1. FROM CARROTS, CROWBARS,
AND CANDY TO OPTI ONS,
OPPORTUNI TI ES, AND
OWNERSHI P: MOTI VATI ON
AND ENGAGEMENT I N THE
CLASSROOM
MEA Conference
Fall, 2013
http://jmplucker.blogspot.com
2. Learning Targets
I can:
Consider how motivation and engagement
research can be counter-intuitive.
Gain exposure to five principles of
engagement.
Consider what we do well and places we can
adjust to implement Principle 1: Meaning and
Mastery is Motivating in our educational
environments.
8. Principle #1: Meaning and Mastery
are Motivating
Have you ever offered incentives in class to
produce a desired outcome?
Candy for quiet reading time
Games on Friday
What incentivized programs have you
experienced?
Health club discounts
10. Principle #1: Meaning and Mastery are Motivating
Special circumstances where “carrots” won’t hurt, and
might help.
If assignment doesn’t inspire deep passion or
require deep thinking, rewards c a n help. BUT:
Offer a rationale as to why the task is
necessary.
Acknowledge that the task is boring.
Allow students to complete the task their own
way.
11. Principle #1: Meaning and Mastery are Motivating
Essential Requirement for Extrinsic Rewards
Extrinsic reward should be:
unexpected and offered only after the task
is complete.
Now that
NOT
If-then rewards
(Pink, 2009, p.
12. Principle #1: Meaning and Mastery are Motivating
What is motivating our students?
Performance Goals
Show good behavior
Complete an assignment
Extrinsic rewards
Mastery Goals
get a good grade
Outperform others
Look smarter
Understanding text—not
important
Understanding is most
important
Argue, analyze, debate,
explain, organize,
connect, defend,
conclude…
Not isolated, connected
to “big picture”
Short or long-term
13. “. . .Clearest findings I’ve ever seen: Praising
children’s intelligence harms their motivation
and it harms their performance.” ~ Carol Dweck
14.
15.
16. Principle #1: Meaning and Mastery are Motivating
7 Practices of Mastery Motivation
Provide mastery goals
Make tasks relevant
1.
2.
1.
2.
3.
4.
5.
Relevance vs. Entertainment
Use hands-on activities
Transform text to meaning
Scaffold mastery motivation
Provide re-teach opportunities
Reward effort over performance
17. Turn and Talk
Share with a neighbor your reflections on what
you’ve just heard or ideas about how to apply
Principle #1: Meaning and Mastery are
Motivating.
Introduce handouts (remind them objectives are there and then there are reflection/note taking boxes for each of these motivations)
Jess
Drive by Daniel Pink
Jess
Jen 6 mLess of what we WANT:
Intrinsic Motivation
High Performance
Creativity
Good Behavior
More of what we DON’T want:
Unethical Behavior
Addiction
Short Term Thinking
inutes
Jen 3 minutes
Jen 1 minute
Pgs. 18-19 Guthrie; Students must be motivated to become literate
We must move them from performance-minded to mastery-minded
Focus of our teaching must be mastery goals
Page 7 of packet (Jess)—mindset graphic
p. 27 (Andrew math)—feedback comes AFTER goal, test, reflection!
Let participants brainstorm ideas for this and share out. . .
Mastery goals—Andrew’s learning target example (Jen) p. 8
Relevance vs entertainment (Jess)
Hand on—RT p. 9 (Tom example of unpacking a standard)—Jess
Re teach—How to (Jess)
Effort over performance POL (p. 10)
Comprehension and Collaboration by Daniels and Harvey
Steven Layne Igniting a Passion; O’Brien
Value Added Assessments
Goal Setting
Feedback prior to Evaluation
Burke’s What’s the Big Idea
Definition of Relevance
Engagement does not equal entertainment.
Start a Modeling Career
Balance teacher centeredness with student centeredness. Our goal is to move from teacher over control to student empowerment.
Students are motivated by mastery, especially with autonomy in how to get it done yet accountability for producing.
