Motivating the Unmotivated

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Motivating the Unmotivated

• Systems Change
• November 5, 2009

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Contact Information

• tim.mitchell_at_k12.sd.us
• http//csd7-1superintendent.wikispaces.com/
• http//tm026.k12.sd.us
• http//systemschange2009.tie2.wikispaces.net

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Where are we at?

• Despite exemplary innovations in curriculum and
  instruction, students are dropping out of school
  at an alarming rate, and many of those who remain
  dont seem to be paying attention.

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The Quality School--Glasser

• Defines Teaching
• process of imparting knowledge through a variety
  of techniquesto people who want to acquire this
  knowledge

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What We Will Talk About Today!

• Identify the five characteristics of high quality
  Feedback.
• Based upon the latest Brain Research identify the
  Seven Myths of Learning.
• Identify the Six Variables of Motivation that can
  be orchestrated by the teacher to increase the
  probability that a student will want to learn or
  will be motivated to learn.
• Identify the Five Dials or factors that a teacher
  can adjust to maximize performance of ALL
  students.

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Research

• Many years ago, the field of education and
  psychology over looked an important study.
• 1925-Dr. Elizabeth Hurlock-designed a study to
  explore what would happen when 4th and 6th
  graders in math class received different types of
  feedback

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Research

• 1st Group-identified by name-praised
• 2nd Group-identified by name-criticized
• 3rd Group-ignored-present to hear responses to
  other students
• 4th Group-removed-received no comments on work
• Students in Groups 1 2 did better after the
  1st day-then performance dramatically changed

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Research

• The overall performance of each Group
• Group 1-Praised-71
• Group 2-Criticized-19
• Group 3-Ignored-5
• Recent studies
• Negative emotions can be harmful and might even
  shorten life span
• Positive emotions are an essential daily
  requirement for survival

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Feedback

• The brains patterns and instructions are slowly
  perfected throughout life, mostly through trial
  and error. Therefore, feedback is essential to
  learning. Meaningful and appropriate feedback
  helps students understand how they are doing in
  the course of the real world

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Feedback

• Today Show-Katie Couric Interview of Brian
  Bennett-had grown up in a troubled and abusive
  environment. He struggled in school and had been
  picked on regularly. Now-a well adjusted and
  successful adult.
• Defining Moment-when a grade school teacher
  simply told me that she cared about me and
  believed in me and that small interaction turned
  my life around

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Feedback

• The most valuable feedback
• Immediate-given as soon as possible after the
  performance
• Specific-instead of general
• Precise-includes evidence that helps the person
  see cause and effect
• Growth-Oriented-gives direction for further
  improvement
• Preserves Dignity-judges performance, not the
  person

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Feedback

• Let me tell you about
• CHRIS

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Brain-Compatible Learning Principles

• Varied Input-Students need input for learning
• Active Learning-Students need to learn
  experientially
• Feedback-Students need regular feedback
• Safe Environment-Students need to feel safe,
  secure, nurturing setting

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Research-Marzano

• The Art and Science of Teaching-Marzano
• Question 5-What will I do to engage students?
• Areas provide useful insight
• High Energy
• Missing Information
• Mild Pressure
• Mild Controversy

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Research-Marzano

• High Energy as a Stimulus for Engagement
• Paying attention requires students to have a
  certain energy level
• Physical Activity-increases blood
  flow- (oxygen)
• Pacing of Instruction-keep activity
  moving- (transitions)
• Teacher enthusiasm and intensity

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Research-Marzano

• Missing Information as a Stimulus for Engagement
• Human beings interested in puzzles and
  games-taps into our curiosity and anticipation
• Cybernetic Theory-always trying to lessen the
  discrepancy between what we predict will occur
  and what is actually occurring

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Research-Marzano

• Mild Pressure as a Stimulus for Engagement
• It is true that under the right circumstances
  mild pressure can have a positive influence on
  learning
• Ex Questioning-Wait Time

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Research-Marzano

• Mild Controversy and Competition as a Stimuli
  for Engagement
• When well orchestrated--mild controversy can
  enhance student engagement
• Controversy strategies include eliciting
  divergent opinions on an issue and then inviting
  students to resolve their discrepancies through
  sustained discussion

