motivating middle school students

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    Motivating MiddleSchool Students

    CAN it be done? YES!!!!!!!!!!

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    Break-out Questions:

    Working with the teachers at your table, discussyour answers to these questions.

    What do you believe to be the most important things

    in the lives of the middle school students that youteach?

    What have you observed as being motivational tomiddle school students?

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    Discussion:Did you group come up with answers

    like these?

    Whats important?

    Friends

    Lunch

    SocializingSports

    How they look infront of their peers

    Extracurricularactivities

    What motivates?

    Fun activities

    Competition

    Being with friends

    If the subject isinteresting

    If the topic is relevant

    Getting good grades

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    Humans are a unique creation.Each student has a mind thatcan think, learn, reason, andsolve problems.

    Cognitive theory, currently theprimary perspective used todescribe and explain humanlearning, recognizes theimportance of the processesused by the brain to learn.

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    Assumptions of Cognitive Theory

    Some learning processes are unique to humans.

    Individuals are actively involved in the learning

    process by controlling their learning.

    Learning involves an internal, mental change.

    Knowledge is organized by association and

    interconnectedness.

    New knowledge is related to previously learned

    information. Inferences about mental processes can be drawn

    by observing student behavior.

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    Implications of Cognitive Theory

    Learning is a function of how information is

    processed.

    Therefore, we as educators should be concerned with

    students cognitive processes. We need to be aware not

    only of what students are learning, but how students are

    learning.

    Piaget and Vygotsky determined that kids develop

    more complex reasoning processes over time.

    Therefore, when planning units of study and methods of

    instruction, we must consider the students current

    cognitive level of functioning.

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    Implications of Cognitive Theory,continued

    As people learn, they mentally organize newinformation. Therefore, it is important to present material in an

    organized fashion.

    Learning is more likely to occur when people associatenew material with previously learned material. Therefore, we must help students relate new information to

    old information.

    Students control their own learning by being mentallyinvolved in the classroom. Therefore, we need to monitor students to ensure they are

    paying attention, thinking, and processing.

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    Why do you

    work out?

    go shopping?

    get involved in a book

    study? read a novel?

    watch a movie?

    cook dinner for your

    family? modify your lesson

    plans?

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    What motivates people

    to engage in an activity?

    People engage in activities becausethey are enjoyable and/or rewarding.

    People might engage in an activitybecause it results in something

    rewarding.*think of something you dowhat doYOU GET OUT OF IT???

    How many things do you do thatarent fun or that arent beneficial?WHY??

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    Definition of Motivation

    Motivation is an internal state that

    arouses us to actionpushes us in particular directionskeeps us engaged in certain activities

    Motivation determines to what extenta student will actually learn.

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    Importance of Motivation

    Students willalways bemotivated bysomething.

    It is ourresponsibility todetermine

    WHAT motivatesstudents.

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    Discussion Question:

    If a student walks into your

    classroom motivated tolearn, what behaviorsdoes that child exhibit?

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    If a student is motivated to

    learn, he will

    engage in an activity with greater

    energy and activity.

    set goals for himself. increase time on task by initiating

    work and by persisting despite

    difficulty and interruptions. be cognitively engaged, i.e. actually

    thinking about whats being taught.

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    Extrinsic & Intrinsic Motivation

    Extrinsic motivation

    occurs when the source

    for motivation comes from

    outside the person and

    task. ( desire for rewards, fear ofpunishment, need for positive

    recognition, etc)

    Intrinsic motivation

    occurs when the source of

    motivation comes from

    within the individual and

    task. The individual sees

    the task as enjoyable and

    worthwhile.

    Group work:

    With the people

    sitting at yourtable, make a list

    of both extrinsic

    and intrinsic

    motivation thatoccurs in school.

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    Both can be effective, but

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    Intrinsic motivation is more beneficial

    than extrinsic motivation

    to promote learning.Students who are intrinsically motivated are more

    likely to:

    Begin a task on their own

    Pay attention Learn material in a meaningful way

    Show creativity

    Be persistent despite failures

    Enjoy the activity

    Evaluate their own progress

    Achieve at high levels

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    The bad news for middle

    school teachers

    Although most

    students start

    school with a high

    level of intrinsicmotivation to learn,

    they tend to lose

    this motivation as

    they get older.

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    So how can we promote

    intrinsic motivation? Relate units of study to the students lives.

    How are the effects of the tsunami in December similar to the destruction

    caused by Mt. Vesuvius in 79 A.D.?

    How would you have reacted if your mother embarrassed you in front of

    your peers like this character did?

    Talk about intrinsic motives.

    You must be proud of yourself for getting a B on that quiz.

    Im glad you enjoy doing this simulation.

    Its important you understand how to reduce fractions. You use this when

    you..

    Pursue and discuss your own individual interests.

    I really enjoying watching the Mavericks; it makes me want to get there andplay basketball!

    **talk with your tablewhat ARE they interested in???

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    Group Work

    with your department

    Working with yourdepartment, come upwith a list of ways to promote intrinsicmotivation among your students. Make

    your methods specific to your subjectmatter.

