1. www.interventioncentral.org Jim Wright Motivating Ideas About Motivating Students…

2. www.interventioncentral.org Jim Wright Workshop Goals: In this workshop, you will:  Review information about ‘faulty thinking’ that can undercut a student’s self-confidence and motivation to learn  Think about a framework for thinking about student motivation that gives you influence over that student’s investment in learning.  Review common, simple academic strategies to make learning interesting and to increase student motivation and follow- through.

3. www.interventioncentral.org Jim Wright How a Traditional Classroom is Like a Pinball Machine…

4. www.interventioncentral.org Jim Wright Unmotivated Students: What Works The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero, then the ‘motivation’ product will also be zero. 1.the student’s expectation of success on the task 2.the value that the student places on achieving success on that learning task Motivation can be thought of as having two dimensions: Multiplied by Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists. ……………… 10 X 0...………… 0 ……………… 0 X 10...………… 0

5. www.interventioncentral.org Jim Wright Assessing Students’ Ideas About ‘Self-Efficacy’ Self-Efficacy. The student’s view of his or her own abilities related to specific learning tasks and subject areas. Self-Esteem. The student’s global view of his or her self-worth. Source: Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313–327.

6. www.interventioncentral.org Jim Wright Assessing Students’ Ideas About ‘Self-Efficacy’ (Cont.) Encourage the student to: talk about perceived strengths and weaknesses in particular subject areas share details about successes or failures experienced in examples of academic tasks present strategies that they typically use to complete common academic tasks (e.g., undertaking a term paper, doing homework) disclose their routine for preparing for quizzes and tests.

7. www.interventioncentral.org Jim Wright Motivating Students: ‘Catch’ vs. ‘Hold’ Factors Catch Factors. Grab the student’s attention (e.g., catchy graphics in a computer game, Jeopardy format for quiz review) Hold Factors. Encourage the student to invest time and effort in a learning activity over a prolonged period of time (e.g., cooperative learning activity, ‘high-interest’ activity)

8. www.interventioncentral.org Jim Wright Motivating Students: ‘Catch’ vs. ‘Hold’ Factors (Cont.) Teacher strategy to engage difficult-to-teach students: 1.Start lesson with high-interest ‘catch’ features 2.Transition to include more sustainable ‘hold’ features.

9. www.interventioncentral.org Jim Wright Motivating Students: ‘Catch’ vs. ‘Hold’ Factors (Cont.) Example of teacher strategy to engage difficult-to-teach students in review of math vocabulary: 1.Students first sent individually around the school on a ‘scavenger hunt’, to collect examples of math vocabulary posted on walls and bulletin boards (‘catch’ activity). 2.After students return to classroom, the teacher organizes them into groups, has each group compile a master-list of their math vocabulary words, and define the math operation(s) to which each word is linked (‘hold’ activity).

10. www.interventioncentral.org Jim Wright How Attributions About Learning Contribute to Academic Outcomes People regularly make ‘attributions’ about events and situations in which they are involved that ‘explain’ and make sense of those happenings.

11. www.interventioncentral.org Jim Wright How Attributions About Learning Contribute to Academic Outcomes Attribution Theory: Dimensions Affecting Student Interpretation of Academic Successes & Failures (Linnenbrink & Pintrich, 2002) The situation or event is…  Unstable (changes often)  Stable (can be counted on to remain relatively unchanged)  Internal (within the student)  External (occurring in the surrounding environment)  Uncontrollable (beyond the ability of the student to influence)  Controllable (within the student’s ability to influence)

12. www.interventioncentral.org Jim Wright How Attributions About Learning Contribute to Academic Outcomes The situation or event is…  Unstable (changes often)  Stable (can be counted on to remain relatively unchanged)  Internal (within the student)  External (occurring in the surrounding environment)  Uncontrollable (beyond the ability of the student to influence)  Controllable (within the student’s ability to influence) Some people are born writers. I was born to watch TV. This teacher always springs pop quizzes on us— and picks questions that are impossible to study for! I can’t get any studying done at home because my brother listens to the radio all the time. So I did lousy on this one test. That’s OK. Next time, I will study harder and my grades should bounce back.

13. www.interventioncentral.org Jim Wright Finding the Spark: Strategies for Working With the Unmotivated Learner Jim Wright, Syracuse City Schools

14. www.interventioncentral.org Jim Wright www.interventioncentral.org

15. Jim Wright ‘Big Ideas’ About Motivation… Idea #1: Motivation is not a quality that resides solely in the student. Instead, motivation is a result of the interaction between the student and his or her learning environment.

16. www.interventioncentral.org Jim Wright ‘Big Ideas’ About Motivation… Idea #2: A student’s level of motivation is greatly influenced by his or her learning history. A history of bad school experiences can make students very resistant to encouragement and incentives.

