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Module 1: Adolescent Reading, Writing, and Thinking

Module 1: Adolescent Reading, Writing, and Thinking. Adolescent Literacy – Professional Development. Unit 1, Session 4. Adolescent Motivation. 1.1.4. Essential Questions. Module 1 Question

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Module 1: Adolescent Reading, Writing, and Thinking

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  1. Module 1: Adolescent Reading, Writing, and Thinking Adolescent Literacy – Professional Development Unit 1, Session 4

  2. Adolescent Motivation 1.1.4

  3. Essential Questions • Module 1 Question • What do we know about how teens learn from text and how can we use that knowledge to improve our practice? • Unit 1, Session 4 Question • What is the relationship between identity and motivation?

  4. Session 4 Objectives • To understand the distinction between intrinsic and extrinsic motivation, and the concept of self-efficacy • To understand how adolescents’ social and school identities support or stymie their motivation for academic learning • To develop specific strategies to help support and engage learners with different identities and self-perceptions

  5. WarmUp • Think of your most difficult learning experience, in school or out of school. • What made it so challenging?

  6. Motivation • Intrinsic • Behaviors that occur for no reason beyond the task itself • E.g., playing guitar for relaxation, beach reading • Extrinsic • Behaviors that are reinforced through external rewards that are not related to the activity • E.g., grades, cash, candy, food

  7. Intrinsic Motivation

  8. Student Identity • Think about when you were in high school…

  9. Student Profiles • Read the student profiles and identify the student that most accurately describes who you were as a high-school student. If several fit (which may be true for many of you), choose the one that affected you the most, or the one that now seems most significant as you look back on your high school experience. (5 minutes)

  10. Application • Which kind of student do you have a hard time motivating? • Choose one or two strategies from this session to bring back to your class, and be prepared to describe the results next time.

  11. Additional Resources Oppositional Cultures among White Students: The Quest for Popularity and Normative Hegemony in America. Video link: http://video2.harvard.edu:8080/ramgen/KSG-AGI/agi2006Bishop.rm PPT link: http://www.agi.harvard.edu/presentations/2006Conference/J_Bishop.pdf  School Structures, Expectations, and Peer Dynamics in a Multiracial High School Video link: http://video2.harvard.edu:8080/ramgen/AGI/17agi2007diamond.rm PPT link: http://www.agi.harvard.edu/presentations/2007Conference/DiamondJune07.pdf

  12. References McKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956. National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (No. NIH Publication No. 00-4769). Washington, DC: U.S.: U.S. Government Printing Office. Wigfield, A., & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.

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