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8/13/2019 Motivation NASP 07
1/31
www.interventioncentral.org
Jim Wri ht
Motivating Ideas
About MotivatingStudents
Presenter: Jim Wright
www.intervention central.org
8/13/2019 Motivation NASP 07
2/31
www.interventioncentral.org
Jim Wri ht
Workshop Goals:
In this workshop, you will:
Review information about faulty thinking
that can undercut a students self-confidence
and motivation to learn
Think about a framework for thinking aboutstudent motivation that gives you influence
over that students investment in learning.
Review common, simple academicstrategies to make learning interesting and
to increase student motivation and follow-
through.
8/13/2019 Motivation NASP 07
3/31
www.interventioncentral.org
Jim Wri ht
Assessing Students Ideas About
Self-Efficacy
Self-Efficacy. The students view of his or
her own abilities related to specific
learning tasks and subject areas.
Self-Esteem. The students globalview of
his or her self-worth.Source:Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success.
School Psychology Review,31, 313327.
8/13/2019 Motivation NASP 07
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www.interventioncentral.org
Jim Wri ht
Assessing Students Ideas About Self-Efficacy(Cont.)
Encourage the student to:
talk about perceived strengths and
weaknesses in particular subject areas
share details about successes or failures
experienced in examples of academic tasks
present strategies that they typically use to
complete common academic tasks (e.g.,
undertaking a term paper, doing homework)
disclose their routine for preparing for quizzes and
tests.
8/13/2019 Motivation NASP 07
5/31
www.interventioncentral.org
Jim Wri ht
Motivating Students: Catch vs. Hold
Factors
CatchFactors. Grab the students attention
(e.g., catchy graphics in a computer game,
Jeopardy format for quiz review)
HoldFactors. Encourage the student to invest
time and effort in a learning activity over aprolonged period of time (e.g., cooperative
learning activity, high-interest activity)
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Jim Wri ht
Motivating Students: Catch vs. Hold Factors (Cont.)
Teacher strategy to engage difficult-to-teachstudents:
1. Start lesson with high-interest catch features
2. Transition to include more sustainable hold
features.
i t ti t l
8/13/2019 Motivation NASP 07
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www.interventioncentral.org
Jim Wri ht
Motivating Students: Catch vs. Hold Factors (Cont.)
Example of teacher strategy to engagedifficult-to-teach students in review of math
vocabulary:
1. Students first sent individually around the school on ascavenger hunt, to collect examples of math vocabulary
posted on walls and bulletin boards (catch activity).
2. After students return to classroom, the teacher organizes
them into groups, has each group compile a master-list oftheir math vocabulary words, and define the math
operation(s) to which each word is linked (hold activity).
i t ti t l
8/13/2019 Motivation NASP 07
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www.interventioncentral.org
Jim Wri ht
How Attributions About Learning
Contribute to Academic OutcomesPeople regularly make attributionsabout
events and situations in which they are
involved that explain and make sense of
those happenings.
i t ti t l
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www.interventioncentral.org
Jim Wri ht
How Attributions About Learning
Contribute to Academic Outcomes
Attribution Theory: Dimensions Affecting Student
Interpretation of Academic Successes & Failures(Linnenbrink & Pintrich, 2002)
The situation or event is Unstable (changes often) Stable (can be counted on to
remain relatively unchanged) Internal (within the student) External (occurring in the
surrounding environment) Uncontrollable (beyond the
ability of the student to
influence) Controllable (within the
students ability to influence)
i t ti t l
8/13/2019 Motivation NASP 07
10/31
www.interventioncentral.org
Jim Wri ht
How Attributions About Learning
Contribute to Academic Outcomes
The situation or event is Unstable (changes often) Stable (can be counted on to
remain relatively unchanged) Internal (within the student) External (occurring in the
surrounding environment) Uncontrollable (beyond the
ability of the student to
influence) Controllable (within the
students ability to influence)
Some people are born writers.
I was born to watch TV.
This teacher always springs pop quizzes on us
and picks questions that are impossible to study for!I cant get any studying done at home because my
brother listens to the radio all the time.
