Motivating Students
Published on Mar 09, 2017
In this presentation we'll look at how teachers can increase intellectual engagement in the classroom.
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PRESENTATION OUTLINE
True or false:
we need to demand attention from our students.
As the saying goes, you can lead a horse to water, but you can't make him drink.
As teachers, we need to make the horse thirsty. We set up the conditions that will lead our students to want to think and want to question.
As teachers, we need to make the horse thirsty. We set up the conditions that will lead our students to want to think and want to question.
Photo by Julie Lindsay
Have you been this kid?
What was your motivation?
Question: have you ever played a game, shopped online, or read during a staff development class? Why did you make that choice?
We make thousands of little choices throughout our day about what we'll pay attention to, and where we'll devote our effort. Teachers have to set up the conditions so that students choose to devote their limited attention and effort to the tasks that will help them grow.
We make thousands of little choices throughout our day about what we'll pay attention to, and where we'll devote our effort. Teachers have to set up the conditions so that students choose to devote their limited attention and effort to the tasks that will help them grow.
SELF-DETERMINATION THEORY
- Competence
- Relatedness (belonging)
- Autonomy
Self-Determination Theory is a motivational theory that is backed by many research studies. It helps us understand why students, athletes, dieters, and musicians make the choices they do to commit effort or to give up. It states that although motivation and curiosity are innate, we only remain motivated and curious if our needs for competence, relatedness and autonomy are met.
Photo by iandavidmuir
Competence
The belief that effort will result in success.
Our school systems are not designed to easily meet individual needs. Students who find themselves continuously at a loss will withdraw effort. Likewise, students who are not challenged lose the reward of overcoming adversity and no longer work to achieve higher goals.
Question: Think of a time in your life when you gave up on a hobby or sport. Why did you let it go?
Question: Think of a time in your life when you gave up on a hobby or sport. Why did you let it go?
Photo by José Encarnação
Relatedness
- I belong
- I matter
- My ideas matter
- This applies to my life
Question: Think back to your first year of teaching. Were you the first to volunteer to help with the school dance? Did you sign up for committees, or were you signed up?
When we feel like we belong and matter in a place, we exert more effort to meet the group's goals.
Question: Have you heard the grumble, "when are we ever going to use this?"
If we give a stock answer, kids will read our insincerity. They know if our enthusiasm about a subject is intrinsic or extrinsic. We have to work to develop real connections to the material.
When we feel like we belong and matter in a place, we exert more effort to meet the group's goals.
Question: Have you heard the grumble, "when are we ever going to use this?"
If we give a stock answer, kids will read our insincerity. They know if our enthusiasm about a subject is intrinsic or extrinsic. We have to work to develop real connections to the material.
Photo by db Photography | Demi-Brooke
Burning questions
- Who am I?
- What planet are my parents from?
- Does Bobby like me?
- How do I know if Bobby likes me?
- Do I have another zit?
- Why didn't Suzie sit with me at lunch?
- Is Suzie my friend anymore?
- Will Suzie turn my friends against me?
- What classes will I take next year?
- Ms. Ringen just called on me! What was the question?
- Will the whole class think I'm stupid because I didn't know the question?
Middle schoolers are trying to develop their identity. As they grow, their definition of self depends less on adults, and more on their social position. If we try to limit this social development, we force them to choose between giving us attention and meeting their social needs.
Question: can you allow more social interaction over the subject matter?
Question: can you allow more social interaction over the subject matter?
Photo by Jarek Jarosz
Autonomy
Who is steering our lives?
Question: how many decisions in a day do our students have control of? How many things do teachers and parents control?
Photo by undergroundbastard
True or false:
Allowing autonomy means removing structure.
False. Teachers that encourage autonomy actually have a lot of structures and routines in place. By building routines in the classroom, more time is freed up for exploration and discussion.
Photo by _eWalter_
True or false:
Autonomy means offering choice.
True. Sort of.
Choice is just one form of autonomy.
Choice is just one form of autonomy.
Photo by derekbruff
Organizational autonomy
Control of the room
Organizational autonomy allows students to control their physical space.
Flexible seating
Flexible grouping
Possibly flexible timelines
It results in an initial increase in motivation.
Flexible seating
Flexible grouping
Possibly flexible timelines
It results in an initial increase in motivation.
Organizational Autonomy
- Initial student engagement
- Students are happy
- Low payoff in creativity and deep thought
Students in these classrooms are attentive and feel in control. However, they don't show any increase in creativity or deep thought. They tend to still be dependent on the teacher.
Procedural autonomy
Control of how to work.
Question: What are some ways you've differentiated by process?
Procedural autonomy
- Students are engaged in activity
- Able to differentiate by need and interest
- Students still tend to replicate teacher models
Although procedural autonomy meets students' needs for differentiation, students in classrooms with high procedural autonomy still didn't show increases in intellectual engagement. They tended to copy the teacher's model, and to still rely on the teacher for answers.
Photo by Isabel Cabrera1
Cognitive autonomy
Becoming an independent learner
Our ultimate goal for our students is that they become independent and lifelong learners.
Photo by BigTallGuy
Cognitive autonomy
- I can figure this out
- I have good ideas
- I can seek answers and learn skills on my own
Students who feel cognitive autonomy believe that they have the ability to work through problems on their own. They feel that their new ideas are valuable and worth sharing. They don't fear judgment if they express their ideas, right or wrong, to the class.
Cognitive autonomy
- Increased intellectual engagement
- Increased creativity
- Learning up until the bell
- In-depth learning on topics of interest
Even in classrooms with very controlling teachers, if those teachers are supportive of cognitive autonomy students show intense engagement and intellectual creativity.
Photo by Roca Chang
Supporting autonomy
- Open ended questions
- Constructivist model
- Patience with the messy road
- Teacher not only expert
Supporting cognitive autonomy is not as easy a supporting procedural or organizational autonomy. Rather than changing what they do, teachers need to change how they think about and respond to their students.
Avoid going into a lesson with a script in mind.
Allow inquiry, open ended discussion and exploration.
Follow the lead of students' questions as much as possible.
Show patience and warmth in response to students' comments.
Avoid going into a lesson with a script in mind.
Allow inquiry, open ended discussion and exploration.
Follow the lead of students' questions as much as possible.
Show patience and warmth in response to students' comments.
THIS ASSIGNMENT SUCKS!
HOW WOULD YOU RESPOND TO THIS STATEMENT?
Autonomy supportive teachers are willing to listen and respond to students' feelings about their work. While we can't give in every time, we are in control of a lot of our curriculum. Is there another method that would work for the unit?
Photo by Silenceofnight
Check your response
- Sarcasm?
- Staying on script?
- Correcting student answers for them?
- Asking leading questions?
One of the most powerful things a teacher can do is to value students' ideas. Do our responses shut down their thinking, or encourage it? Do we encourage sharing?
Photo by Eleaf
SUPPORT CURIOSITY
In what ways can you follow student interest?
Many of our learning activities are driven by our curriculum. However, where can we find wiggle room in that curriculum? When can we step back and be a guide on the side? The increased engagement will make up for the time lost.
Photo by krazydad / jbum
