MotivationMotivationWhy should they care?

A model for motivationA model for motivationExpectancy

◦Your expectation about your ability to accomplish the task

◦Am I capable and prepared to do this?Value

◦Your perception of the degree to which the task is worthwhile for you

◦Is this worth my time and effort to achieve?

◦What will I get out of this?

Increasing ExpectancyIncreasing ExpectancyBalance of challenge and support

◦Not too easy, not too hardTeach the process

◦Modeling◦Teach the steps

Time & Materials◦Provide adequate time◦Make sure students have access to

necessary materials

Increasing ExpectancyIncreasing ExpectancySupport

◦Express sincere confidence in students’ abilities

◦Give specific, sincere praise◦Truly care – and communicate that you

care◦Be available to answer questions◦Provide timely feedback

Smaller, more frequent assessments are more motivating than a few that are high stakes

Increasing ValueIncreasing ValueShow relevance

◦How does this connect to your life?Allow for choicesProvide opportunities for collaboration

◦I don’t have to do this alone◦My work matters to other people

Use extrinsic rewards judiciously◦Extrinsic motivation tends to be short-lived◦Can motivate in the short-term to create

success that can result in intrinsic motivation

If you want students to be If you want students to be motivated . . .motivated . . .Build relationships with and among

your studentsProvide a balance of challenge and

supportProvide plentiful opportunities for

success◦Success breeds success!

Teach wellMake the content relevant

◦Find out what matters to your students

Keep in mind . . . Keep in mind . . . Students are driven by two competing

feelings: striving for success vs. fear of failure

“Over time, students become either success oriented or failure avoidant. When students become failure avoidant, motivation is difficult. In fact, students may choose to fail with dignity to protect their ego.”Garfield Gini-Newman

In other words, your students have already created a school-identity for themselves before they enter your classroom. For most kids, it’s not that they don’t care – it’s that they don’t want to fail.

Emotions, the Amygdala and the Emotions, the Amygdala and the Teenage BrainTeenage Brain

Information goes first to the amygdala – site of emotional memory

In adolescents, the amygdala is faster developing than the frontal lobes (where more rational thinking occurs)

As a result, teenagers are prone to reacting rather than reflecting

Garfield Gini-Newman

Therefore . . . Therefore . . . If there is an assault to their sense

of self oranother pressing concern of an

emotional natureThe teenage brain become

unavailable!Your job is to capture their interest

and their hearts.ENGAGEMENT – helping them care,

capturing interestEngagement Attention

Learning

What does motivation have What does motivation have to do with curriculum?to do with curriculum?Curriculum = “what we subject

kids to at school”What “stuff” at school is be

perceived as◦Worthwhile?◦Appropriately challenging with a

good chance of success?◦Capturing students’ minds & hearts?

Curriculum: More Than Curriculum: More Than TextbooksTextbooksTypes of curriculum activityKey Terms (WA State)

◦EALR – Essential academic learning requirements

◦GLE – grade level expectation◦PLE – performance level

expectations

National CurriculumNational CurriculumProfessional OrganizationsCommon Core

◦http://www.corestandards.org/◦http://www.k12.wa.us/corestandards/◦http://www.youtube.com/watch?

v=3THdcLJHxzE - State Supt. of Ed