So I did lousy on this one test. Thats OK. Next
time, I will study harder and my grades should bounce back.
i t ti t l
8/13/2019 Motivation NASP 07
11/31
www.interventioncentral.org
Jim Wri ht
Finding the Spark:Strategies for Working With the
Unmotivated Learner
Jim Wright
www.interventioncentral.org
www interventioncentral org
8/13/2019 Motivation NASP 07
12/31
www.interventioncentral.org
Jim Wri ht
www.interventioncentral.org
www interventioncentral org
8/13/2019 Motivation NASP 07
13/31
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Jim Wri ht
Big Ideas About Motivation
Idea #1: Motivation is not a quality
that resides solely in the student.
Instead, motivation is a result of theinteractionbetween the student and
his or her learning environment.
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Jim Wri ht
Big Ideas About Motivation
Idea #2: A students level of motivation is
greatly influenced by his or her learning
history. A history of bad schoolexperiences can make students very
resistant to encouragement andincentives.
www interventioncentral org
8/13/2019 Motivation NASP 07
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Jim Wri ht
www interventioncentral org
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Jim Wri ht
Big Ideas About Motivation
Idea #3: As students become older,
their desire to protect and to promote
their self-image becomes significantlymore important in determining their
motivation level.
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Jim Wri ht
Big Ideas About MotivationIdea #4: Teachers can increase the
attractiveness of an academic activity or
assignment through changes in the:
Learning environment Social community
Academic activity
Learning challenge
Outcome or payoff
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Jim Wri ht
Environment Community
ActivitiesLearning
Challenges
Payoffs
Elements of Effective Motivation-Building
www interventioncentral org
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Jim Wri ht
Motivating Students:
EnvironmentThe setting in which we
work can encourage us
to give our best effort or
discourage us from
even trying to perform.
www interventioncentral org
8/13/2019 Motivation NASP 07
20/31
www.interventioncentral.org
Jim Wri ht
Motivating Students: Ideas for
Environment Let students choose their seat
location and study partners.
Enlist students to come up with rules andguidelines for effective classroom learning.
Create a memory-friendly classroom. Postassignments and due dates, written stepsfor multi-step tasks, etc.
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Jim Wri ht
Motivating Students:
CommunityWe define ourselves in
relation to others by our
social relationships. These connections
are a central motivator for most people.
www interventioncentral org
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Jim Wri ht
Motivating Students: Ideas for
Community Ask students to complete a learning-preferencesquestionnaire.
Hold weekly 5-minute micro-meetings with thegroup or class.
Use 2 X 10 rule: Hold 2-minute friendly
conversations across 10 days with students whoare not attached to learning
Provide 3 positive interactions with students for
every negative interactions (e.g., reprimand)
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Jim Wri ht
Motivating Students:
ActivitiesMotivated students
are engaged in
interesting activities
that guarantee a high success rate andrelate to real-world issues.
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Jim Wri ht
www interventioncentral org
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Jim Wri ht
Motivating Students: Ideas for
Activities Select fun, imaginative activities for
reviewing academic material.
Prior to assignments, have students setwork or learning goals. Have students ratetheir own progress toward their goals.
Celebrate mistakes as opportunities forlearning.
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Jim Wri ht
Motivating Students:
Learning ChallengesEvery learner presents
a unique profile of
strengths and
weaknesses. We unlock motivation when weacknowledge and
address unique learning profiles.
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Jim Wri ht
Motivating Students: Ideas for
Learning Challenges Avoid stigmatizing as low performers thosestudents who require remedial academic
support.
Use a think-aloud approach when introducing a
skill or strategy.
Allow students to take a brief break when tired orfrustrated.
Allow frequent opportunities for choice in
structuring instructional setting and activities
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Jim Wri ht
Motivating Students:
Payoffs for LearningLearning is a motivating
activity when the learner
can count on short- or
long-term payoffs formastering the material being taught.
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Jim Wri ht
Motivating Students: Ideas for
Payoffs For Learning
Reward student effortalong with qualityofcompleted work.
Build in short-term rewards (e.g., increasedfree time, pencils, positive note home) forstudent effort, work completion.
Give students frequent positive attention (atleast 3 positives for each negativeinteraction)
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8/13/2019 Motivation NASP 07
30/31
www.interventioncentral.org
Jim Wri ht
Environment Community
ActivitiesLearning
Challenges
Payoffs
Elements of Effective Motivation-Building
www.interventioncentral.org
8/13/2019 Motivation NASP 07
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e e o ce a o g
Big Ideas About Motivation
Idea #5: A students level of motivation
can be multiply determined (i.e. be
supported by more than one underlyingbehavioral principle)