learning objectives

MOTIVATION & MANAGEMENT: LIBRARY & INFORMATION SERVICES TO STUDENTS

WITH DISABILITIES

PRESENTED BYDR. RUTH SMALLPROJECT ENABLE

SUMMER 2011

LEARNING OBJECTIVES Increase awareness of techniques

that can be applied with diverse K-12 learner groups to motivate them in the acquisition of information literacy skills.

Improve working knowledge of motivation strategies that are effective for behavior management of diverse groups of students.

DURING THIS PRESENTATION…

Feel free to ask questions or contribute great ideas at any point.

There will be designated times when I will do the listening and you will do the sharing of successful strategies you have used to motivate students with disabilities.

OK, let’s get started!

WHY IS MOTIVATION IMPORTANT?When motivation is ignored, students can become:

FRUSTRATED

ANGRY

WITHDRAWN

DISCOURAGED

LEARNED HELPLESS

OUR COMMON GOALTo ensure that all students have equal access to information and an equal opportunity to learn.

A motivation model can help move us toward our goal.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

Created by Dr. John M. Keller, FSU

Developed at Syracuse University

One of only two such models

Based on a number of motivation theories (E-V Theory)

Identifies four essential components (A-R-C-S) to motivating instruction

THE ARCS MODEL OF MOTIVATIONAL DESIGN

ATTENTION: AROUSE CURIOSITY & INTEREST.

Promote active participation. Provide variety. Find ways to build on students’

interests.

PROMOTE ACTIVE PARTICIPATION.

In group work, assign each student with a specific task that allows them to bring their strengths (knowledge, skills, experiences) to the effort.

Teach appropriate use of technologies and make them accessible for electronic interactions both in and out of school.

Be willing to modify instruction to ensure that all students can participate successfully.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

ATTENTION: AROUSE CURIOSITY & INTEREST.

Promote active participation. Provide variety. Find ways to build on students’

interests.

PROVIDE VARIETY TO ADDRESS STUDENT NEEDS AND INTERESTS.

Universal Design for Learning (UDL) Multiple Means of Representation: present information

and content in different ways (presentation methods)

Multiple Means of Action & Expression: differentiate the ways students can express what they know (ways to assess learning)

Multiple Means of Engagement: stimulate interest and motivation for learning (strategies that promote challenge, excitement, interest) (presentation style)

PROVIDE VARIETY TO ADDRESS STUDENT NEEDS AND INTERESTS.

YOUR TURN

How could/do you provide variety to

address the needs and interests of students

with disabilities?

THE ARCS MODEL OF MOTIVATIONAL DESIGN

ATTENTION: AROUSE CURIOSITY & INTEREST.

Promote active participation. Provide variety to address student needs and

interests. Find ways to build on students’

interests.

POSE QUESTIONS OR PROBLEMS.

Ask (you) questions that are appropriate for student’s level and interests.

Encourage questioning (students).

Provide access to a range of compliant resources that help to answer questions and solve problems.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

RELEVANCE: DEMONSTRATE IMPORTANCE AND USEFULNESS.

Model appropriate behaviors. Share expectations. Provide choice.

MODEL APPROPRIATE BEHAVIORS.

Model appropriate social and learning behaviors.

Acknowledge appropriate behavior in students.

Bring in outside models of behavior from community or beyond.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

RELEVANCE: DEMONSTRATE IMPORTANCE AND USEFULNESS.

Model appropriate behaviors. Share expectations. Provide choice.

SHARE EXPECTATIONS.

Collaboratively develop learning or achievement goals with students.

Provide evaluation criteria.

Be flexible about ways to assess learning.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

RELEVANCE: DEMONSTRATE IMPORTANCE AND USEFULNESS.

Model appropriate behaviors. Share expectations. Provide choice.

PROVIDE CHOICE.

Autonomy vs. Control

Autonomy supportive environment: choice, respect for students’ needs and interests (more student-directed)

Controlling environment: external rewards, pressures, controls (more teacher-directed)

PROVIDE CHOICE.

YOUR TURNIn what ways could/do you provide choices to

students with disabilities?

CONFIDENCE: PROVIDE OPPORTUNITIES TO BUILD SELF-ESTEEM BASED ON SUCCESS.

Build competence. Provide appropriate level of challenge. Provide feedback.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

BUILD COMPETENCE.

Provide a friendly, accessible physical and emotional environment in which students feel safe and secure.

Create an atmosphere of trust.

Insure each IEP includes the scaffolding and support needed for students to be successful in library and information tasks.

