0. The Inclusive Classroom: Strategies for Effective Differentiated InstructionBy
Margo A. Mastropieri
Thomas E. Scruggs
Blanche Jackson Glimps, Contributor
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

1. Enhancing Motivation and Affect
Chapter 10
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

2. Objectives
Describe the preconditions to improving motivation and affect in the classroom.
Identify techniques for improving and enhancing student motivation and affect.
Describe strategies for increasing self-efficacy.
Demonstrate the uses of goal setting and attribution training.
Discuss strategies for increasing students’ personal investment in shared decision making in the classroom.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

3. Objectives (cont.)
Identify and implement strategies to make learning more fun, exciting, and meaningful.
Describe the uses of praise and reward to reinforce students’ success in the classroom.
Compare and contrast tangible and intangible rewards.
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

4. Motivation and Affect Defined
Motivation—the degree to which students desire to succeed in school
Affect—the student’s emotional mood and personal feelings
Intrinsic motivation—participation in an activity purely out of a desire to succeed or desire to contribute
Extrinsic motivation—participation in an activity in anticipation of an external reward
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

5. Motivation and Affect Motivation and affect overlap to some extent
High levels of motivation and positive affect provide students opportunities to master the learning tasks set before them
Students, particularly those with disabilities and other special needs
Can lack motivation and positive affect
Are more likely to fail at academic tasks and to attribute this failure to personal inadequacies rather than to lack of effort
May be more at risk for affective problems such depression and low self-esteem
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

6. Preconditions for Positive Motivation and Affect
A supportive, organized classroom environment
Instructional materials that are at an appropriate difficulty level
Meaningful and relevant instructional tasks
Task-oriented classrooms
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

7. Preconditions for Improving Motivation
Create a supportive, organized classroom environment
Elicit positive peer support
Use statements that promote acceptance/that demonstrate all students are accepted
Ensure materials are of an appropriate difficulty level
Content must be at the difficulty level at which they are likely to succeed with effort
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

8. Preconditions for Improving Motivation (cont.)
Ensure that tasks are meaningful
Select topics that reflect students’ interests
Relate content being studied to local issues or problems that are familiar and important to students
Allow students to select their assignment from a list of options
Begin and conclude classes with statements that emphasize the importance of the topic
Create task-oriented, not ego-oriented classrooms
Task-oriented – best efforts are awarded
Ego-oriented – students function in an overall competitive environment with each other
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

9. Strategies for Improving Motivation and Affect
Raise self-esteem
Students with disabilities are vulnerable to beliefs that they do not compare favorably to peers
Promote self-efficacy (confidence in one’s own abilities)
Provide additional practice to reinforce prior knowledge
Use ongoing assessment strategies
Point out appropriate social models
Provide positive support
Avoid counterproductive statements
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

10. Interventions Teach students to set goals
Establish goals and monitor progress
Encourage parent/family involvement
Train students to use positive attributions
Attributions that attribute success or failure to student behavior
Arrange counseling interventions when needed
Exercise care when handling serious affective disorders
Increase students’ personal investment in the classroom
Share decision making for classroom procedures
Solicit student feedback
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

11. Make Learning Fun and Enjoyable
Make tasks more interesting
Prepare more concrete, meaningful lessons
Create cognitive conflict
Use novel ways to engage students
Develop competitive and gamelike activities
Don’t overdo motivational attempts
Be enthusiastic
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

12. Praise Praise should be
Highly motivating because it provides encouraging feedback for student efforts and demonstrates that their work is being appreciated
Linked to specific student actions and behaviors while specifying the criteria being met
Genuine and sincere and not sound like repetitive insincere statements
Given contingent upon truly meritorious work, positive student efforts to meet specific criteria, and tangible improvement from previous work
Delivered publicly
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

13. Reward Student Effort Use rewards to reinforce student success
Avoid the over justification effect
Notion that students are less satisfied with their performance and less likely to undertake the same activity when rewards are too freely given
Distinguish between rewards and “bribes”
Rewards are a potent tool when used under the right conditions
Bribes are used to get someone to do something illegal, illicit, or immoral
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.

14. Reward Student Effort Set up conditions for rewards
Set performance criteria
Develop appropriate performance criteria for students with special needs
Use tangible and intangible rewards
Justify fairness when necessary
Fair doesn’t mean giving everyone the same thing, it’s giving each what they need
The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN © 2014, 2010, 2007, 2004, Pearson Education, Inc. All rights reserved.