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Engagement & Motivation - Woodland Elementary

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Jessica Crooker
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MOTIVATION & ENGAGEMENT Created by: Jen McCarty & Jessica Crooker Winter 2011 Woodland Elementary
Learning Targets ,[object Object],[object Object],[object Object]
Guiding Principles ,[object Object],[object Object],[object Object],[object Object],[object Object],Adapted from J.T. Guthrie (2008)
 
Opening Anticipation Guide ,[object Object],READING some motivation required
Professional Book Talks ,[object Object],[object Object],[object Object],[object Object],[object Object]
Our dilemma as educators ,[object Object],[object Object],[object Object],[object Object]
Importance of reading engagement ,[object Object],[object Object],[object Object],[object Object]
Reading engagement correlates to reading achievement highly engaged higher achievement low engagement
Principle #1: Meaning is Motivating ,[object Object],[object Object],[object Object],[object Object],[object Object]
7 Reasons Carrots and Sticks (often) Don’t Work (Pink, 2009) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #1: Meaning is Motivating
Special circumstances where “carrots” won’t hurt, and might help. ,[object Object],[object Object],[object Object],[object Object],Principle #1: Meaning is Motivating
Essential Requirement for Extrinsic Rewards ,[object Object],[object Object],Principle #1: Meaning is Motivating
From Carol Dweck, author of Mindset : ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #1: Meaning is Motivating
What is motivating our students? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #1: Meaning is Motivating
7 Practices of Mastery Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #1: Meaning is Motivating
Reflect ,[object Object]
Principle #2: Learning is Social ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Benefits of Small Group Work ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #2: Learning is Social
Review of the process ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #2: Learning is Social Harvey & Daniels 2009
Principle #2: Learning is Social
What should students do during inquiry time? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #2: Learning is Social Harvey & Daniels 2009
Collaboration around text ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Principle #2: Learning is Social
Reflect ,[object Object]
Principle #3: Self-Efficacy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Mindset “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck Principle #3: Self-Efficacy
Self-Reflection ,[object Object],[object Object],[object Object],[object Object],Principle #3: Self-Efficacy
Reflect ,[object Object]
Principle #4: Interest/Relevance ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Principle #4: Interest/Relevance ,[object Object],[object Object],[object Object],[object Object],[object Object],Ignite a Passion Layne, 2009
Reflect ,[object Object]
Principle #5 Control and Choice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Who is in Control? ,[object Object],[object Object],Principle #5 Control and Choice
Who is in Control? ,[object Object],[object Object],Principle #5 Control and Choice
Reflect ,[object Object]
Closing Remarks ,[object Object],[object Object],[object Object]
[object Object]

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Engagement & Motivation - Woodland Elementary

  • 1. MOTIVATION & ENGAGEMENT Created by: Jen McCarty & Jessica Crooker Winter 2011 Woodland Elementary
  • 2.
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  • 9. Reading engagement correlates to reading achievement highly engaged higher achievement low engagement
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  • 26. Mindset “After seven experiments with hundreds of children, we had some of the clearest findings I’ve ever seen: Praising children’s intelligence harms their motivation and it harms their performance.” by Carol Dweck Principle #3: Self-Efficacy
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Notes de l'éditeur

  1. Jess
  2. Jess2 minutes
  3. 10 minutes
  4. Jen 5 min
  5. Jen
  6. Jess 5 minutes
  7. Jess 1 minute
  8. Jess
  9. Jen 6 minutes
  10. Jen 3 minutes
  11. Jen 1 minute
  12. Pgs. 18-19 Guthrie; Students must be motivated to become literate We must move them from performance-minded to mastery-minded Focus of our teaching must be mastery goals
  13. Daily 5 offers opportunity for all of this
  14. These benefits should be explicitly taught/discussed
  15. Add example of Andrew’s book trailer
  16. Ideas from Burke’s “What’s the Big Idea”
  17. Model your own libraries/reading
  18. 20% rule
  19. jess