Module 1: Unit 1, Session 4

MODULE 1: ADOLESCENT READING, WRITING, AND THINKING

Adolescent Literacy – Professional DevelopmentUnit 1, Session 4

Module 1: Unit 1, Session 4

ADOLESCENT MOTIVATION

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Module 1: Unit 1, Session 4

Essential Questions

Module 1 QuestionWhat do we know about how teens learn

from text and how can we use that knowledge to improve our practice?

Unit 1, Session 4 QuestionWhat is the relationship between identity

and motivation?

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Module 1: Unit 1, Session 4

To understand the distinction between intrinsic and extrinsic motivation, and the concept of self-efficacy

To understand how adolescents’ social and school identities support or stymie their motivation for academic learning

To develop specific strategies to help support and engage learners with different identities and self-perceptions

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Session 4 Objectives

Module 1: Unit 1, Session 4

WarmUp

Think of your most difficult learning experience, in school or out of school. What made it so challenging?

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Module 1: Unit 1, Session 4

Motivation

IntrinsicBehaviors that occur for no reason beyond

the task itselfE.g., playing guitar for relaxation, beach reading

ExtrinsicBehaviors that are reinforced through external

rewards that are not related to the activityE.g., grades, cash, candy, food

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Module 1: Unit 1, Session 4

Intrinsic Motivation

Challenge

FlowSelf-Efficacy

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Module 1: Unit 1, Session 4

Student Identity

Think about when you were in high school…

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Module 1: Unit 1, Session 4

Student Profiles

Read the student profiles and identify the student that most accurately describes who you were as a high-school student. If several fit (which may be true for many of you), choose the one that affected you the most, or the one that now seems most significant as you look back on your high school experience. (5 minutes)

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Module 1: Unit 1, Session 4

Application

Which kind of student do you have a hard time motivating?

Choose one or two strategies from this session to bring back to your class, and be prepared to describe the results next time.

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Module 1: Unit 1, Session 4

Additional ResourcesOppositional Cultures among White Students: The Quest for

Popularity and Normative Hegemony in America. Video link:

http://video2.harvard.edu:8080/ramgen/KSG-AGI/agi2006Bishop.rm

PPT link: http://www.agi.harvard.edu/presentations/2006Conference/J_Bishop.pdf

School Structures, Expectations, and Peer Dynamics in a Multiracial High School

Video link: http://video2.harvard.edu:8080/ramgen/AGI/17agi2007diamond.rm

PPT link: http://www.agi.harvard.edu/presentations/2007Conference/DiamondJune07.pdf

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Module 1: Unit 1, Session 4

ReferencesMcKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's

attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.

National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (No. NIH Publication No. 00-4769). Washington, DC: U.S.: U.S. Government Printing Office.

Wigfield, A., & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.

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