Overview

Overview • • • • • Students Learning Motivation Teaching Assessment You Might be a Graduate Student If… • • • • • • • • • • • • • • • • you can identify universities by their Internet domains. you have difficulty reading anything that doesn't have references. you understand jokes about Vygotsky or Freire. the concept of free time scares you. you consider caffeine to be a major food group. you've brought books with you on vacation and actually studied. Saturday nights spent studying no longer seems weird. the professor doesn't show up to class and you discuss the readings anyway. you've traveled across two state lines to go to a library. you appreciate the fact that you get to choose which 20 hours out of the day you have to work. you still feel guilty about giving students low grades (you'll get over it). you can read course books and cook at the same time. you hope it snows during spring break so you can get more studying in. you find taking notes in a park relaxing. you find yourself citing sources in conversation. you've ever sent a personal letter with footnotes. Strategies for Motivation & Thoughtful Learning Learning, Motivation Definition On TARGETT for Learning Motivation to Learn Motivation to Learn in School Motivation: Engine & steering wheel of learning and action. • • • • • Direction (choices, goals) How long before you start (procrastination) Intensity of involvement Persistence Thoughts and feelings as you learn (anxiety, excitement, interest) Motivation to Learn Take learning seriously, put out effort, even if you are not intrinsically interested.  duty, value of learning  paid for this, I‟ll get the max  really love the stuff Resources Anita Woolfolk Hoy: http://www.coe.ohio-state.edu/ahoy Instructional Leadership Text: http://wps.ablongman.com/ab_woolfolk_instrlead_1 Websites for today: http://www.coe.ohio-state.edu/ahoy/publications.htm#Work Behavioral Explanation Humanistic Explanation Cognitive Explanation Motivation • Core IdeaTARGETT • Core Idea Efficacy On TARGETT for Learning • • • • • • • Task Autonomy Recognition/rewards Grouping Evaluation & feedback Time for learning Teacher expectations Tasks for Learning • Task operations: Risk & Ambiguity Doyle’s Task Operations RISK High Low Opinion Doyle’s Task Operations A M B I G U I T Y Comprehension Opinion Difficult Memory Task or Routine Simple Memory Task or Routine High Comprehension RISK Low Difficult memory or difficult routine Simple memory or simple routine Tasks for Learning • Task operations: risk & ambiguity • Task value  Intrinsic or interest value  Utility value • Authentic tasks • Problem-based learning Supporting Autonomy Recognizing Accomplishments • Supporting student choices  Bounded choices  Student choice on feedback • Recognizing accomplishment  Authentic praise (not a “consolation prize”  Personal improvement Grouping, Evaluation, & Time Goal structures Grouping, Evaluation, & Time • Effects of evaluation • Effects of time pressure Teacher Expectations • Pygmalion in the classroom • Self-fulfilling prophecy • Sustaining expectation effect • College examples? Teacher Behaviors and Student Reactions • Instructional strategies  Content/pacing/assessment • Teacher-student interaction differences  Quality and quantity of questions  Amount of time to answer  Number of teacher interruptions  Nonverbal behavior Strategies to Encourage Motivation and Thoughtful Learning Necessary Classroom Conditions • Organized classroom • Free from interruptions • Safe-to-fail environment • Challenging but reasonable work • Authentic, worthwhile tasks Critical Student Questions • Can I do it? • Do I want to do it? • What do I need to do to succeed? Can I do it? Building Efficacy • • • • • Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be improved Do I want to do it? Seeing the Value of Learning Older students: utility value • Explain connections • Provide incentives and rewards if needed • Authentic tasks:  Ill-structured  Real world problems http://edweb.sdsu.edu/webquest/webquest.html What do I need to do? Staying Focused on the Task • Frequent opportunities to respond • Have students create finished products • Avoid heavy emphasis on grades and competition • Reduce task risk without oversimplifying the task • Model motivation to learn • Teach particular learning tactics Case: Thea Grossman • • • • • Facts & Concepts Teacher’s point of view Students’ point of view Short-term solutions Long-term solutions Summary • Motivation to Learn in School • On TARGETT for Learning • Efficacy • Strategies to Encourage Motivation and Thoughtful Learning Teaching • Core IdeaHelp teachers develop a repertoire to teach for to learning  Explanation: Clarity and organization: six teaching functions  Cooperative learning: Webquests Focus on the Teacher Characteristics of Effective Teachers • Knowledge • Organization and clarity • Warmth The Teacher in TeacherCentered Instruction • Direct instruction / Explicit Teaching • Rosenshine‟s Six Teaching Functions  Review & check previous day‟s work.  Present new material.  Provide guided practice.  Give feedback and correctives.  Provide independent practice.  Review weekly and monthly The Teacher in StudentCentered Instruction Constructivist Teachers: • Encourage student autonomy • Use primary sources • Use terms like „classify‟, „analyze‟, „predict‟, „create‟ • Allow students to drive lessons • Encourage student dialogue • Encourage student inquiry • Probe student responses • Actively engage students • Allow wait time • Help students discover relationships and develop metaphors • Inquire about student understanding What Kind of Talk Supports Learning? • Palincsar:  Interpretive Talk -- in the service of analysis or explanation, is better than descriptive.  Teachers seed the conversation with new ideas that provoke thought  Monitor groups so responsibility is shared, expertise is distributed • King: Explanations, inferences, hypotheses, speculations, justifications, evidence, conclusions Resources The Center for Critical Thinking http://www.criticalthinking.org NEA Works4Me Tips Library http://www.nea.org/helpfrom/growing/works4 me/teachtec/thinking.html Innovations in Teaching Cooperative Learning http://edweb.sdsu.edu/webquest/webquest.html Edutopia Online http://www.glef.org Practical Assessment, Research and Evaluation http://ericae.net/pare/