12. Internalizing Motivation
(Deci & Ryan, 1995; Ryan & Deci, 2000)
Amotivation
Intrinsic
Motivation
ExternalRegulation
Externally
motivated
Punishment/
Reward
Compliance
Introjection
Act to gain
approval
Do not fully
understand
purpose Identification
Behaviors
become
personally
important
Integration
Behaviors
become
central to
self-identity
14. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as
Useful
(Eccles & Wigfield)
15. “From the standpoint of the
child…he is unable to apply in
daily life what he is learning at
school. That is the isolation of
the school - its isolation from
life.”
John Dewey
16. • Student-centered
• Increases active
engagement
• Authentic inquiry
• Requires connections to
prior knowledge
Interest-Based
Learning
17. How does one engage
students authentically?
Present students with real-
world challenges that require
them to apply their relevant
skills and knowledge.
18. How does one engage
students authentically?
Have students engage
problems in the same ways
that professionals in the
associated fields do.
22. Sample Items…
Imagine that you can spend a week job shadowing any
person in your community to investigate a career you
might like to have in the future. List the occupations
of the persons you would select.
1st choice ______________________
2nd choice______________________
3rd choice ______________________
23. Sample Items (Secondary Interest-A-Lyzer)…
If you could conduct an interview with a man or
woman you admire, past or present, who would it
be? What 3 questions would you ask him or her?
1. ____________________________________
2. ____________________________________
3. ____________________________________
33. Project Description:
What do you hope to
find out or learn?
Timeline:
•Start Date
•Completion Date
•Progress Report
Dates
34. Intended Project(s):
•In what ways will you
share your work?
•How, when, and where
will you share and
communicate the results
of your project with other
people?
What Format Will Your
Project Take?
What will your product
be?
38. Research Tells Us…
When the learning environment provides:
Complex tasks that extend over time, allow
for variation in expression style, and
integrate multiple processes, both cognitive
and procedural
Students Engage in Learning
39. Complex Tasks
Give students a purpose for the task
During the process
For completion
Require student reflection
Progress
Process
40. -Thomas Edison
The first requisite
of success is the
ability to apply your
physical and mental
energies to one
problem without
growing weary.
41. Independent Projects
• Ask the question:
– Will you be able to stay interested in
this topic for an extended period of
time?
– If you start to loose interest, how
might you make the topic interesting
again?
43. Autonomy
The more autonomous (self-determined)
a person believes their behavior to be
the greater the personal satisfaction and
enjoyment from engaging in that
behavior.
44. Competence…
The state or quality of being
adequately or well qualified.
The ability to be successful.
46. Self-efficacy influences:
What activities we select
How much effort we put forth
How persistent we are in the face of
difficulties
The difficulty of the goals we set
49. Research Tells Us…
When the learning environment provides:
Choice and volitional control over processes,
timing, challenge level, and outcome or
product of learning tasks
Students Engage in Learning
50. Volitional Control
Provide structures that support
autonomy
Goals set in advance
Set clear expectations
Classroom structures that provide
access to materials
51. Blocks to Feeling in Control
• Motivated self-deception
– Denying a state exists to reduce anxiety
– “Oh, that is not due until next week.”
– A month long project
• Inaccurate verbalization
– Convinced they feel something the do not
– “I hate school!”
52. Blocks to Feeling in Control
• Accessibility difficulties
– More processing required to form an attitude,
more apt to lose track of what the attitude is
– “I used to be good at math, but the teacher is
giving me a bad grade so I obviously am not good
at math.”
53. Student Ownership
• Require students to own
their feelings
– “I feel angry” vs. “You made
me mad”
• Verbs instead of adjectives
to describe feelings
– “I am successful because I am
smart.” vs. “I am successful
because I work hard.”
54. Influence
On a clean sheet of paper, list the past five
years vertically (2010, 2009, 2008…).
Next to each year, list the most important
event that occurred in your life during that
year.
Estimate the percentage of control or
influence you had over each event.
55. Significant Influence
When you reflect on your experience, do
you find that you had more control than
you thought?
Students may feel that external forces
control their lives.
Modify the exercise:
Last five months
Last five weeks
56. Research Tells Us…
When the learning environment provides:
Opportunities for students to participate in
the processes of goal-setting, tracking
progress, and evaluating their own work
Students Engage in Learning
57. Goal Setting
Challenges students to give their efforts
a preplanned direction
Take responsibility for the key events
that give form to their experience
Provides opportunity for reflection
58. Unrealistic Goals
Goals set by other people
May be in conflict with student values, beliefs, or
desires
Insufficient Information
Need realistic understanding of what is being
attempted
Always Expecting Best
Focus on raising student’s average performance
and increasing consistency
59. Insufficient Goals
Fear of Failure
Fear prevents risk taking
Failure is a positive: shows where room for
improvement exists
Taking it “too easy”
Will not achieve anything of worth
63. Attainment
Measure and take pride in the
achievement of goals
Demonstrates forward progress
Celebrate and enjoy the satisfaction of
achievement
Set a new goal
66. Self-Reflection
Did I accomplish what I planned to do?
Was I able to stay interested and
focused for the duration of the project?
If not, what did I do to motivate myself?
Did I plan enough time or did it take
longer than I thought?
In which situation did I accomplish the
most work?
67. Student keeping a
record
Student tracking
progress
Student assessment of
goal attainment
Higher order thinking &
metacognitive
strategy use
68. Student reflection on
reading
Student participation in
assessment and
review
Explicit strategy
instruction
Purpose for reading and
goal setting
Efficacy building via
specific feedback
70. The Question of Equity
Equity, the quality of being fair, is not about
offering the exact same thing to every
student, it is providing individuals with
suitable challenges and experiences that
will enable them to be successful and grow
beyond where they are now or where they
have been before.
71. • Intrinsically motivated
• Keen sense of interest
• Highly motivated
• Task committed
Gifted Student
Characteristics
77. Honor Diversity of Style
Help students find ways of working that
fits their “style”
Encourage them to develop their own
systems
Allow trial and error: Have patience to
give system ideas a fair chance
78.
79. Research Tells Us…
When the learning environment provides:
Opportunities for help-seeking from
resources, peers, and teacher (e.g. small
group instruction and differentiation)
Students Engage in Learning
The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction
The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction