Motivating the
Unmotivated
Systems Change
November 5, 2009
Contact Information
tim.mitchell@k12.sd.us
http://csd7-1superintendent.wikispaces.com/
http://tm026.k12.sd.us
http://systemschange2009.tie2.wikispaces.net
Where are we at?
Despite exemplary innovations in
curriculum and instruction,
students are dropping out of
school at an alarming rate, and
many of those who remain don’t
seem to be paying attention.
The Quality School--Glasser
Defines Teaching:
“process of imparting knowledge through a
variety of techniques…to people who want to
acquire this knowledge”
What We Will Talk About
Today!
Identify the five characteristics of high quality
Feedback.
Based upon the latest Brain Research identify the
Seven Myths of Learning.
Identify the Six Variables of Motivation that can be
orchestrated by the teacher to increase the
probability that a student will want to learn or will be
motivated to learn.
Identify the Five Dials or factors that a teacher can
adjust to maximize performance of ALL students.
Research
Many years ago, the field of education and
psychology over looked an important study.
1925-Dr. Elizabeth Hurlock-designed a study
to explore what would happen when 4th and
6th graders in math class received different
types of feedback
Research
1st Group-identified by name-praised
2nd Group-identified by name-criticized
3rd Group-ignored-present to hear responses
to other students
4th Group-removed-received no comments on
work
Students in Groups 1 & 2 did better after
the 1st day-then performance dramatically
changed
Research
The overall performance of each Group:
Group 1-Praised-71%
Group 2-Criticized-19%
Group 3-Ignored-5%
Recent studies:
Negative emotions can be harmful and might
even shorten life span
Positive emotions are an essential daily
requirement for survival
Feedback
The brain’s patterns and instructions are
slowly perfected throughout life, mostly
through trial and error. Therefore, feedback
is essential to learning. Meaningful and
appropriate feedback helps students
understand how they are doing in the course
of the real world
Feedback
Today Show-Katie Couric Interview of
Brian Bennett-had grown up in a troubled and
abusive environment. He struggled in school
and had been picked on regularly. Now-a
well adjusted and successful adult.
Defining Moment-”when a grade school
teacher simply told me that she cared about
me and believed in me and that small
interaction turned my life around”
Feedback
The most valuable feedback:
Immediate-given as soon as possible after the
performance
Specific-instead of general
Precise-includes evidence that helps the person
see cause and effect
Growth-Oriented-gives direction for further
improvement
Preserves Dignity-judges performance, not the
person
Feedback
Let me tell you about:
CHRIS
Brain-Compatible Learning
Principles
Varied Input-Students need input for
learning
Active Learning-Students need to learn
experientially
Feedback-Students need regular feedback
Safe Environment-Students need to feel
safe, secure, nurturing setting
Research-Marzano
“The Art and Science of Teaching”-Marzano
Question #5-What will I do to engage students?
Areas provide useful insight:
High Energy
Missing Information
Mild Pressure
Mild Controversy
Research-Marzano
High Energy as a Stimulus for Engagement
Paying attention requires students to have a
certain energy level:
Physical Activity-increases blood flow-
(oxygen)
Pacing of Instruction-keep activity moving-
(transitions)
Teacher enthusiasm and intensity
Research-Marzano
Missing Information as a Stimulus for
Engagement
Human beings interested in puzzles and
games-taps into our curiosity and anticipation
Cybernetic Theory-always trying to lessen the
discrepancy between what we predict will
occur and what is actually occurring
Research-Marzano
Mild Pressure as a Stimulus for
Engagement
It is true that under the right circumstances
mild pressure can have a positive influence
on learning
Ex: Questioning-Wait Time
Research-Marzano
Mild Controversy and Competition as a
Stimuli for Engagement
When well orchestrated--mild controversy
can enhance student engagement
Controversy strategies include eliciting
divergent opinions on an issue and then
inviting students to resolve their
discrepancies through sustained discussion
Research-Marzano
Action Steps:
Use of Games That Focus on Academic
Content
Manage Questions and Response Rates
Use of Physical Movement
Use Appropriate Pacing
Research-Marzano
Action Steps:
Demonstrate Intensity and Enthusiasm for
Content
Engage Students in Friendly Controversy
Provide Opportunities for Students to Talk
About Themselves
Provide Unusual Information
Motivation Theory
Kids aren’t passive receivers of information-they
choose what they want to pay attention to in class.
