Motivating the Low Motivated Jan Gont, K-12 Special Education Curriculum Coordinator West Aurora SD 129 ILCCBD WInter Drive In Conference 2019

Identify key motivators and common understandings and misunderstandings about motivation. Explore factors that can impact motivation in the classroom and identify strategies to improve outcomes for students. Link learning to CASEL competencies and identify how skills can be incorporated into everyday instruction. Develop and share real life application to classroom learning. Intended Outcomes…

Nearly half of students in Gallup's 2014 student poll report being either not engaged (28 percent) or actively disengaged (19 percent) in school. The poll of 825,000 fifth- through 12th-graders shows a clear slide as children progress in school. A 2014 survey by Education Week found that only 40 percent of the teachers and administrators who participated believed that most of their students were highly engaged and motivated. Teachers and administrators from high-poverty schools reported much lower levels than those from more affluent schools. Research finds student engagement plays a role in college success — or lack thereof (The Journal of Higher Education, 2008). Statistics 2-3 min http://www.apa.org/monitor/2015/06/grabbing-students.aspx

How does motivation relate to Social Emotional Learning (SEL)?

Self- reflection is KEY! It is a 2 way street...

How do you define what motivates you? 5 min

Motivation Basics Intrinsic Motivation Extrinsic Motivation Vs. Long term; sustaining Short term; situational Vs. Application: How does this affirm or challenge your current beliefs? What are the impacts in the classroom? Challenges? 2-3 min

The Surprising Truth About Motivation Fulfillment Interests The Surprising Truth About Motivation Needs What really motivates us? Our drive? Willingness to succeed? If you reward something do you get more of the behavior you want? If you punish something do you get less of the behavior you want? Emotions Success Failure Risk Challenge Refer to MIT study: (tasks) Minimal cognitive skill - cash reward was positively correlated to motivation Increased cognitive skill (task)- large reward negative correlation to motivation - motivation was worse Higher incentives lead to decrease in performance Low skill tasks - higher incentives = positive outcomes Higher level skill tasks- self direction (autonomy) mastery, purpose= positive outcomes Think about how that might translate to education…. Are you using mostly extrinsic motivators for students (candy, tangible objects, breaks?) Drive: The Surprising Truth About What Motivates Us, Dan Pink (2011).

(cognitive, social-emotional, mental health) Contributing Factors Relationships Development (cognitive, social-emotional, mental health) Environment

Self – Awareness: Critical points to consider… Accomplishments A student believes personal worth depends on accomplishment Ability Ability is perceived as a critical for success Self-worth Ability is only based on self-worth Unlikely Success If success is not anticipated then behaviors are used to minimize implications of ability Resistive Behavior Self – Awareness: Critical points to consider…

Relationships and Development Positive trends Early Experiences/ Elementary Supports Commitment Perception Secondary Experiences Self - worth Competition Weak trends

Driving Forces... Developmental skills both academically and social emotionally have an impact on motivation with students - Discuss lagging skills-

Environment: Finding the Balance…. Does the student have the skills to handle the demands being placed on them in the environment? If you raise expectations - supports need to be raised often times as well. Skill deficits vs. performance deficit

A deeper look at environment... Safe & Supportive How would you describe the culture of your classroom? Acceptance? Supportive? Sense of belonging? Contributions? How would your students describe it? A deeper look at environment... Values - explicitly communicated Positive Culture Culture Students who have a strong sense of belonging to their learning community have greater chances for success in school (engagement, academic outcomes, positive behavior) The culture of your classroom - does it achieve building a sense of community? ( belonging, success, contributions?) Perception is reality...

Essentials of Motivation - looking through another lens... Autonomy - self- direction; self guidance; personal investment/ committment Purpose- relevance; is the task relevant to the person? Situation? Environment? Mastery- is there an acquired level of understanding or skill - lack of skill would have a negative impact

Thoughts on Autonomy & Commitment “If you want it you will find a way, if you don’t you will find an excuse.” Thoughts on Autonomy & Commitment Building a strong sense of commitment is directly linked to autonomy -self reflection

Teacher to student and student to student relationships can have significant impacts to student motivation. Remember… Climate and culture are important for supporting rapport with students. Build a strong rapport “foundation” early and foster throughout the year. Relationships

Voice & Choice Critical Thinking Self - Assessment Authentic Learning Motivating and Empowering Student Centered Learning... Authentic Learning Voice & Choice Have students set individual goals Use choice boards to differentiate activities Student classroom roles Critical Thinking Daily critical thinking questions Concept Maps (Lucidchart, Google Draw) Self - Assessment Use symbols to represent level of understanding Reflection on Learning Log Website resource to check out!: Better Lesson - Instructional Strategies

