Workshop/Session title

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1 Workshop/Session title Rhonda Bondie Generous support has been provided by our Platinum Sponsors: Differentiated Instruction Made Practical February All Learners Learning Every Day 7. Physical Environment 6. Routines Structures 5. Expectations 8. Interactions Relationships Healthy Cultures 4. Modeling 1. Time 2. Opportunities 3. Language Rhonda Bondie Motivation Goals 1. Something Old 2. Something New 3. Something meaningful for my classroom 1

2 Comparison Rewards You are more likely to put in more effort, persist longer, learn more when the source of the motivation is yourself not others. It is generally better to decrease social comparison if you want all students to be motivated. Social comparison generally works as a motivator for stronger students; for weaker students, it is usually a deterrent. Do not set others as the stard; set the task as the stard (e.g., do not grade on a curve). Rewards can be tricky. It is more important to find ways to get students to value the task feel more competent about what they are working on. We recommend posting specific quality criteria to help students find value increase feelings of competence with assigned tasks. Autonomia Equitable culture where students feel Pertencimento Autonomy Belonging Competence Meaningful Competencia + Relevancia ALL learners feel empowered to take ownership of their learning. ALL learners feel they are valued members of a learning community. ALL learners feel capable of pursuing rigorous learning. ALL learners feel learning is interesting important. Turner, J. C., Christensen, A., Kackar-Cam, H. Z., Trucano, M., & Fulmer, S. M. (2014). Enhancing students engagement: Report of a 3-year intervention with middle school teachers. American Educational Research Journal, 51(6), Facts about Motivation Motivation is changeable it is not a personality trait. Altering the task or the general learning environment can change it. When you are placed in a setting where you feel autonomous (or empowered), belonging, competent you are more likely to feel intrinsically motivated. Competence is at the core of motivation. When you feel like you can do the work, you are more likely to do it. Students are more likely to be intrinsically motivated when they know what they know do not know. There is a symbiotic relationship between motivation self regulated learning. But... sometimes it is not enough to feel like you can do the work. You must also value it in some way maybe it is something that interests you or something that you find useful for future goals (e.g., job, college). Motivation 1. Something Old 2. Something New 3. Something meaningful for my classroom 2

3 How can we motivate students encourage them to pursue their own learning? Self Regulation 7. Physical Environment 6. Routines Structures 5. Expectations 8. Interactions Relationships Healthy Cultures 4. Modeling 1. Time 2. Opportunities 3. Language Track Your Learning Participants will be able to explain selfregulated learning theory to a colleague /or parent. Must Haves Explain the cycle of self regulated learning. Identify how you can use current resources to prompt self regulated learning. Amazing! Explain relationship between SRL motivation Revisit the T chart /Box as your learn. Check things that are confirmed. Cross out things that you no longer think. Question things that you would like to find out more about. Add new ideas. 3

4 Fases de Auto Regulacao Objetivo Monitorar O que devo aprender? Como devo comecar? Estou conseguindo realizar um bom trabalho? Estou atingindo o meu objetivo? Refletir Controlar Como foi meu desempenho? O que deveria fazer da proxima vez? O que devo fazer de maneira diferente? Quais erros posso ter cometido? Zimmerman, B. J. (2008). Investigating self regulation motivation: Historical background, methodological developments, future prospects. American Educational Research Journal, 45, Phases of Self regulation Applause-O-Meter (Rubrica) Criteria Iniciante! Quase lá! Conseguiu! Plan When will I start working? Where will I work? How will I work? What do I need to know or do to get this done? What does the teacher want me to do? What do I want to learn? Reflect Did I accomplish everything I had hoped to? Did I do well? Did I do poorly? Why? What worked? What didn t work? What should I do differently next time? Monitor Am I accomplishing what I hoped to? Am I being distracted? Is this taking more time than I thought? Am I understing everything I need to underst? Control I don t think I m getting this: What should I do differently? What can I do to keep on task? How can I encourage myself to get this done? Volume Dinâmica Entusiasmo Tão silencioso que consigo ouvir as pessoas falo na sala ao lado As palmas são vagarosas. Aplauso tem pouca duração e é timido. Alto o suficiente que não consigo ouvir minha propria voz As palmas tem velocidade e o movimento das mão é regular em partes. Aplauso é bemeducado, curto e dado com um sorriso. Tão alto que não consigo ouvir meus pensamentos. Aplauso é vigoroso com rapido movimentos das mãos. Aplauso tem longa duração e é acompanhado de assobios e gritos. Zimmerman, B. J. (2008). Investigating self regulation motivation: Historical background, methodological developments, future prospects. American Educational Research Journal, 45, Heidi Goodrich Andrade, Harvard Project Zero, 2008 Porque seus aplausos melhoraram? Vamos bater palmas vocês conseguem melhorar... 4

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7 Learning Journal (Glogger, Schwonke, Holzapfel, Nuckles, & Renkl, 2012; Schmitz, Klug, & Schmitdt, 2011) Look carefully at your learning from (this week, this unit, or today). 1. What was the activity that you liked the most? 2. Why did you like this activity? 3. Why do you think the teacher asked you to do this activity? about your picture Participants will be able to explain selfregulated learning theory to a colleague /or parent. Must Haves Explain the cycle of self regulated learning. Identify how you can use current resources to prompt self regulated learning. Amazing! Explain relationships of SRL to motivation healthy culture Physical Environment 6. Routines Structures 5. Expectations 8. Interactions Relationships Healthy Cultures 4. Modeling 1. Time 2. Opportunities 3. Language 7

8 Fases de Auto Regulacao Review Objetivo Monitorar O que devo aprender? Como devo comecar? Estou conseguindo realizar um bom trabalho? Estou atingindo o meu objetivo? Refletir Controlar Como foi meu desempenho? O que deveria fazer da proxima vez? O que devo fazer de maneira diferente? Quais erros posso ter cometido? Zimmerman, B. J. (2008). Investigating self regulation motivation: Historical background, methodological developments, future prospects. American Educational Research Journal, 45, Self Regulation Track Your Learning Revisit the T chart /Box as your learn. Check things that are confirmed. Cross out things that you no longer think. Question things that you would like to find out more about. 7. Physical Environment 6. Routines Structures 5. Expectations 8. Interactions Relationships Healthy Cultures 4. Modeling 1. Time 2. Opportunities 3. Language Add new ideas. 8

9 Fases de Auto Regulacao Objetivo Monitorar O que devo aprender? Como devo comecar? Estou conseguindo realizar um bom trabalho? Estou atingindo o meu objetivo? Refletir Controlar Como foi meu desempenho? O que deveria fazer da proxima vez? O que devo fazer de maneira diferente? Quais erros posso ter cometido? Zimmerman, B. J. (2008). Investigating self regulation motivation: Historical background, methodological developments, future prospects. American Educational Research Journal, 45, Reflect on your learning about self-regulation. I used to think... Now I think... Questions So next I will... Next Step Actions 1. Use post it charts or other tools to gather student thinking. 2. Use rubric to set goals monitor actions. 3. Use Elbow Partner Exchange Domino Discover to further learning assess students. 4. Prompt self regulated learning. Rhonda Bondie All Rights Reserved, Do not duplicate or distribute without author s expressed permission 9