The Inclusive Classroom: Strategies for Effective Differentiated Instruction By 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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

Enhancing Motivation and Affect Chapter 10 The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 5th ed., Margo A. Mastropieri, Thomas E. Scruggs, ISBN 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.

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 0132659859 © 2014, 2010, 2007, 2004, 2000 Pearson Education, Inc. All rights reserved.