Renee Harper University 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 Agenda  Identifying the problem  WHAT?  SO WHAT?  NOW WHAT?  Applying new knowledge to a case study  Helpful sources © 2008 Renee Harper A Case Illustration Refer to study guide for detailed case study and follow up questions. © 2008 Renee Harper Skipping Class  Common 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 © 2008 Renee Harper ◊ Allow the pattern to continue How can you expect your students to learn if they are skipping class? © 2008 Renee Harper MOTIVATION IS KEY  Students 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.” © 2008 Renee Harper SO WHAT  Students 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. © 2008 Renee Harper NOW WHAT  Students 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) © 2008 Renee Harper The Student: Educational context (e.g. school climate, organization, composition size) and instruction Beliefs about competence and control Values and goals Academic Engagement Social connectedness A theory on educational conditions that promote intellectual engagement. National Research Council (2003, p. 34) © 2008 Renee Harper The Student Perspective  1. 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 work Use rubrics that recognize student effort © 2008 Renee Harper  2. Values and goals  WHAT’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). © 2008 Renee Harper  3. Social Connectedness  WHERE 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 © 2008 Renee Harper The Necessary Supports  A 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) © 2008 Renee Harper  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) © 2008 Renee Harper 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. © 2008 Renee Harper Case Study Application “I am always willing to learn, however I do not always like to be taught.”  Please turn to page 5 of the study guide.  Read over the case study and answer the questions.  Be prepared to share your “plan.” Winston Churchill © 2008 Renee Harper http://chiron.valdosta.edu/whuitt/col/motiv ation/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.org Origins 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 © 2008 Renee Harper 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. © 2008 Renee Harper Renee Harper University of Pittsburgh [email protected] Teachers are responsible for engaging students to want to stay in class and “come back tomorrow.” © 2008 Renee Harper