Building Student Autonomy in the Classroom 1-2-3 Then Me: This approach asks students to rely first on their own and their peers’ understanding of a task. Give students one minute to go over the directions silently, two minutes to discuss the directions with each other, and three minutes to plan their approach to the task. Recorded Directions and Responses: These are simple but powerful tools, especially for students whose reading and writing skills are still developing. With the voice memo function on a device, record yourself giving directions. https://www.edutopia.org/article/6-strategies-promoting-student-autonomy What are some ways you build autonomy in your classrooms?

Teach students to self- assess learning. Color Coded Labels: This self-monitoring and signaling strategy builds students’ skills in deciding if and when they need teacher help. Green: I am/we are fine—no teacher help needed. Yellow: I/we need teacher help but can continue working while waiting for it. Red : I/we need teacher help immediately and have stopped working. Teach students to self- assess learning.

Fostering Purpose that link to Authentic Outcomes Student Voice and Choice Relate Learning to Real Life Application Model Process

Building Purpose Important things to consider… Goals What outcomes do we want? What outcomes does the student want? Voice & Choice Does the student contribute to the planning for the direction they want to head in? Defining the commitment… Are they clear on the expectations? Do they value the outcome? Building Purpose How do you approach these questions with students? Conferencing? Class meeting?

Be learner focused! Learners Interests Needs Abilities Goals Interest inventory 5 min mini student conferences Collaborative activities Be learner focused! Classroom goals Group goals Individual Goals Ask each student what helps them be successful? What are their strengths? What are their weaknesses? Share observation from Bulak classroom - mini review of goals at the start of the lesson – linked to redirection throughout- closed with self-assessment and mini conference to reflect and set goal for next session. This can be applied not only in the classroom setting but to practitioner sessions as well

Ideas that Support Student Focused Classrooms Building in challenges Reasonable and attainable Coping skills - managing failure Shared responsibility- contribution Supports in place Opportunity for growth, improvement, innovation Strategies… Model coping strategies Build connections regarding failure/ overcoming challenge ACCEPTANCE - students get what they need- we all need different things to succeed Ideas that Support Student Focused Classrooms Are you a tour guide or a thought innovator? How do you approach productive struggle in your classroom?

Engagement Get in the zone! Expectancy- Value model Students are more likely to be engaged if they expect to do well and if they value what they are learning (Collier, 2015). Flow Theory students who are highly engaged and motivated while challenged with tasks that are at peak difficulty level (not too hard, but also not too easy) Mindset impacts engagement Growth mindset vs. fixed mindset Student perceptions (flexible, or fixed... Have an impact!) Engagement Get in the zone! Michael Jordan - Flow Theory example: Needed for Flow… Intrinsic motivation Clear goals & a sense of progress Clear and immediate feedback Challenge must match skill - personal control Focus in the present moment How does this translate to your classroom and your students? What is their perception on learning? Engage students in dialogue around what they want to learn, like about learning, what they aspire to be.

Mastery Assessment Explicit Instruction Self- Reflection Incorporated daily Mastery Assessment Pre and Post Explicit Instruction Strengths Weaknesses- lagging skills? Self- Reflection Student Teacher Link back to Does the student have the skills to handle the demands in the environment? Challenge needs to fit the student

How can we get students to reach the state of flow? Vestibulum congue Intrinsic Motivation How can we get students to reach the state of flow? Focus in the Moment Clear Goals Vestibulum congue Vestibulum congue Challenge Matches Skill Immediate Feedback

Achievement & Mindset Children who were praised for effort were more likely to have growth mindsets and to enjoy challenges, while those who were praised for inherent abilities were more likely to see these as immutable or fixed, the study found (Child Development, 2013).

Strategies to Promote Engagement Blend passive & active Diverse Activities Provide opportunities for interactivity Collaboration Active questioning & discussion Opportunities to Respond Strategies to Promote Engagement

Ten & 2 Method For every 10 minutes of instruction (passive activity) plan an opportunity for action (student to student collaboration, discussion challenge, movement)

Empowering learning fosters improved motivation. Lesson challenge…. In pairs/ small group discuss 3 strategies supporting improving student motivation and apply to activities you will use in your classroom this year. Share plan with class. 15 minutes

Motivational Video I Can Do This!

Questions?? Jan Gont jgont@sd129.org