Download - Renee Harper University of Pittsburgh © 2008 Renee Harper

Renee HarperUniversity of

Pittsburgh

© 2008 Renee Harper

Learner Objectives

Participants in this seminar will be able to:

◊ Define student motivation

◊ List ways to engage learners

◊ Apply knowledge of motivation to case studies

◊ Create reflective alternatives to keep students

in class © 2008 Renee Harper

Our AgendaIdentifying the problem

WHAT?

SO WHAT?

NOW WHAT?

Applying new knowledge to a case study

Helpful sources


A Case Illustration

Refer to study guide for detailed case study and follow up questions.


Skipping ClassCommon among adolescents

“Recent national data show that student absenteeism (measured as cutting classes or skipping school for reasons other than illness) increases substantially with grade level.”

- National Research Council, 2003, p. 19


◊ Allow the pattern to continue

How can you expect your students to learn if they are skipping class?


MOTIVATION IS KEYStudents need to be motivated to come to

class.

Motivation and engagement go hand in hand.

Curwin (2004, p. 4) defines student motivation as “getting them to want to do their work.”


SO WHATStudents need to have a sense of belonging in order to

succeed

Accept and welcome each and EVERY student in some way

A sense of belonging fosters a positive self-image

Valued members of your class will put forth more effort

Curwin, R. L. (2006). Motivating students left behind: Practical strategies for reaching and teaching your most difficult students. New York: Discipline Associates.


NOW WHATStudents need to be provided with the tools to

become engaged and need to be active participants in the learning process.

“Improving meaningful learning depends on the ability of educators to engage the imaginations of students – to involve them in new realms of knowledge, building on what they already know and believe, what they care about now, and what they hope for in the future.” (National Research Council, 2003, p. 14)


A theory on educational conditions that promote intellectual engagement. National Research Council (2003, p. 34)


The Student Perspective1. Beliefs about competence and control

CAN I?

“Students’ beliefs have a direct effect on their intellectual engagement; they also lead to emotions that promote or interfere with engagement in schoolwork.” (The National Research Council, 2003, p.37)

Feedback puts a value on student workUse rubrics that recognize student effort


2. Values and goalsWHAT’S IN IT FOR ME?

Find out your students’ interests

A major way to help students develop a positive attitude is by teaching these kinds of lessons (turbo charged lessons) because they serve as a magnet to student interests and attention” (Curwin, 2006, p. 28).


3. Social ConnectednessWHERE DO I FIT IN HERE?

Provide students with opportunities to participate and socialize

Incorporate cooperative learning activities into your lessons

Check out www.jigsaw.org for innovative teaching strategies


The Necessary SupportsA challenging but individualized curriculum

that is focused on understanding

Knowledgeable, skilled, and caring teachers

A school culture that is centered on learning

A school community with a sense of support and belonging

National Research Council (2003, p. 14)


Strong ties linking the school with students’ families and communities

An organizational structure and services that address students’ non-academic needs

Opportunities to learn the value of schoolwork for future educational and career prospects

National Research Council (2003, p. 14)


Web Activity

Turn to page 4 of your

study guide. Think

about your students. In

the center oval write

the name of someone

who you feel needs

motivated. Brainstorm

a list of things you can

do to help motivate

this student.


Case Study Application

“I am always willing to learn, however I do not always like to be

taught.”

Winston Churchill

Please turn to page 5 of the study guide.

Read over the case study and answer the questions.

Be prepared to share your “plan.”


http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

The website from Valdosta State University in Georgia gives an overview of the term motivation. The relationship between motivation and emotion is described. Multiple theories of motivation are discussed. Maslow’s hierarchy of needs is referenced with a chart. © 2008 Renee Harper

Check out this website from Origins.http://www.originsonline.orgOrigins is a non-profit educational organization with a mission to foster learning in community. Professional development opportunities and educator resources are available to help build academic communities in middle schools.

◊ Refer to the annotated bibliography in the newsletter for additional sources


Committee on increasing high school students’ engagement and motivation to learn, National Research Council (2003). Engaging schools: Fostering high school students’ motivation to learn. Curwin, R. L. (2006). Motivating students left behind:

Practical strategies for reaching and teaching your most difficult students. New York:

Discipline Associates.Kerr, M.M. (2006, May). What schools can do to promote

resilience: A review of best practices. Paper presented at the 20th Annual Services for Teens At Risk Conference, King of Prussia, PA.


Teachers are responsible for engaging students to want to stay in class and “come back tomorrow.”

Renee HarperUniversity of Pittsburgh

[email protected]


Download - Renee Harper University of Pittsburgh © 2008 Renee Harper

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