1. week 3, tue, jan 26  Brophy, J (2010). Chapter 4. Goal Theory, p.87- 118  Interview simulation the one five o

2. assignments  Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African-Americans  Prepare & conduct interview  Check your test podcast. Improve audio quality. Save in mp3 format. the one five o

3. test podcast  Check your test podcast. Improve audio quality. Save in mp3 format. the one five o

4. jere brophy  Known for his emphasis on motivation to learn, especially for students who struggle in school My research has been focused on getting everybody away from this ‘fun’ notion and toward more of an emphasis on learning. I like to use words like meaningful, worthwhile, satisfying, valued, appreciated. Those are the right kind of words to describe the affective response of children when they are learning the way they ought to be learning. There might be fun in there but that is not the main point. Teachers are not camp counselors. Brophy, 1998 the one five o

5. goal theory  Why study goals, especially in schools?  Related to the direction and quality of action the one five o

6. goal theory constructs  Performance-oriented goals (ego-involvement)  Mastery-oriented goals (task-involvement, learning goals)  Definitions?  Behaviors/evidence associated with each? the one five o

7. seeing a more complex picture  Understanding students’ goals requires more than just knowing whether they are task or ego oriented.  According to Brophy, in what ways can our understanding of students’ goals get more complex, more sophisticated? the one five o

8. seeing a more complex picture  Seeing both the learners’ perceptions of their own goals and their perception of the goals of a particular situation  Seeing that performance goals are not always associated with negative outcomes  Seeing a distinction between performance- approach and performance-avoidance goals  Seeing other kinds of goals besides achievement (work avoidance, social, extrinsic) the one five o

9. the learner and the situation Perception of themselves  “The main reason I do may work in this particular situation is that I like to learn”  “I want to show my teacher that I am smarter than the other students.” Perception of the situation  “In this school, we are encouraged to compete against each other for grades.”  “Our teachers want us to really understand our work, not just memorize it.” the one five o

10. interview simulation  Create a short simulated interview. One interviewer, one interviewee, one or more commentators on the interview  Purpose: to show the process of inquiry, of trying to better see a learner’s goals  Show the interviewer’s strategic effort to get evidence (behaviors and responses to situation) rather than just the interviewee’s self-report of their goals  Show the challenges facing interviewees to get at and express the goals that motivate them the one five o

11. title the one five o

12. title the one five o