Skilled teachers use their “bag of tools” to “build
stepping stones” for kids. No one can “Make” a
person become motivated; just as no teacher
can “make” a student learn. The best we can do
is to orchestrate circumstances in the
environment so a student will be encouraged to do
something that will result in his/her learning
Motivation Theory
Motivation-Six Variables-can be
orchestrated by the teacher to increase the
probability that a student will want to learn or
will be motivated to learn:
Level of Concern
Feeling Tone
Interest
Success
Rewards
Motivation Theory
Level of Concern
Learners are more likely to be motivated to
learn something or do something they are
concerned about
No Concern-little or no learning
Low Concern-it must be raised
High Concern-it must be lowered
Motivation Theory
Feeling Tone
The atmosphere or climate in the classroom
that results from the teacher’s attitude and
manner
Neutral-little or no learning
Unpleasant-use when pleasant produces no
results
Pleasant-creates the best learning situation
Motivation Theory
Interest
Can be promoted two ways:
Self-Interest-relating material to student’s life
experiences
Novel/Vivid-doing something different or
unexpected
Motivation Theory
Success
Learning experience must be difficult enough
so as not to be attributed to luck yet easy
enough to allow a good chance for
accomplishment.
Motivation Theory
Reward
Intrinsic-Extrinsic
If a student performs for an extrinsic reward
and experiences pleasant feelings, success,
it is interesting and they receive positive
feedback about their performance they are
more likely to move towards an intrinsic
motive the next time.
Motivating Unmotivated
Students
Motivating Students
There are a number of factors that determine
whether or not students are motivated in your
classroom. I will focus on five dials or
factors, that a teacher can adjust to maximize
the performance.
Motivating Unmotivated
Students
Recognize Individual Differences
Background Information
Rate of Learning
How Students Learn
Actively Recognize
Actively Communicate
“I Have a Plan”
Motivating Unmotivated
Students
Safety
Recognize the Symptoms of Fear
Eliminate Sarcasm and Ridicule
Spend Time Building Community
Motivating Unmotivated
Students
Relationships
Be in the Relationship Business
Leverage Your Relationships
If you like me you would not do that!
When a Student is Absent--Notice
Motivating Unmotivated
Students
Behavior Solutions
Do not Remove Learning Opportunities
View Behavior as an Academic Problem
**Do not treat Behavior Problems with
an Academic Consequence
Create Extra Learning Opportunities
Motivating Unmotivated
Students
Punishment and rewards lose
value over time—Relationships
gain value over time!
Motivating Unmotivated
Students
Teach Everything
Stop Complaining
Teach Against Student Deficiencies
Respect Your Power
For More Information
Pat Quinn
Ideas Unlimited
P. O. Box 272
Slinger, WI 53086
info@betterteachingonline.com
www.betterteachingonline.com
Daniel Pink
Three elements to true
Motivation
Autonomy
Mastery
Purpose
Daniel Pink
Drive: The Surprising Truth About What
Motivates Us
High performance and satisfaction
Human need to direct our own lives
To learn/create new things
To do better (ourselves and our world)
Resources
“Art and Science of Teaching”-Robert Marzano
“Activating the Desire to Learn”-Bob Sullo
“The Motivated Student”-Bob Sullo
“Drive: The Surprising Truth About What
Motivates Us”-Daniel Pink
“Motivating the Unmotivated Student”-Pat
Quinn
Instructional Leadership-Third Edition-Ed
Porthan
Conclusion
Are you teaching?
“process of imparting knowledge through a
variety of techniques…to people who want to
acquire this knowledge