Course Description:
Through this course participants will look at the root causes of temporary lack of motivation, the more serious de-motivation, and the steps teachers can take to change these conditions in the classroom. Information on intrinsic and extrinsic motivation, the effects of rewards on learning, and on how to build positive self-esteem will be examined. Learners will review current thinking on motivation and learning and will walk through a structure for changing de-motivation to high intrinsic motivation. Ways to prevent, and to change, off-task behavior through motivational strategies will be included.
Instruction is focused on providing participants with information and practice that will lead to self-awareness and classroom implementation of effective strategies. The successful practitioner of Creating an Environment That Facilitates Motivation will:
- Identify the importance of the physical environment on learning.
- Examine how the emotional environment affects student learning.
- Apply the information on the environment to create a positive environment in their classroom.
- Examine a process to help activate intrinsic motivation in the brain.
- Build and foster a sense of community within the classroom.
- Have a clearer understanding of the impact of learned helplessness on motivation.
Objectives:
Participants will know (declarative knowledge)
- The terminology related to teaching motivation and the environmental factors that affect motivation.
- The differences between extrinsic and intrinsic motivation.
- The connections between Multiple Intelligences Theory and motivation.
- The root causes of temporary lack of motivation and the more permanent de-motivation.
- Ways the brain perceives and reacts to motivational factors.
- The connection between emotion and learning.
- The effect of rewards on motivation.
- Why students exhibit off-task behavior.
- The factors that inhibit intrinsic motivation.
Participants will be able to: (procedural knowledge)
- Develop specific activities that will motivate students of different intelligences.
- Create a classroom environment conducive to intrinsic motivation.
- Change a given demotivation behavior through a series of steps that activate motivation processes in the systems of the brain.
- Incorporate the steps and appropriate content into a plan for creating an enriched environment in which the brain is naturally motivated to learn from a chosen scenario. The plan will reflect all of the key elements for success (e.g., threat-free, acceptance, order, relevancy, etc.)
Procedures:
Participants will design and implement several tools related to the teaching and learning involved in moving to intrinsic motivation. They will use the Toolbox and Conference Center to share and compare ideas with other participants, and they will write their reflections in the Learning Log. The instructor will offer feedback through e-mail and the Conference Center.
Content:
Lesson 1 – Terminology and Concepts Related to motivation
Lesson 2 – Terminology Test
Lesson 3 – Impact on Learning
Lesson 4 – Connections to Brain Research
Lesson 5 – Connections to Multiple Intelligences
Lesson 6 – Modeling and Guided Practice for creating an environment that fosters motivation in the learners
Lesson 7 – Application in the Classroom
Lesson 8 – Post Test
Lesson 9 – Reflections
Evaluation:
Assessment Tasks:
• Task 1 – The learner will complete the Terminology Test with a mastery level of 90%. (Lesson 2)
• Task 2 - The learner will use the online Learning Log throughout the course to reflect on the learning and to respond to the instructor’s specific questions. (Lessons 3-7)
• Task 3 – The learners will utilize a KWLH chart to represent their knowledge acquisition on motivation. (Lesson 3)
• Task 4 – The learner will provide one idea for task clarity, task value and resources that would enhance their students’ motivation. The will share their answers with the class and will respond to others’ questions. (Lesson 3)
• Task 5 – The learner will prepare a Mind Map to demonstrate the factors that relate to acceptance as it applies to motivation. (Lesson 4)
• Task 6 – The learner will discuss ideas for reaching the urban poor and helping them to reach high motivation. (Lesson 4)
• Task 7 – The learner will develop an activity for each intelligence that will motivate students to learn. (Lesson 5)
• Task 8 – The learner will follow a model provided for creating an environment that facilitates motivation and will implement ideas in their classroom. (Lesson 6)
• Task 9 – The learner will choose a task and move that task through the various systems of the brain to show how they will help facilitate motivation in their students for doing the task. (Lesson 7)
• Task 10 – The learner will complete the Post Test with a mastery level of 90%. (Lesson 8)
Bibliography:
Books
Caine, R. N. & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Fogerty, R. (1997). Brain Compatible Classrooms. Arlington Heights, IL: Skylight Publications.
Gibbs, J. (1994). Tribes. Santa Rosa, CA: Center Source Publications
Henderson, N., & Milstein, M. (1996). Resiliency in Schools: Making it Happen for Students and Educators. Thousand Oaks, CA: Corwin.
Jensen, E. (1998). Introduction to Brain-Compatible Learning. Del Mar, California: The Brain Store Inc.
Jensen, E. (1997). Completing the Puzzle: The Brain-Compatible Approach to Learning. Del Mar, California: The Brain Store Inc.
Kotulak, R. (1996). Inside the Brain. Kansas City, MO: Andrews McMeel.
Marlowe, B. A. and Page, M.L. (1998). Creating and Sustaining the Constructivist Classroom. Thousand Oaks CA: Corwin Press.
Marzano, R.J. (2001) Designing a New Taxonomy of Educational Objectives. Thousand Oaks CA: Corwin Press.
Marzano, R.J. (1998). A Theory-Based Meta-Analysis of Research on Instruction. Aurora, Colorado: Mid-continent Regional Educational Laboratory.
Marzano, R.J. et.al. (1992). Dimensions of Learning Teachers’ Manual. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R.J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Payne, R.K. (2001) A Framework for Understanding Poverty. Highlands, Texas: Aha! Process Inc.
Perry, B. D. (1995). Children, Youth, and Violence: Searching for Solutions. New York: Guilford.
Silver, H.F., Strong, R.W., Perini, M.J. (2000) So All May Learn: Integrating Learning Styles and Multiple Intelligences. Alexandria VA: ASCD.
Sousa, D. (1997). How the Brain Learns: New Insights into the Teaching/Learning Process (Audiotape). Reston, VA: National Association of Secondary School Principals.
Sousa, D. (1995). How the Brain Learns. Reston, VA: National Association of Secondary School Principals.
Sprenger, M. (1999). Learning and Memory: The Brain in Action. Alexandria, VA: Association for Supervision and Curriculum Development.
Tileston, D.W. (2000). Ten Best Teaching Practices: How Brain Research, Learning Styles, and Standards Define Teaching. Thousand Oaks, California: Corwin Press.
Tileston, D.W. (2002). What Every Teacher Should Know About Creating a Climate that Facilitates Motivation. Thousand Oaks, California: Corwin Press.
Wang, M.C. & Kovach, J.A. (1996). Bridging the Achievement Gap in Urban Schools: Reducing Educational Segregation and Advancing Resilience-Promoting Strategies. VA: Association for Supervisors and Curriculum and Development.
Williams, B. (1996), Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: ASCD.
Web Resources:
http://www.ascd.org
http://www.mcrel.org
http://www.mcrel.org/products/noteworthy/barbarm.asp
http://www.multi-intell.com
http://www.nwrel.org
http://www.thinkingmaps.com
http://www.thebrainandlearning.com
http://www.nassp.org
http://www.naesp.org
http://www.pbs.com
For more information, please contact: info@whateveryteachershouldknow.com
5. What Every Teacher Should Know About Student Motivation