Ch.7+notes

__ Outline __ __ Learning Objectives: __ · define key student academic needs that significantly increases student motivation and learning · design methods for ensuring these needs are met within your classroom · define key concepts for working with students identified as having special needs · demonstrate how to incorporate cooperative learning into your lesson planning · design a peer tutoring plan for your classroom __ Key Issues in Students’ Motivation to Learn __ Motivation = expectation x value x climate Brain-based research supports expectation, value, climate Eccles & Wigfield believe that motivation relates to value // Culturally Responsive Teaching // // Students’ 12 Academic Needs // 1. Understand and value the learning goals 2. Understand the learning process 3. Be actively involved in the learning process 4. Have learning goals matched to their learning styles and strengths 5. Receive instruction matched to their learning styles and strengths 6. See learning modeled 7. Experience success 8. Have time to integrate learning 9. Receive realistic immediate and realistic feedback 10. Be involved in self-evaluation 11. Receive appropriate rewards for performance gains 12. Experience a safe, organized environment
 * Chapter Seven **
 * Enhancing Students’ Motivation to Learn **
 * Expect they can accomplish task
 * Find value in the task
 * Complete the task in a supportive environment
 * emphasizes
 * safe, calm, healthy classroom
 * students believing they can accomplish tasks
 * that the students value what they are asked to do
 * Intrinsic value-simple interest
 * Attainment value-achievement, notoriety or influence
 * Utility value-benefits to one’s career or personal goal
 * Wlodkowski’s and Ginsberg theory is based on intrinsic motivation. Creating a common culture that all students can accept:
 * Establishing inclusion-teachers and students are respected
 * Developing attitude-favorable disposition through personal relevance.
 * Enhancing meaning-creating challenging experiences which involve the students’ perspectives and values
 * Engendering competence-students are effective in learning something they value

__ Learning Goals __ Understanding the Learning Goals #1

Learning process Academic Need #2 Understanding the Learning Process
 * 1) Establishing inclusion
 * 2) Developing attitude
 * 3) Enhancing meaning
 * 4) Engendering competence

Develop a functional definition of learning Successful learner Looks Like · Eyes focused on speaker · Concentrates on work · Organized · Cooperates · Follows rules & procedures · Sets goals · Stays calm when faced with problem · Uses time wisely · Learns from mistakes · Shares materials · Doesn’t give up Sounds like · Gives encouragement · Uses appropriate voice level · Asks questions · Shares ideas · Comments on on-task · Is courteous to others · Uses problem solving Learn How to Study Effectively · Cognitive interventions · meta-cognitive interventions · affective interventions Studying effectively

Cognitive interventions
· Underlining · Highlighting · Using mnemonic strategies · Outlining · Summarizing (SQ3R) Understanding the taxonomy of learning · Factual Level · Concept Level · Generalization Level · Personal Application Level Affective interventions · Attribution · Attitudes Demystifying the Learning Process · Clearly define learning · Celebrate success · Explain goals and objectives · Relate learning to life · Explain your choice of instructional method · Have students establish learning goals · Have experts assess student performance · Teach about special abilities · Teach about differences and working with differences · Teach to special abilities · Use peer tutoring · Involve students in teaching · Have student provide feedback · Explain your philosophy of assessment to students · Clarify when assessment will occur · Have students monitor their own learning gains · Have students develop test questions · Provide multiple methods of assessing students’ knowledge · Involve students in assessing their own effort · Provide students assistance in study skills

__Active Involvement in the learning process:__ Academic Need #3 · Teachers need to analyze their use of passive and active learning. Many children of color respond favorably to active teaching styles · Black and Hispanic youth respond favorably to: · Think-pair share activities · Lively group discussions · Cooperative learning · Group projects · Sharing personal stories

__ Have Learning Goals Related to Their Own Interests and Choices __ Academic Need #4

Cultural Mismatch Whirlpools-cycle leads students to either continually attempt to please teacher, but unable to meet expectations or withdrawing from academic class.

// Methods // Early in the school year, have students build a list of things they would like to learn Have students develop KWL chart // Thematic Instruction // Highly effective for students with limited English Proficiency. Place-based education is a form of thematic instruction that suggests five types of subjects: // Place-Based Education // Five types of place-based education 1. cultural studies 2. nature studies 3. real-world problem solving 4. internships and entrepreneurial opportunities 5. induction into community processes
 * Allow students to choose topics they will study
 * Incorporate culturally relevant content
 * Allow students to make choices before, during and after instruction
 * Teach students how to order support material on topics of interest
 * Teach students how to invite guest speakers
 * Create opportunities for structured sharing
 * Do not assign topics-let students choose
 * Use learning logs
 * Allow students to develop their own spelling words
 * Develop future plans
 * Cultural studies
 * Nature studies
 * Real-world problem-solving
 * Internships
 * Induction into community

