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Why Don’t They Do the Reading, and Other Mysteries of Motivating Students

Why Don’t They Do the Reading, and Other Mysteries of Motivating Students. Paul Trout, Disengaged Students and the Decline of Academic Standards (1997).

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Why Don’t They Do the Reading, and Other Mysteries of Motivating Students

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  1. Why Don’t They Do the Reading, and Other Mysteries of Motivating Students

  2. Paul Trout, Disengaged Students and the Decline of Academic Standards (1997) “They do not read the assigned books, they avoid participating in class discussions…they do not adequately prepare for class and tests…they are apathetic or defeatist in the face of challenge, and they are largely indifferent to anything resembling an intellectual life.”

  3. First Key Point • Lectures generally decrease the likelihood students will prepare for class

  4. Second Key Point • Starting class with a lecture that “clarifies” what they were to learn from the text • Will stop reading and/or listening • Won’t respond to requests for questions • Won’t see any point in discussing

  5. If You Want Them to Work… • Make it clear it is their job is to go as far as they can on their own – before we intervene • Our job is to help them understand what they didn’t get and ask questions that push them to go further

  6. How diligently would you read before class if • You knew the professor would cover the readings in lecture

  7. How diligently would you read before class if • You knew the professor would ask for volunteers to answer questions

  8. How diligently would you read before class if • You knew you it was highly likely that you would be called on to answer a question

  9. How diligently would you read before class if • You thought you would have to write about or take a quiz on the readings

  10. Third Big Point • Calling on students • Motivates them to prepare • Increases learning through active engagement • Doesn’t require any grading

  11. Fourth Big Point • Providing substantial written feedback • Clarifies expectations • Grade and comments • Spurs preparation • Spurs engagement in discussion Some additional work, but big payoff

  12. Warren Bostrom’s Questions • Were you satisfied with your performance? • How many hours per week do you spend studying for this class? • How many hours did you study for this exam? • How many days before the exam did you start studying for it? • What changes, if any, do you plan on making to improve your performance on the next exam?

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