1. Personalized Learning Academy Training for Trainers III
Center on Innovations in Learning
Florida & Islands Comprehensive Center
Virgin Islands Department of Education
2017

2. Focus on Motivational and Social Emotional Competencies and Indicators
Center on Innovations in Learning
FLICC
2017

4. Why I Learn (Motivational Competency)
Definition
Engagement and persistence in pursuit of goals;
Self-efficacy (belief in ability to complete tasks and achieve goals);
Willingness to engage in an activity based on value and expectation of success.
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “The first competency, Cognitive Competency, represents the prior knowledge that students possess that allows them to engage in new learning (for example, this could be core knowledge such as facts, ideas, etc.). That knowledge has to be accessible and of sufficient depth to enable new learning.
To promote cognitive competency, teachers need to be aware of children’s cognitive development, as well as of course academic standards and curricula to foster mastery of those standards.  What this looks like in practice is teachers providing plenty of opportunities for students to build their knowledge/cognitive competency through activities such as vocabulary-building, helping students connect what they are learning to what they already know, and ample writing/reading opportunities, for example.”
Slide Text:
Definition: Prior knowledge which facilitates new learning; broad knowledge acquired in any context, accessible in memory to facilitate new learning; sufficient depth of understanding to expedite acquisition of new learning
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

5. Why I Learn (Motivational)
Engagement and persistence in pursuit of goals In other words, apart from the student’s cognitive and metacognitive competency in grappling with and mastering the task, the student must simply want to engage and persist. Motivation is the wanting to.
Slide Number: 18
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “Motivational competency involves promoting student engagement and persistence in pursuing their goals for learning.  In order for students to pursue learning goals, teachers need to promote a growth rather than fixed ability mindset, in which they praise effort rather than “talent.” For example, saying “You solved that math problem? You must be really smart in math!” reinforces a fixed mindset and leaves no room for growth. Instead saying “You solved that math problem?  You must have worked really hard and long on it to solve it!” Parents need to be aware of this concept as well, so that they can talk with their child in ways that promote a growth mindset.  We also want to build intrinsic motivation for learning by providing students with opportunities to be autonomous, as well as activities that stimulate interest, value and relatedness.”
Slide Text:
Definition: Engagement and persistence in pursuit of goals
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

6. Basic Components of Motivational Competency in School Learning

7. Motivational Competency in Practice
What’s more important?
Intrinsic vs. Extrinsic motivation
Dichotomy is in many ways artificial
Motivational Competency in Practice
It is good advice to not get hung up on the debate over intrinsic and extrinsic motivation; the dichotomy is in many ways artificial. In adult life, we may be motivated by money or fame or the accolades of our peers, but that is because we value these goals and find satisfaction in their pursuit, not because they have been imposed upon us. In school, making mastery of learning valuable to students is our chief task, and if incentives (grades, rewards, recognition) lubricate the gears in that direction, so much the better. A growth mindset, a sense of self-efficacy in improving academic performance, and a value for mastery form the triad of motivational competency for students. Teachers contribute to their students’ growth mindsets when they are careful in language, attributing success in learning to effort and strategy rather than smarts. They help parents understand the power of their language and their expectations at home in forming their children’s mindsets and motivation to learn. Teachers enhance students’ sense of self-efficacy in meeting learning challenges when they carefully match their assignments to each student’s current level of mastery, making the work challenging but within reach. Teachers instill in their students a value for mastery by providing ladders for incremental success and celebrating what students know and can do. Teachers stir students’ motivation to learn by teaching with enthusiasm, demonstrating their own delight in learning, connecting topics and assignments to students’ interests and aspirations, tapping students’ innate curiosity, and stretching students’ awareness of fascinating subjects beyond their current knowledge or interest. Teachers find where each student’s passion lies, and use that as a platform for expanded interest and accomplishment.

8. Triad of Motivational Competency for Students
Growth Mindset
Sense of Self-Efficacy
Value for Mastery
, a sense of self-efficacy in improving academic performance, and a value for mastery form the triad of motivational competency for students.

9. Motivational Competency in Practice
Teachers contribute to their students’ growth mindsets when
they are careful in language, attributing success in learning to effort and strategy rather than smarts
help parents understand the power of their language and their expectations at home in forming their children’s mindsets and motivation to learn.

