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Communities In Schools

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Presentation on theme: "Communities In Schools"— Presentation transcript:

1 Communities In Schools
Maximizing Support for Motivation Dr. Theresa Thorkildsen and Persis Driver Communities in Chicago Schools, April 23, 2014

2 Primary Themes Part I – Building trust and showing respect
Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

3 Part I – Building trust and showing respect
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

4 R-E-S-P-E-C-T Find out what it means to me!
Sennett, R. (2003). Respect in a world of inequality. New York: W.W. Norton and Company.

5 Part II – Reasons for success and failure
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

6 Common Attributions for Success and Failure
Luck or skill Effort or task difficulty Ability or effort Verbal and non-verbal intelligence Systems of thought or actions handle intellectual challenges posed by the environment. They become progressively more complex as we mature.

7 Strategies for encouraging motivation
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

8 Good Ideas Show interest and give responsibility.
Make attributions to thought, strategy choice, and improvements. Promote cooperation. Select stimulating tasks and materials that vary in difficulty level. Give choices with some structure.

9 Easy Bad Habits Attribute failure to low effort.
Use of extrinsic rewards as an inducement to compliance. Demand assignment completion before allowing for free-time activities. Offer global praise. Encourage the best effort.

10 Part III – Learning with the whole body and not just with the mind
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

11 How does your physical location affect your perspective?
How do you incorporate physical activities into students’ day?

12 Part III – Learning with the whole body and not just with the mind
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

13 What type of knowledge is of most worth?

14 Part III – Learning with the whole body and not just with the mind
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

15 What does it mean to be and do good?
Why is it so easy to punish the whole group for the transgressions of a few, but so difficult to praise everyone for the successes of a few? What does it mean to be and do good? Miller, R. L., Brickman, P., & Bolen, D. (1975). Attribution versus persuasion as a means for modifying behavior. Journal of Personality and Social Psychology, 31, doi: /h

16 Part III – Learning with the whole body and not just with the mind
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

17 Distinguish Learning, Test, and Contest Situations
Thorkildsen, T. A. (1989). Pluralism in children's reasoning about social justice. Child Development, 60, doi: /

18 Long-term and short-term benefits Separation in brief encounters
Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

19

20 Thank you for participating!

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