselves, it's hard to bring those intrinsically motivating factors like challenge, curiosity, control, or fantasy into our instruction. But it's not impossible, even with a test looming in our near future.
- Take steps to understand the motivational perspectives of each student in your class through observation and communication.
- Be aware that learners may be motivated by many goals in addition to the objectives of the instructional unit, and look for ways to capitalize on their individual motivating factors as you adapt your lessons accordingly.
- Communicate goals clearly to learners so that learners themselves can direct their own motivational energies toward attaining these goals. Find ways to have students make these goals their own. Instead of saying, "Let's make AYP this year!" consider "This test gives us a chance to show off how smart we are as a class."
- Arrange events so that learners feel that they have freely chosen to perform productive activities, not that they have been coerced into doing so. For example: have students play a role in designing your test review schedule and activities. If they're older students they've been doing this long enough to have an idea of what it takes to prepare, and the more ownership they have over the process the more invested they'll be in making it work.
Read this week's blog for more suggestions and ways to apply these concepts to your teaching. |
| Concentric Circles |
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This activity can be used for many instructional purposes. Build students' listening skills and ability to articulate thoughts in this unique discussion format--all the while building community by fostering dialogue!
Click here for a full description of the activity.
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| Project Based Learning |
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These steps to creating valuable student-directed learning experiences
in your classroom are applicable to every grade and subject. You may
want to have your students do these projects in conjunction with your
scheduled curriculum or dedicate a specific period of time to working
on them.
Click here for a full description.
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TEACHER RESOURCES
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| Motivating Students
This excerpt from Tools for Teaching by Barbara Gross Davis gives educators specific ideas for how to learn what motivates students.
School Leadership and Student Motivation Here's one to share with administrators: Ron Renchler suggests enthusiastic engagement of school leaders can inspire learners. He also acknowledges that in the midst of restructuring, schools can use such transformative moments as an opportunity to motivate students. |
Center for Inspired Teaching is a 501(c)3 non-profit organization that exists to ensure schools make the most of children's innate desire to learn. We do this by investing in teachers. Please visit our website to learn more about our philosophy, programs, and results.
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