Motivation: The Ignition for Learning

1. Motivation: The Ignition for Learning Leigh Miller American International School of Budapest lmiller@aisb.hu

2. Motivation Achievement The correlation between motivation and achievement is higher than any other demographic characteristic, including gender, income, or ethnicity. Research has found that engaged and motivated students • read more than their less enthusiastic counterparts • attain higher levels of achievement • perform better on standardized tests • receive higher grades in school Baker & Wigfield, 1999, Cunningham & Stanovich, 1991, Gottfried, 1990, Sweet, Guthrie, & Ng, 1998, Guthrie, Schafer, & Huang, 2001, Unrau & Schlackman, 2006; Vansteenkiste, Simons, Lens, Soenens, & Matos, 2005, Wigfield & Guthrie, 1997

3. Think about an experience in which you were extremely motivated to learn. Describe the situation in as much detail as you can remember.

4. Overview • Overview of motivation research • Application of research to personal experience • The reading workshop as a motivationally responsive environment • Utilizing motivation research across disciplines • Analysis of your own instructional environment as a motivationally responsive environment

5. Student Motivation Daniel Pink Author of To Sell is Human (2012). Drive (2011) and A Whole New Mind (2006)

6. Elements of a Motivationally Responsive Environment • Congruence with the individual’s personal goals • Congruence with the individual’s capabilities • Provision of resources needed for goal attainment • Supportive emotional environment (Ford, 1992)

8. Autonomy Autonomy refers to an individuals’ sense of control over their own learning. When children perceive that they have control over their actions, they are more likely to be intrinsically motivated. Shannon Deegan (Grolnick, Curland, Jacob & Decourcey, 2002; Ryan & Deci, 2000; Skinner, Zimmer-Gembeck & Connell, 1998; Turner, 1995).

9. Value and Interest People who are interested in a topic pay more attention, persist for longer periods of time, and acquire more knowledge than they do in subjects without such interest. Engagement is strong when the task is closely connected to the values and interests of one’s authentic self and identity. (Ames & Archer, 1988; Dweck & Elliott, 1983; Hidi& Anderson, 1992, Katz & Assor, 2003; Paris, Lipson, & Wixsom, 1994; Paris & Oka, 1986; Reeve, Nix, & Hamm, 2003; Ryan, 1993; Wigfield, 2000)

10. Mastery Learning • Focus on improvement • value of effort • View of errors as a natural part of learning • Evaluation of students in terms of their own progress and improved competence. In contrast to social comparison, normative grading, and competition. Carol Dweck (Ames & Archer, 1988; Maehr, 1976).

12. Zone of Proximal Development Vygotsky (1978) states that teaching is most effective when instruction is aimed at a level slightly above the students’ current functioning state. Research suggests that tasks of intermediate difficulty provide the most information about students' capabilities and the most opportunity to increase their sense of competence, which facilitates motivation and engagement. (Csikszentmihalyi, 1990; Deci & Ryan, 1985; Malone & Lepper, 1987; Pintrich & Schunk, 2002, Weiner, 1992).

13. Focus on Self-Efficacy Self-efficacy is an individual’s perceived competence in a task. Self-efficacy beliefs determine levels of motivation, as reflected in how much effort people will exert in an endeavor and how long they will persevere in the face of obstacles. Jim Carrey (Pajares, 1996)

15. Routines of Learning Motivation and self-efficacy increase when students experience classrooms as optimal in structure and have adequate information about how to effectively achieve desired outcomes. Lucy Calkins (Connell & Wellborn, 1991; Skinner & Belmont, 1993).

16. Feedback Constructive and supportive feedback provide a motivating incentive to learn Research on feedback encourages a focus on both effort and ability, as it has been shown to have a strong effect on self-efficacy. (Ames, 1992; Cameron & Pierce, 1994; Deci, 1971; Deci & Ryan, 2000; Pajares, 1996; Stipek, 1996, Wang & Holcombe, 2010).

17. Modeling Modeling involves an expert performing a task so that the students can observe and build a conceptual model of the processes that are required to accomplish it. Modeling is one of the most powerful ways of learning a new behavior. (Bandura, 1986; Collins, Brown & Holum, 1991)

18. Time on Task The relationship between time on task and motivation is reciprocal. For example, students who are motivated to read spend more time reading than those who are not motivated and children who spend a lot of time reading often develop an increased motivation to read. (Guthrie, Wigfield, Metsala, Cox, 1999; Morrow, 1992; Wigfield & Guthrie, 1997).

20. Teacher as Model The primary reason people initially perform actions is because the behaviors are prompted, modeled, or valued by significant others to whom they feel attached. Students are most impressed and influenced by teachers showing interest and enjoyment in what they teach. (Csikszentmihalyi & McCormack, 1986; Deci& Ryan, 1985)

21. Community of Learners Current theories of motivation recognize that learning is facilitated by social interactions with others. Instruction that incorporates social interaction around text increases students’ motivation to read and reading comprehension achievement. Ken Robinson10:45 - (Gambrell, Hughes, Calvert, Mallowy, & Igo, 2011; Guthrie et al., 2007; McCombs, 1989; Ng, Guthrie, Van Meter, McCann, & Alao, 1998; Oldfather, 1993)

22. Analyze your own motivational learning experience in terms of these components.

23. Analysis of the Reading Workshop as a motivationally responsive environment

24. Study Overview The reading workshop was implemented in three fourth grade classrooms. Prior to the implementation, the school utilized the Harcourt Storytown basal reading program (2006). During the implementation, students’ motivation to read was assessed three times throughout the year using the Early Reading Attitude Survey. (McKenna & Kear, 1990)

25. Results

26. How do we create motivationally responsive environments across disciplines?

27. Consider your learning environment. Reflect on each component as it appears in your instruction.

28. Motivation: The Ignition for Learning Leigh Miller American International School of Budapest lmiller@aisb.hu