17. www.interventioncentral.org Jim Wright

18. www.interventioncentral.org Jim Wright ‘Big Ideas’ About Motivation… Idea #3: As students become older, their desire to protect and to promote their self-image becomes significantly more important in determining their motivation level.

19. www.interventioncentral.org Jim Wright ‘Big Ideas’ About Motivation… Idea #4: Teachers can increase the attractiveness of an academic activity or assignment through changes in the: –Learning environment –Social community –Academic activity –Learning challenge –Outcome or payoff

20. www.interventioncentral.org Jim Wright Environment Community Activities Learning Challenges Payoffs Elements of Effective Motivation-Building

21. www.interventioncentral.org Jim Wright Motivating Students: Environment The setting in which we work can encourage us to give our best effort or discourage us from even trying to perform.

22. www.interventioncentral.org Jim Wright Motivating Students: Ideas for… Environment Let students choose their seat location and study partners. Enlist students to come up with rules and guidelines for effective classroom learning. Create a memory-friendly classroom. Post assignments and due dates, written steps for multi-step tasks, etc.

23. www.interventioncentral.org Jim Wright Motivating Students: Community We define ourselves in relation to others by our social relationships. These connections are a central motivator for most people.

24. www.interventioncentral.org Jim Wright Motivating Students: Ideas for… Community Ask students to complete a learning- preferences questionnaire. Hold weekly 5-minute ‘micro-meetings’ with the group or class. Have students keep ‘dialog journals’. Respond to student comments with short comments of your own.

25. www.interventioncentral.org Jim Wright Motivating Students: Activities Motivated students are engaged in interesting activities that guarantee a high success rate and relate to real-world issues.

26. www.interventioncentral.org Jim Wright Motivating Students: Ideas for… Activities Select fun, imaginative activities for reviewing academic material. Prior to assignments, have students set work or learning goals. Have students rate their own progress toward their goals. Celebrate mistakes as opportunities for learning.

27. www.interventioncentral.org Jim Wright Tying Activities to Real-World Events: Example Connect academic assignments to real-world situations –E.g., Loss of Mars Orbiter due to mix-up on English and metric units of rocket thrust

28. www.interventioncentral.org Jim Wright Motivating Students: Learning Challenges Every learner presents a unique profile of strengths and weaknesses. We unlock motivation when we acknowledge and address unique learning profiles.

29. www.interventioncentral.org Jim Wright Motivating Students: Ideas for… Learning Challenges Avoid ‘stigmatizing’ as low performers those students who require remedial academic support. Use a ‘think-aloud’ approach when introducing a skill or strategy. Allow students to take a brief break when tired or frustrated.

30. www.interventioncentral.org Jim Wright Motivating Students: Payoffs for Learning Learning is a motivating activity when the learner can count on short- or long-term payoffs for mastering the material being taught.

31. www.interventioncentral.org Jim Wright Motivating Students: Ideas for… Payoffs For Learning Reward student effort along with quality of completed work. Build in short-term rewards (e.g., increased free time, pencils, positive note home) for student effort, work completion. Give students frequent positive attention (at least 3 positives for each negative interaction)

32. www.interventioncentral.org Jim Wright Environment Community Activities Learning Challenges Payoffs Elements of Effective Motivation-Building

33. www.interventioncentral.org Jim Wright ‘Big Ideas’ About Motivation… Idea #5: A student’s level of motivation can be ‘multiply determined’ (i.e. be supported by more than one underlying behavioral principle)

34. www.interventioncentral.org Jim Wright STRUGGLING LEARNER: “I don’t know how to do any of these math problems! I am sick of being called on and getting the answers all wrong. I am too stupid to ever pass this class. I give up! ” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

35. www.interventioncentral.org Jim Wright THE SKEPTIC: “Why do I have to know about quadratic equations or who wrote the U.S. Constitution? When am I ever going to use any of THAT stuff in my life? ” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

36. www.interventioncentral.org Jim Wright BOREDOM: “Every day, we just do math work sheets at our desks. The same problems over and over. We don’t get to talk to anybody. I am SOOO bored in this class!” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

37. www.interventioncentral.org Jim Wright ATTITUDE: “My dad said that I don’t have to learn this stuff and you can’t make me! I can do what ever I want! And you can’t make me do any work if I don’t want to! ” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning

38. www.interventioncentral.org Jim Wright TOO COOL: “Hey, I know you think this classroom stuff is pretty important. But I just like to hang out with my friends. I only get to see them when I am here at school. Don’t you remember when you were a kid?” Attribution is… Unstable/Stable Internal/External Uncontrollable/Controllable Motivating Ideas for… Learning environment Social community Instructional Activities Learning Challenges Pay-offs for Learning