10. Motivational Competency in Practice
Teachers contribute to their students’ sense of self efficacy in completing assignments when they
carefully match their assignments to each student’s current level of mastery, making the work challenging but within reach.
Teachers instill a value of mastery by providing ladders for incremental success and celebrating what students know and can do.

11. Motivational Competency Indicators in the Classroom (LDS:MOT)
MOT 1: Attributing learning success to effort and self-regulation, reinforcing the idea that both actual ability and self-efficacy are malleable and grow with practice; insist upon and reward persistence to mastery.
MOT 2: Connecting learning tasks to the student’s personal aspirations.
MOT 3: Differentiating assignments to provide the right balance of challenge and attainability for each student.

12. Motivational Competency Indicators in the Classroom (LDS:MOT)
MOT 4: Helping students “find the fun” [satisfaction] in learning rather than simply making learning fun
MOT 5: Stretching the student’s interests to find value in new topics (acquired relevance).
MOT 6: Making individual student progress visible with clear indicators.
MOT 7: Includes student choice in assignments or topics.

13. Motivational Competency Indicators in the Classroom (LDS:MOT)
MOT 8: Provides high levels of student engagement aimed at learning objectives
MOT 9: Helping parents understand the significance of their verbal attributions of students’ successes and disappointments.

14. How I relate: Social/Emotional Competency
Definition
Sense of self-worth,
Regard for others,
Emotional understanding and management,
Ability to set positive goals and make responsible decisions.
Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “As teachers we also of course need to promote students’ social/emotional competency, which involves their sense of self-efficacy in learning, regard for others, management of emotions, responsible decision-making, and ability to set positive goals.  We also need to be sure to let students know through our words and actions that they BELONG in an academic environment by building opportunities for autonomy within the classroom and showing respect for students’ opinions.
Where appropriate, teachers can explicitly incorporate social-emotional goals into their instructional programs, and provide modeling and student practice.”
Slide Text:
Definition: Sense of self-worth, regard for others, emotional understanding and management, ability to set positive goals and make responsible decisions
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

15. How I Relate: Social/Emotional Competency
In other words, learning, especially school learning, is
both a personal and social activity,
malleable, subject to
enhancement through instruction,
through the example set by teachers and peers and
through the school’s and classroom’s norms for relationships among teachers and students.

16. Social/Emotional Competency in Practice
Schools can
infuse within its mission, curriculum, and culture an intentional focus on attitudes and behaviors that build and reflect self-worth, respect, and responsibility

17. Social/Emotional Competency in Practice
Schools can
infuse within its mission, curriculum, and culture an intentional focus on attitudes and behaviors that build and reflect self-worth, respect, and responsibility
teach and reinforce specific social skills

18. Social/Emotional Competency in Practice
Schools can
be attentive to students’ emotional states, their anxieties and stresses, their personal struggles, and proactively counsel and instruct students in understanding and managing their emotions.

19. Social/Emotional Competency in Practice
Schools can
be equipped to provide supportive interventions at the right times.

20. Social/Emotional Competency in Practice
Purposes of Family Engagement to Enhance Social Emotional Competency:
school and teacher develop a better understanding of the student, and
parents learn how to foster social/emotional competency through their interactions with their children at home.

21. Social/Emotional Competency: Classroom Indicators (LDS:SEM)
SEM 1: Including social/emotional objectives in the lesson plan.
SEM 2: Teaching and reinforcing specific pro-social skills.
SEM 3: Modeling or role playing responsible behavior, caring, optimism, and/or positive verbal interactions.

22. Social/Emotional Competency: Classroom Indicators (LDS: SEM)
SEM 4: Establishing and reinforcing classroom norms for personal responsibility, cooperation, and concern for others.
SEM 5: Guiding students in managing their behaviors in specific situations to control emotions.

23. Social/Emotional Competency: Classroom Indicators (LDS:SEM)
SEM 6: Helping students set and pursue constructive goals for personal development and social relationships.
SEM 7: Teaching students to understand the consequences of their decisions and to attribute the consequences to their behavior.
SEM 8: Using cooperative learning techniques in small group work.

24. Social/Emotional Competency: Classroom Indicators (LDS:SEM)
SEM 9: Teaching techniques for appropriate questioning to obtain information, seek help from others, and engage others in conversation.
SEM 10: Engaging parents to promote social/emotional competency at home.
SEM 11: Arranging support services from psychologists and social workers when students demonstrate need for support.