“We shouldn't teach great books; we should teach a love of reading.” ~ B.F. Skinner

1. “The greatest gift is a passion for reading. It is cheap, it consoles, it distracts, it excites, it gives you knowledge of the world and experience of a wide kind. It is a moral illumination.” ~ Eliabeth Hardwick

2. “We shouldn't teach great books; we should teach a love of reading.” ~ B.F. Skinner

3. “Motivation is the art of getting people to do what you want them to do because they want to do it.” ~ Dwight Eisenhower

4. Motivation forReading Presented By: Aaron Elkins, Autumn Smith, Bonnie Clawson, Lauren Pipher and Raquel Harrington

5. Small Group Discussion Take 1 minute to discuss with your group: What does the term “motivation” mean to you? Be prepared to share one thought from your group.

6. Definitions of Motivation “…refers to the process whereby goal-directed behavior is instigated and sustained.” - Schunk, 1990 “… is a work-related rather than play-related concept.” – Weiner, 1990 “a function of one’s cognitions about the task at hand, about the consequences of task completion, and about one’s ability to do the task.” – Driscoll, 2005

7. Motivation … • Requires a positive and encouraging but challenging environment • Is inspired by curiosity • Perceptual arousal • Interesting events • Varied instructional approaches • Is situationally affected

8. Self Efficacy Beliefs • Influence courses of action, amount of effort, perseverance, resilience, self-talk, amount of stress and depression, and level of accomplishments achieved • Fostering self-efficacy • Enactive mastery • Vicarious experiences • Verbal persuasion • Physiological states

9. Goal Orientation • Setting goals provides an external standard against which to evaluate performance • Goal conditions • Specificity / Generality • Proximal / Distal • Performance / Mastery

10. Performance vs. Mastery Goals • Intelligence is fixed • Confidence affects goal attainment • Low confidence: helplessness • High Confidence: seek challenge, higher persistence • Intelligence is malleable • Emphasis on strategies for task mastery; learners think about their abilities in relation to their goal • Confidence is immaterial • Learners select tasks that benefit them and demonstrate persistence

11. Performance Goal Orientation Students with this orientation are most concerned with “favorable evaluations,” grades, winning in competitions… Can lead to superficial, short-term learning, and a cessation of motivation if extrinsic ‘rewards’ are withdrawn

12. Mastery Goal Orientation A.K.A. Learning or Task Orientation Students with this orientation want to improve skills, learn new things, and accept challenges as a way of understanding content

13. Facilitating a Mastery Goal Orientation • Encourage collaboration over competition • Encourage understanding over memorizing content • Acknowledge that making mistakes is a part of learning • Allow for time to explore and understand novel ideas • Recognize sincere attempts • Match evaluation with mastery goals

14. Small Group Discussion Take 1 minute to discuss with your group: Why are some students unmotivated? Be prepared to share one thought from your group.

15. Roadblocks!

16. Major Factors That Can Negatively Influence Motivation • Familial Literacy • Access to Books • ELL • ESE • Age • Gender

17. Small Group Discussion Take 1 minute to discuss with your group: What are some strategies you use to motivate your students? Be prepared to share one thought from your group.

18. Strategies For Motivation

19. Assessments of Motivation Garfield Rating Scale can be used with children Adolescent Motivation to Read Profile (AMRP) Motivation Interview (from Me and My Reading Scale)

20. Contexts to Foster Engagement / Motivation • Conceptual Orientation • Real-World Instruction • Autonomy Support = STUDENT CHOICE • Interesting Text • Strategy Instruction • Collaboration • Coherence • Teacher Involvement (Interest in Student Knowledge, Preferences, and Abilities) • Appropriate Rewards and Specific Praise • Evaluation (Aligned with Instructional Purposes)

21. Conditions that Foster Motivation Various instructional techniques, matched to student needs Classroom procedures/routines well established Emphasis on effort; praise as appropriate Teacher creates sense of enthusiasm Emphasize cooperation rather than competition Use engaging manipulatives/hands-on activities with legitimate learning goals

22. Strategies for Increasing Motivation : • Sustaining the Fire: the inspiration model and a motivational model involving choosing effective behavioral and cognitive interventions that work toward self-motivation • The Imposter • Use of Technology (www.guysread.com) • Family Workshops (i.e. Read and Feed)  • View movies that are literature based  • Paired Reading  • Concept Oriented Reading Instruction (CORI) 

23. More Reading Motivators! • Read Alouds / Model Reading Enjoyment!  • Author’s Chair / Critic’s Chair  • Book Talks  • Convenient Access to Books  • Hands-On Activities  • Literature Circles / Book Clubs ~ “Genre Gurus” • Self-Selection ~ “Three-Piece Kits,” and “Self-Discovery Bookmarks” • Trips to the Library • Plan Classroom Library Carefully to Consider book characteristics, (scary, funny, good illustrations), student interests, variety, narrative / expository

24. Rewards and Motivation May have little effect on subsequent behavior unless award is anticipated “Controlling” rewards reduce interest in task Rewards for easy task signals low ability Participation rewards lead generally to decreased interest May have negative impact when reward is not inherently associated with the task

25. However… • Even learners who are intrinsically motivated may benefit from extrinsic recognition, public acknowledgement of achievement, student presentation of product, positive comments • …but public recognition can also demotivate lower achieving students: “I’ll never get my name on the board.”

26. Praise • Can be used to increase vocabulary • Should be specific Examples: • Round of Applause • 3 Stars and a Wish • Oreo ~ Compliment Sandwich • 3S-3P (sincere, specific, sufficient; properly given for praiseworthy success in a manner preferred by the learner

27. Achievement feeds Motivation and Motivation feeds Achievement A student will be more motivated if she/he expects to do well and if they see value in the task ~ Guide the student to text that is of appropriate difficulty ~ Build on student strengths ~ Link strategies to achievement