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Research-Marzano

• Action Steps
• Use of Games That Focus on Academic Content
• Manage Questions and Response Rates
• Use of Physical Movement
• Use Appropriate Pacing

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Research-Marzano

• Action Steps
• Demonstrate Intensity and Enthusiasm for Content
• Engage Students in Friendly Controversy
• Provide Opportunities for Students to Talk About
  Themselves
• Provide Unusual Information

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Motivation Theory

• Kids arent passive receivers of
  information-they choose what they want to pay
  attention to in class. Skilled teachers use
  their bag of tools to build stepping stones
  for kids. No one can Make a person become
  motivated just as no teacher can make a
  student learn. The best we can do is to
  orchestrate circumstances in the environment so a
  student will be encouraged to do something that
  will result in his/her learning

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Motivation Theory

• Motivation-Six Variables-can be orchestrated by
  the teacher to increase the probability that a
  student will want to learn or will be motivated
  to learn
• Level of Concern
• Feeling Tone
• Interest
• Success
• Rewards

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Motivation Theory

• Level of Concern
• Learners are more likely to be motivated to
  learn something or do something they are
  concerned about
• No Concern-little or no learning
• Low Concern-it must be raised
• High Concern-it must be lowered

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Motivation Theory

• Feeling Tone
• The atmosphere or climate in the classroom that
  results from the teachers attitude and manner
• Neutral-little or no learning
• Unpleasant-use when pleasant produces no results
• Pleasant-creates the best learning situation

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Motivation Theory

• Interest
• Can be promoted two ways
• Self-Interest-relating material to students
  life experiences
• Novel/Vivid-doing something different or
  unexpected

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Motivation Theory

• Success
• Learning experience must be difficult enough so
  as not to be attributed to luck yet easy enough
  to allow a good chance for accomplishment.

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Motivation Theory

• Reward
• Intrinsic-Extrinsic
• If a student performs for an extrinsic reward
  and experiences pleasant feelings, success, it is
  interesting and they receive positive feedback
  about their performance they are more likely to
  move towards an intrinsic motive the next time.

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Motivating Unmotivated Students

• Motivating Students
• There are a number of factors that determine
  whether or not students are motivated in your
  classroom.  I will focus on five dials or
  factors, that a teacher can adjust to maximize
  the performance.

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Motivating Unmotivated Students

• Recognize Individual Differences
• Background Information
• Rate of Learning
• How Students Learn
• Actively Recognize
• Actively Communicate
• I Have a Plan

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Motivating Unmotivated Students

• Safety
• Recognize the Symptoms of Fear
• Eliminate Sarcasm and Ridicule
• Spend Time Building Community

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Motivating Unmotivated Students

• Relationships
• Be in the Relationship Business
• Leverage Your Relationships
• If you like me you would not do that!
• When a Student is Absent--Notice

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Motivating Unmotivated Students

• Behavior Solutions
• Do not Remove Learning Opportunities
• View Behavior as an Academic Problem
• Do not treat Behavior Problems with an
  Academic Consequence
• Create Extra Learning Opportunities

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Motivating Unmotivated Students

• Punishment and rewards lose value over
  timeRelationships gain value over time!

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Motivating Unmotivated Students

• Teach Everything
• Stop Complaining
• Teach Against Student Deficiencies
• Respect Your Power

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For More Information

• Pat Quinn
• Ideas Unlimited
• P. O. Box 272
• Slinger, WI 53086
• info_at_betterteachingonline.com
• www.betterteachingonline.com

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Daniel Pink

• Three elements to true Motivation
• Autonomy
• Mastery
• Purpose

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Daniel Pink

• Drive The Surprising Truth About What Motivates
  Us
• High performance and satisfaction
• Human need to direct our own lives
• To learn/create new things
• To do better (ourselves and our world)

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Resources

• Art and Science of Teaching-Robert Marzano
• Activating the Desire to Learn-Bob Sullo
• The Motivated Student-Bob Sullo
• Drive The Surprising Truth About What Motivates
  Us-Daniel Pink
• Motivating the Unmotivated Student-Pat Quinn
• Instructional Leadership-Third Edition-Ed Porthan

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Conclusion

• Are you teaching?
• process of imparting knowledge through a variety
  of techniquesto people who want to acquire this
  knowledge