1. Engagement

2. Table of Contents Engagement Basic Motivation Growth vs. Fixed Mindset Environmental Distractors Extrinsic vs. Intrinsic Motivation Autonomy Mastery Purpose Student Choice

3. So You Think You Can Multitask? Watch the videovideo Listen to the researcher’s explanationresearcher’s explanation What implications does this have for classroom instruction?

4. What Is Engagement? The outward, observable result of motivation.

5. Why Is It So Important? We can’t see students’ thinking, but engagement suggests that they are. Humans need processing time to learn, and that time is more likely when they are engaged in the topic.

6. Guidelines for Direct Instruction of New Content Grade LevelAppropriate Amount of Direct Instruction K-25-8 minutes Grades 3-58-12 minutes Grades 6-812-15 minutes Grades 9-1212-15 minutes Adult Learners15-18 minutes Guidelines for Practice Times for New Skills K-220-30 minutes, 2-3 times per week Grades 3-5Up to 30 minutes, 3 times per week Grades 6-12Up to 60 minutes, 3-5 times per week Adult Learners45-90 minutes, 3-4 times per week Adapted from: Jensen, E. (2005). Teaching with the Brain in Mind, 2 nd Ed., p. 37, 116

7. Which Students Are Engaged? Justify your answer.

8. Motivation Mindsets Fixed—intelligence is static; you are or you aren’t Growth—intelligence can be developed; hard work will pay off (Dweck, 2006)

9. Eliminating and Reducing Environmental Distractors “Start by removing threats from the learning environment. No matter how excited you are about adding positives to the environment, first work to eliminate the negatives” (Jensen, 1998, p. 30). Teachers must address: Physiological needs Classroom life Physical arrangement of space Lighting Noise levels

10. Extrinsic Motivation Long associated with behaviorism “Carrot and stick,” token economies, etc. Can help develop self-efficacy May lead students to connect the causes of their behaviors to things outside of their control Loss of task quality often leads to loss of interest

11. Intrinsic Motivation Often associated with constructivism Internal rewards often result in increased expectations, support, and confidence Hard to see

12. Components of Intrinsic Motivation Autonomy—the desire to direct our own learning; self-direction, choice Mastery—the urge to make progress and get better; challenges with appropriate support; success Purpose—learning in the service of something bigger than ourselves; authentic, personal opportunities (Pink, 2009)

13. Providing Choices for Students Task Time Team Technique (Pink, 2009)

14. Checking Engagement Do I have their attention? Before you start: use videos, songs, skits, humor, etc. Be creative Are these students engaged? During the lesson and throughout the day Be willing to stop and/or adjust

15. Summary Paying attention is not the same as being engaged. Engagement requires you to know your students, their passions, interests, feelings, and abilities. Extrinsic and intrinsic motivators can coexist in the classroom; however, intrinsic motivation leads more clearly to lifelong learning. Providing students with opportunities for choice and making learning relevant to their lives can increase engagement.

16. References Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House. Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York: Riverhead Books.