week 4, feb 4, thu  Brophy, J. Rebuilding Discouraged Students' Confidence and Willingness to Learn the one five o

assignments  Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions  Analyze interviews; prepare follow-up questions  Improve test audio, if requested by me the one five o

constructs  Expectancy  Expectancy x Value Model of motivation  Attribution  Efficacy  Strategies the one five o

low achievers  Definition? the one five o

low achievers  Students with limited ability who have difficulty keeping up and develop chronically low expectations and numbed acceptance to failure the one five o

students with failure syndrome  Definition? the one five o

students with failure syndrome  Students whose failure attributions or ability beliefs make them susceptible to learned helplessness in failure situations the one five o

self-worth protectors  Definition? the one five o

self-worth protectors  Students who are obsessed with self-worth protection and thus focus on performance goals but not learning goals the one five o

underachievers  Definition? the one five o

underachievers  Students who underachieve due to a desire to avoid responsibility  Underachieve: to do less well than expected the one five o

students who don’t find school meaningful  Students who do not see the value of school work. Another type of motivation problem, but not discussed in this chapter the one five o

activity  Create a matrix of types of the four motivation problems, associated symptoms, and recommendations for teachers  Make sure you understand 1. how the symptoms “fit” together 2. how the recommendations are particularly well- suited for the problem the one five o

activity: diagnose & recommend  Diagnose and recommend treatment for particular cases of low motivated students  Justify treatment as being well-suited for the specifics of the case the one five o

activity: what not to teach  “what not to teach” – common teaching practices that are really not that helpful to students with low motivation  See example on p 124 the one five o

hot topics  Is it really alright to let some students not keep up with the rest of the class?  Explain this paradox: Why do teachers sometimes teach in ways that are counterproductive to students’ motivation? (examples in Box 5.2)  How might a teacher’s own motivational profile relate to the way they teach? the one five o