// Student Goal Setting // Contracts should include: // Experience Success Academic Need #5 // Learning styles related to // Adjusting Environmental factors // // Methods // 1. When presenting materials use visual displays 2. Allow students to select where they will sit 3. Permit students to choose where they wish to study 4. Be sensitive to individual students’ needs to block sound/visual distractions 5. Make healthy snacks available to students or allow them to bring them in 6. Let students choose who they’ll work with 7. Provide adequate structure for short and long range assignments 8. Give students instruction in study skills 9. Employ individual goal setting, self-monitoring, and contracts 10. Allow for frequent breaks 11. Consider that students doing poorly may do better at different time of day 12. Increase the length of time you wait before calling students to answer 13. Develop learning centers that incorporate a variety of learning modalities
 * What material the student plans to learn
 * What activities the student will engage in to develop these skills
 * The degree of proficiency the student will reach
 * How the student will demonstrate the that the learning has occurred
 * environment
 * students’ special abilities
 * various levels of abstraction

// Gardener’s Multiple Intelligences // __ Learning Goals Emphasizing Different Levels of Abstraction __ // Levels of Instruction // Bloom
 * 1) Logical/Mathematical
 * 2) Visual/Spatial
 * 3) Bodily/Kinesthetic
 * 4) Musical/Rhythmic
 * 5) Naturalist
 * 6) Interpersonal
 * 7) Intrapersonal
 * 8) Verbal Linguistic

// Reward for Performance // //Modeling// Academic Need #6 // Experience Success Academic Need #7 // Following success students raise expectations and goals
 * Rewards for performance should only be used when other attempts such as altering the approach to presenting the material, individual goals, and other motivational and instructional strategies have failed.
 * When students observe you in a classroom, are they seeing someone who appears sincerely and enthusiastically interested in what they are doing and teacher?

// Differentiated Instruction // Allows all students to experience success: // Time to Integrate Learning Academic Need #8 // Giving students the time to process and informally testing to assure the content has been learned.
 * Following failure students lower their aspirations and expectations
 * students’ readiness or current level of knowledge/skill
 * students’ interests
 * how students prefer to learn content

// Receive Realistic and Immediate Feedback that Enhances Self-Efficacy // // Academic Need #9 // Students who receive comments more frequently // Instructional Adjustments for Students with Special Academic Needs // Be Involved in Self-Evaluating Their Learning and Effort Academic Need #10 // Receive Appropriate Rewards for Performance Goals // __ Academic Need #11 __ Reward for Performance // Experience a Safe, Well-Organized Learning Environment // // Academic Need #12 // Properly lit, well ventilated, aesthetically pleasing, supportive Meeting the Needs of Students with Special Needs
 * 1) found the task more interesting
 * 2) worked on the task because they were interested
 * 3) attributed their success on the task
 * Time
 * Learning Environment
 * Content
 * Organization
 * Use data displays
 * Have students set learning goals and monitor their own learning
 * Data provides concrete reinforcement of learning
 * Instructional conversation
 * Diverse entry points
 * Rewards for performance should only be used when other attempts such as altering the approach to presenting the material, individual goals, and other motivational and instructional strategies have failed.

// ESL strategies // Cooperative learning Simple structure activities
 * Joint productive activities
 * Language development
 * Contextualization
 * Challenging activities
 * Instructional conversations
 * Diverse entry points

__ Special Education Services __ · Key concepts and terms · Qualifying for special education services · SLD eligibility criterion o Response to intervention model · IEP o Disability code o Present level of functioning o Goals and objectives o Adaptations o Assessment o Placement · Concerns and behavioral issues · Common roadblocks · Working with o  Parents o Systems o Students

1. Using the activities listed under the //Reading Is Fundamental// website ( [], [] **)** have groups choose one activity to complete and share with the class. Have them answer why the activity would be “motivational”.. 2. There are several websites that offer team building or group cohesiveness games ( []). Try one or more of these games to build a sense of community and risk free sharing. //3. // Many times students who are bored by school and "unmotivated" in the eyes of the teacher nevertheless find plenty of motivation for playing a sport. The obvious question, then, is what is motivating about a sport? Think about a group of young people in a baseball game. The very things that motivate them to work hard and do well playing baseball can be adapted to the classroom. Have teams of students examine why it works in baseball and not in English. Visit [] for further reading and reflection.
 * __ Activities __**

Reading is fundamental [] [] Team-building exercises [] Motivation Ideas [] Project-Based Learning __ http://pblchecklist.4teachers.org/ __
 * __ Websites __**