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Motivation Matters: Tools to Encourage Students to Become Engaged Readers and Learners

Motivation Matters: Tools to Encourage Students to Become Engaged Readers and Learners. Joy L. Russell jlrussell@eiu.edu Department of EC/ELE/MLE Eastern Illinois University East Central-EIU Reading Council February 9, 2009. Why is the topic of Motivation Important?.

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Motivation Matters: Tools to Encourage Students to Become Engaged Readers and Learners

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  1. Motivation Matters: Tools to Encourage Students to Become Engaged Readers and Learners Joy L. Russell jlrussell@eiu.edu Department of EC/ELE/MLE Eastern Illinois University East Central-EIU Reading Council February 9, 2009

  2. Why is the topic of Motivation Important? • http://www.youtube.com/watch?v=29xGvc5QbiU

  3. FACTORS AFFECTING STUDENT ACHIEVEMENT Marzano, 2001 • SCHOOL - guaranteed and viable curriculum - challenging goals and effective feedback - parent and community involvement -safe and orderly environment -collegiality and professionalism • TEACHER -instructional strategies -classroom management -classroom curriculum design • STUDENT -home atmosphere -learned intelligence and background knowledge -motivation

  4. Describe the Motivated Student

  5. Motivational Descriptors(Howse, Lange, Farran, & Boyles, 2003) • Student is competitive with self and/or other children. • Student is a self-starter: independent. • Student can interest self. • Student prefers challenging rather than nonchallenging tasks.

  6. What Motivates You?

  7. Intrinsic Motivation: Reverse scores for items 9 and 14 Add the scores for these items: 3+5+7+8+9+11+13+14+17+20+23+26+27+28+30 Higher scores indicate higher levels of intrinsic motivation. An average Intrinsic Motivation score based on previous experiments is 45. Where do you score? Extrinsic Motivation: Reverse scores for items 1, 16, and 22 Add the scores for these items: 1+2+4+6+10+12+15+16+18+19+21+22+24+25+29 Higher scores indicate higher levels of intrinsic motivation An average Extrinsic Motivation score based on previous experiments is 39. Where do you score? Score yourself as follows:

  8. Motivation Definitions(Messer, 1995; Stipek, 2002) • Intrinsic Motivation: This is an internal locus of causality. Student involved in activities by own volition. Exists in absence of extrinsic reward or purpose. • Extrinsic Motivation: This is an external locus of causality. Student involved in activities to receive reward or please another or some other reason other than personal preference.

  9. “Children don’t need to be rewarded to learn…..at any age rewards are less effective than intrinsic motivation..” Kohn, 1993 WHAT DO YOU THINK?

  10. Is learning a function of the teacher’s ability to find the right combination of rewards and punishments?

  11. Motivation… Fact or Fantasy? • Some kids are just not motivated? • Rewards motivate? • You can be motivated one day and not the next? • Competition is a great motivator? Yougottawanna… • Punishment is an effective motivator?

  12. PRINCIPLES FOR MAXIMIZING STUDENT MOTIVATION FOR LEARNING • Operate from understanding of student needs. • Manage Context-Not students

  13. Motivation for LearningBain& Jacobs, 1990; Brophy & Good, 1986; Wang, Haertel & Walberg, 1993) • High levels of motivation in teachers relate to high levels of motivation for students • Teacher’s enthusiasm for learning and for the subject matter is an important factor in student motivation • http://www.youtube.com/watch?v=0s-oGumvPz0&feature=related • A teacher’s involvement in graduate studies may be a source of motivation for students

  14. Standards for Maximizing Student MotivationThe student must believe the learning is… • Valuable • Involving • Successful • Safe • Caring • Enabling

  15. Intrinsic Motivation Involvement (the experience of getting lost in a book Curiosity (interest in the subject) Preference for challenge (seeking to figure something out Extrinsic Motivation Recognition (awards, prizes, etc) Grades Compliance Competition What makes children want to read?

  16. Motivating Students to Read • Assign the reading at least two sessions before it will be discussed • Assign study questions • Have students turn in brief notes on the day's reading that they can use during exams • Ask students to write a one-word journal or one-word sentence • Ask nonthreatening questions about the reading

  17. Self-efficacy Belief by the student that s/he can be successful at reading so that s/he approaches books with confidence Social Interaction Sharing with friends and family through discussion, shared writing, etc. What makes children want to read?

  18. http://www.broward.k12.fl.us/learnresource/Readmotivation.htm The Superintendent’s reading Motivation project • http://www.rif.org/parents/motivate/default.mspx Reading is fundamental • http://www.readingrockets.org/research/topic/motivation Reading motivation research

  19. Ideas to increase intrinsic motivation (Rogers, Ludington, & Graham, 1997) • Provide meaningful choices • Provide frequent, specific, non-judgmental feedback focused on progress and growth • Embed learning in activities students find enjoyable and worthwhile • Protect the student from embarrassment • Build positive self confidence through evidence of success • Avoid the overuse of extrinsic motivators • Match instructional activities to students learning needs • Model learning with enthusiasm • Use cooperative learning (build community) • Provide celebrations for success

  20. http://www.youtube.com/watch?v=wec6w-r4g8U&feature=related change the world

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