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Motivating the Low Motivated

Motivating the Low Motivated. Jan Gont, K-12 Special Education Curriculum Coordinator West Aurora SD 129 ILCCBD WInter Drive In Conference 2019. Identify key motivators and common understandings and misunderstandings about motivation.

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Motivating the Low Motivated

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  1. Motivating the Low Motivated Jan Gont, K-12 Special Education Curriculum Coordinator West Aurora SD 129 ILCCBD WInter Drive In Conference 2019

  2. Identify key motivators and common understandings and misunderstandings about motivation. • Explore factors that can impact motivation in the classroom and identify strategies to improve outcomes for students. • Link learning to CASEL competencies and identify how skills can be incorporated into everyday instruction. • Develop and share real life application to classroom learning. Intended Outcomes…

  3. Nearly half of students in Gallup's 2014 student poll report being either not engaged (28 percent) or actively disengaged (19 percent) in school. The poll of 825,000 fifth- through 12th-graders shows a clear slide as children progress in school. • A 2014 survey by Education Week found that only 40 percent of the teachers and administrators who participated believed that most of their students were highly engaged and motivated.Teachers and administrators from high-poverty schools reported much lower levels than those from more affluent schools. • Research finds student engagement plays a role in college success — or lack thereof (The Journal of Higher Education, 2008). Statistics http://www.apa.org/monitor/2015/06/grabbing-students.aspx

  4. How does motivation relate to Social Emotional Learning (SEL)?

  5. Self- reflection is KEY! It is a 2 way street...

  6. How do you define what motivates you?

  7. Motivation Basics Intrinsic Motivation Extrinsic Motivation Long term; sustaining Vs. Short term; situational Application: How does this affirm or challenge your current beliefs? What are the impacts in the classroom? Challenges?

  8. Interests Fulfillment What really motivates us? Our drive? Willingness to succeed? Needs The Surprising Truth About Motivation • If you reward something do you get more of the behavior you want? • If you punish something do you get less of the behavior you want? Emotions Success Failure Risk Challenge Drive: The Surprising Truth About What Motivates Us, Dan Pink (2011).

  9. Contributing Factors Relationships Development (cognitive, social-emotional, mental health) Environment

  10. Accomplishments • A student believes personal worth depends on accomplishment Self – Awareness:Critical points to consider… • Ability is perceived as a critical for success Ability Self-worth • Ability is only based on self-worth Unlikely Success • If success is not anticipated then behaviors are used to minimize implications of ability Resistive Behavior

  11. Positive trends Relationships and Development Early Experiences/ Elementary Supports Commitment Perception Secondary Experiences Self - worth Competition Weak trends

  12. Driving Forces...

  13. Does the student have the skills to handle the demands being placed on them in the environment? Environment:Finding the Balance….

  14. How would you describe the culture of your classroom? • Acceptance? • Supportive? • Sense of belonging? • Contributions? How would yourstudentsdescribe it? A deeper look at environment... Safe & Supportive Culture Values - explicitly communicated Positive Culture Perception is reality...

  15. Essentials of Motivation - looking through another lens...

  16. “If you want it you will find a way, if you don’t you will find an excuse.” Thoughts on Autonomy & Commitment

  17. Teacher to student and student to student relationships can have significant impacts to student motivation. Remember… • Climate and culture are important for supporting rapport with students. • Build a strong rapport “foundation” early and foster throughout the year. Relationships

  18. Authentic Learning Motivating and Empowering Student Centered Learning... • Have students set individual goals • Use choice boards to differentiate activities • Student classroom roles Voice & Choice Critical Thinking • Daily critical thinking questions • Concept Maps (Lucidchart, Google Draw) Self - Assessment • Use symbols to represent level of understanding • Reflection on Learning Log Website resource to check out!:Better Lesson - Instructional Strategies

  19. 1-2-3 Then Me: This approach asks students to rely first on their own and their peers’ understanding of a task. Give students one minute to go over the directions silently, two minutes to discuss the directions with each other, and three minutes to plan their approach to the task. • Recorded Directions and Responses: These are simple but powerful tools, especially for students whose reading and writing skills are still developing. With the voice memo function on a device, record yourself giving directions. • https://www.edutopia.org/article/6-strategies-promoting-student-autonomy Building Student Autonomy in the Classroom What are some ways you build autonomy in your classrooms?

  20. Color Coded Labels: This self-monitoring and signaling strategy builds students’ skills in deciding if and when they need teacher help. • Green: I am/we are fine—no teacher help needed. • Yellow: I/we need teacher help but can continue working while waiting for it. • Red : I/we need teacher help immediately and have stopped working. Teach students to self- assess learning.

  21. Fostering Purpose that link to Authentic Outcomes Student Voice and Choice Model Process Relate Learning to Real Life Application

  22. Important things to consider… Goals What outcomes do we want? What outcomes does the student want? Voice & Choice Does the student contribute to the planning for the direction they want to head in? Defining the commitment… Are they clear on the expectations? Do they value the outcome? Building Purpose How do you approach these questions with students? Conferencing? Class meeting?

  23. Interests • Interest inventory • 5 min mini student conferences • Collaborative activities Be learner focused! Learners Goals Needs • Classroom goals • Group goals • Individual Goals • Ask each student what helps them be successful? • What are their strengths? • What are their weaknesses? Abilities

  24. Building in challenges • Reasonable and attainable • Coping skills - managing failure • Shared responsibility- contribution • Supports in place • Opportunity for growth, improvement, innovation Strategies… • Model coping strategies • Build connections regarding failure/ overcoming challenge • ACCEPTANCE - students get what they need- we all need different things to succeed Are you a tour guide or a thought innovator? How do you approach productive struggle in your classroom? Ideas that Support Student Focused Classrooms

  25. Expectancy- Value model • Students are more likely to be engaged if they expect to do well and if they value what they are learning (Collier, 2015). • Flow Theory • students who are highly engaged and motivated while challenged with tasks that are at peak difficulty level (not too hard, but also not too easy) • Mindset impacts engagement • Growth mindset vs. fixed mindset • Student perceptions (flexible, or fixed... Have an impact!) Engagement Get in the zone!

  26. Incorporated daily Mastery Explicit Instruction Assessment Self- Reflection Strengths Weaknesses- lagging skills? Pre and Post Student Teacher Challenge needs to fit the student

  27. Intrinsic Motivation How can we get students to reach the state of flow? Vestibulum congue Focus in the Moment Clear Goals Vestibulum congue Vestibulum congue Challenge Matches Skill Immediate Feedback

  28. Children who were praised foreffortwere more likely to have growth mindsets and to enjoy challenges, while those who were praised for inherent abilities were more likely to see these as immutable or fixed, the study found (Child Development, 2013). Achievement & Mindset

  29. Blend passive & active Diverse Activities Strategies to Promote Engagement Provide opportunities for interactivity Collaboration Active questioning & discussion Opportunities to Respond

  30. Ten & 2 Method For every 10 minutes of instruction (passive activity) plan an opportunity for action (student to student collaboration, discussion challenge, movement)

  31. Empowering learning fosters improved motivation. Lesson challenge…. In pairs/ small group discuss 3 strategies supporting improving student motivation and apply to activities you will use in your classroom this year. Share plan with class.

  32. Motivational Video I Can Do This!

  33. Questions?? Jan Gont jgont@sd129.org

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