CONFIDENCE: PROVIDE OPPORTUNITIES TO BUILD SELF-ESTEEM BASED ON SUCCESS.

Build competence. Identify and provide appropriate level of challenge. Provide feedback.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

PROVIDE APPROPRIATE LEVEL OF CHALLENGE.

YOUR TURNIn what ways could/do

you identify and provide an appropriate level of challenge to students

with disabilities?

CONFIDENCE: PROVIDE OPPORTUNITIES TO BUILD SELF-ESTEEM BASED ON SUCCESS.

Build competence. Identify and provide appropriate level of challenge. Provide feedback.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

PROVIDE FEEDBACK.

Feedback: information about performance that leads to action to change or maintain performance.

Two types: encouragement (motivational) advice (corrective)

From D.T. Tosti, Feedback and Performance. http://www.ispi.org/archives/resources/FeedbackandPerformance_Tosti.pdf.

PROVIDE FEEDBACK.

Encouragement: lets people know what they’ve done well and recognizes or rewards them for it.

Purpose: to encourage the person to continue or even increase the performance.

Timing: Given immediately following performance to increase confidence and satisfaction.

From D.T. Tosti, Feedback and Performance. http://www.ispi.org/archives/resources/FeedbackandPerformance_Tosti.pdf.

PROVIDE FEEDBACK.

Advice: lets people know what should be improved and how to make the improvement.

Purpose: to advise the person about how to perform better the next time.

Timing: Given immediately before the next performance to increase competence.

From D.T. Tosti, Feedback and Performance. http://www.ispi.org/archives/resources/FeedbackandPerformance_Tosti.pdf.

PROVIDE FEEDBACK. Give enough feedback.

Give useful feedback.

Give timely feedback.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

SATISFACTION: PROVIDE OPPORTUNITIES TO FEEL GOOD ABOUT ACCOMPLISHMENTS AND INCREASE INTRINSIC MOTIVATION.

Use appropriate rewards. Allocate time for reflection. Provide enrichment opportunities.

USE APPROPRIATE REWARDS.

Rewards relevant to the task have a long lasting effect.

Tying rewards to effort and accomplishment is essential.

Acknowledgement of good work (by instructor, by peers, by others) is an effective reward.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

SATISFACTION: PROVIDE OPPORTUNITIES TO FEEL GOOD ABOUT ACCOMPLISHMENTS AND INCREASE INTRINSIC MOTIVATION.

Use appropriate rewards. Allocate time for reflection. Provide enrichment opportunities.

ALLOW TIME FOR REFLECTION.

Provide sufficient time for learning.

Build in stop points for students to think about/share what they are learning.

Help students reflect (teach them how) on the process and product of their learning.

THE ARCS MODEL OF MOTIVATIONAL DESIGN

SATISFACTION: PROVIDE OPPORTUNITIES TO FEEL GOOD ABOUT ACCOMPLISHMENTS AND INCREASE INTRINSIC MOTIVATION.

Use appropriate rewards. Allocate time for reflection. Provide enrichment opportunities.

PROVIDE OPPORTUNITIES FOR ENRICHMENT.

YOUR TURN

How could/do you provide students with

disabilities with opportunities for

enrichment?

AttentionRelevanceConfidenceSatisfaction

THE ARCS MODEL OF MOTIVATIONAL DESIGN

QUESTIONS & COMMENTS

RESOURCES USED FOR THIS PRESENTATION

Ford, M.E. (1995, Nov.). Motivation and competence development in special and remedial education. Intervention in School and Clinic, 31(2), 70-83.

Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(8), 1-7.

Reeve, J. (2003-2009). Autonomy Support. The Gale Group. http://www.education.com/reference/article/autonomy-support/#A

Tamasovich, E.C. Motivating High School Special Needs Students with Significant Reading Problems. http://www.otterbein.edu/education/JTIR/volumeI/Tamasovichfinal.pdf

SOME OTHER USEFUL RESOURCES

Kruger, K.S., & Stefanich, G.P. (2011). The school librarian as an agent of scientific inquiry for students with disabilities. Knowledge Quest, 39(3), 40-47.

McGill, C.L. Secrets of Effectively Addressing Motivation by Engaging Special Needs Students. http://www.michigantsa.com/downloads/2009%20Conference%20Presentations/McGill%20Breakouts/Motivation%20HNDT%20.pdf

Miller, S., & Atkinson, T. (2001). Cognitive and motivational effects of seeking academic assistance. The Journal of Educational Research, 94(6), 323-34.

THANK YOU!

REMEMBER: Always keep motivation in mind when planning library and information programs and services for students with disabilities.