    Again, the 3 ways to encourage this are:Relate subject to students lives

    Talk about intrinsic motivesPursue and discuss your own interests

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    Group Work

    with your team

    Now that you have come up with someways to encourage intrinsic motivationwithin your subject matter, you are going to

    be working with yourteam. Make a list of ways to intrinsically

    encourage students to excel. Sinceeveryone on your team teaches the same

    students, you may want to think of specificmethods for individual students who mightneed more encouragement than others.

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    Discussion:

    What do you feel is the most

    important need for middle schoolstudents?

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    Theorists have studied several

    humans needs which have

    implications for the classroom: Maslows Hierarchy of Needs

    Need for Competence and Self-worth

    Need for Relatedness Need for Affiliation

    Need for Approval

    Need for Achievement

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    1. Implications for

    Maslows Hierarchy of Needs Safety: Students need to be aware

    of classroom expectations and to

    have routines established.

    Love and belongingness: Students

    need to feel as though they are part

    of a group. This can be manifested

    by a M.S. student conforming their

    dress, speech, and actions to be like

    other students.

    Esteem: In order to be respected, a

    M.S. student may act in ways that

    will bolster his image in front of

    peers. Conversely, some students

    exhibit low self-esteem.

    Self-actualization

    Esteem

    Love andbelongingness

    Safety

    Physiological

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    2. Need for Competence

    and Self-worth Robert White (1959) suggested that humans have a basic need for

    competence, a belief that they can deal effectively with theirenvironment. (Ormrod,2004)

    Martin Covington (1992) suggested that self-worth (defending onescompetency) is a primary need for humans. This can be done by

    Consistently succeeding Avoiding failure

    Setting low expectations

    Refusing to participate in an activity or to complete an assignment

    Making excuses

    Cheating

    Procrastinating

    We see these behaviors on a daily basis, dont we?

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    Addressing the

    needs described by Maslow &

    the need for competence & self-worth Allow students to take

    restroom breaks.

    Allow students to drink

    water in the classroom.

    Refer sick or troubled

    students to the nurse or

    counselor.

    Change classroom

    activities frequently. Encourage students to

    ask questions.

    Acknowledge students

    achievements.

    Have an orderly

    classroom.

    Have students follow

    procedures for daily

    tasks.

    Be consistent in dealing

    with students. Clearly define

    expectations.

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    Group Activity

    Brainstorm with thepeople at your table.Can you come up

    with 10 ways to meetstudents basicneeds, as well astheir needs forcompetence and self-

    worth? Be asspecific as possible.

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    3. Need for Relatedness

    Middle school students want to be connected

    socially to others. They feel this leads to love

    and respect. It might be manifested in the

    following ways:Prioritizing socializing over working on

    school

    Trying to look popular, smart, foolish,

    athletic, etc.Showing concern and helping others

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    4. Need for Affiliation

    Need for affiliation describes students who desirefriendly relationships. Some students have a highneed for affiliation, whereas others have a lowneed.

    Students with a high need for affiliation might: Be nervous when watched by others Communicate frequently Be affected by peer pressure

    Be more interested in relationships than tasks Earn lower grades than their peers Thrive in a classroom with a nurturing teacher

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    5. Need for Approval

    Some students have a strong desireto look good in front of others.

    How this might be observed:Seeking teacher recognition/approvalSeeking peer recognition/approval

    Which of these 2 do we see more in

    the middle school?

    Note: Students with a high need for approval tend to be less popularthan their peers.

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    6. Need for Achievement

    Some students have an intrinsic desire to achieve excellence. Thesestudents might be persistent, be realistic about tasks, and set highstandards. Can you think of a student this describes?

    Covington and Omelich (1991) have proposed that learners can be divided intofour groups: Over-strivers

    Optimists

    Failure avoiders

    Failure accepters

    Can you think of a student who could fit into each of these categories?

    *The need for achievement might be influenced more byspecific tasks and subjects rather than true for all areas.

    Add i th d f

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    Addressing the needs for

    relatedness, affiliation,

    approval, and achievement Foster healthy teacher-

    student relationships Take a student to lunch. Get involved in the

    mentoring program.

    Attend extra-curricularevents. Show interest in their lives.

    Ask about a students day and then listen.

    Give students birthdaycards.

    Give small gifts to theclass. Acknowledge them

    Encourage students.

    Allow students to communicatewith their peers.

    Discussion with a partner

    Cooperative learning

    Skits

    Peer-evaluation Inform students what material will

    be evaluated on a test; i.e. tellthem specifically what to learn.

    Challenge students.

    Q: Which of these do wealready do successfully?

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    Group Activity

    Brainstorm with thepeople at your table.List ways you could

    meet studentsneeds forrelatedness,affiliation, approval,and achievement.

    Be as specific aspossible.

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    Homework Assignment

    Individually, make a list of 5 ways you think you could help toensure your students needs are being addressed.

    Set a goal: How many techniques can you commit toimplementing over the next couple of weeks?

    (Dont over do it, though!) Team Leaders: In an upcoming team meeting, set aside 10

    minutes for your team to share their experiences.

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    Resource

    Ormrod, J. (2004). Human learning.

    4th ed. Upper Saddle River, NJ:

    Merrill Prentice Hall.