THE KEYS TO THE KEYS TO UNLOCKING OUR UNLOCKING OUR
LEARNERSLEARNERS
MOTIVATIONMOTIVATION
A New Lebanon Central School District Staff Presentation
Presented by Coach Corey TolesPresented by Coach Corey Toles
Existing qualities of our motivated Existing qualities of our motivated learners:learners:
• Attentive in class• On task• Active participants in their learning inside and
outside of the classroom• Complete in-class assignments and homework at a
high rate
Negative factors that affect Negative factors that affect students’ motivation:students’ motivation:
• Education is not valued• Lack of parental support in many
situations– High academic expectations are not
held for their children– Their own negative experiences in
schooling• We have to compete with highly
stimulating technology– Internet– Television shows– Movies– Video games– Other miscellaneous media
• Personal issues outside of school hinder learning inside of school
We are the key We are the key variable in motivating variable in motivating
our unmotivated our unmotivated students!students!
REALITY CHECK:REALITY CHECK:
Motivation = Quality + EquityMotivation = Quality + Equity
• Equitable Implementation of quality instructional strategies will make this equation true
ESTABLISHING ESTABLISHING A SUPPORTIVE A SUPPORTIVE
LEARNING LEARNING ENVIRONMENT!ENVIRONMENT!
AREA #1:AREA #1:
There are many strategies we can There are many strategies we can implement to foster a supportive implement to foster a supportive
learning environment:learning environment:• Establish close physical proximity
• Communicate with our students on a personal level
• Exhibit fairness in expectations for student academics and behavior
Bad habits we need to break to Bad habits we need to break to establish equitable proximity:establish equitable proximity:
• Spending most of our time near the higher-achieving, higher-motivated students
• The only time we are proximate with lower-achieving, unmotivated students is when they exhibit negative behaviors
• Moving around the room in a “Terrific T” pattern– Close proximity is established with students in the front row
and those sitting in the center of the classroom
– Unmotivated students are keen to this pattern, therefore they sit in the back or the corners of the classroom
Some “How To’s” for providing Some “How To’s” for providing more equitable physical proximity:more equitable physical proximity:
• Circulate through the classroom during instruction
• Strategically place your teaching tools throughout the classroom
• When mediating routine activities, change your location
• Have your classroom arranged so you can maximize your movement
• Change your seating chart regularly so students sit in different places in the classroom
• Call students up to you
Get to know your students as a person Get to know your students as a person by communicating with them on a by communicating with them on a
personal level:personal level:• During instructional breaks, talk to students about
non-school issues– This demonstrates an interest in their lives and lets our
students know that they are important as an individual, not just as a student
• Since most of interactions are with only about 20% of our students (mostly the high-achievers), get to know all of your students, including the more difficult students to work with and communicate with
• The students who need it the most are the ones that receive personal interaction the least
We must demonstrate fairness in our We must demonstrate fairness in our academic and behavioral expectationsacademic and behavioral expectations• Communicate our expectations clearly• Students are very keen to point out when
they feel that they are being treated differently by one of their teachers
• Hold high behavioral and academic expectations for all of our students– Classroom behavior must be managed
equitably– What is expected academically is directly tied
to what can be achieved
ENGAGING OUR ENGAGING OUR STUDENTS IN STUDENTS IN
THE LEARNING THE LEARNING PROCESS!PROCESS!
AREA #2:AREA #2:
To actively engage our students in To actively engage our students in the learning process, we need to the learning process, we need to
implement these quality strategies:implement these quality strategies:
• Start class with a motivating anticipatory set
• Use effective presentation skills
• Use a plethora of questioning strategies
• Have a cornucopia of independent and collaborative involvement strategies
• Different homework strategies
Highly effective anticipatory Highly effective anticipatory sets promote the equation sets promote the equation
Motivation = Quality + EquityMotivation = Quality + Equity
An effective anticipatory set has An effective anticipatory set has two purposes:two purposes:
• “Pulls” the students into the lesson form the start
• Provides students with the direction for where the lesson is going to go
To create and implement an effective To create and implement an effective anticipatory set, it must possess the anticipatory set, it must possess the
following traits:following traits:• Relation to the learning objective is
present
• Interest is stimulated through relevancy to students’ lives
• Brief (two to five minutes long)
• A staple in every lesson designed and presented
Activity ideas for your creation and Activity ideas for your creation and presentation of an anticipatory set:presentation of an anticipatory set:
• Question that provokes higher-level and creative thinking
• Visual and tactile manipulative aids• Music• Demonstration• Reading• Guest speaker• Kinesthetic exercise
Highly effective presentation Highly effective presentation skills promote the equation skills promote the equation
Motivation = Quality + EquityMotivation = Quality + Equity
Effective Presentation SkillsEffective Presentation Skills• Communication
consists of verbal and nonverbal messages– 7% of a message is
verbal– 93% of a message is
nonverbal
NonverbalCommunication
VerbalCommunication
To effectively capture our students attention To effectively capture our students attention and engage them in our instruction, there and engage them in our instruction, there are five types of nonverbal communication are five types of nonverbal communication
we need to focus on:we need to focus on:
• Facial expressions
• Gestures
• Eye contact
• Voice
• Movement patterns
Different attitudes and emotions can be Different attitudes and emotions can be expressed through our facial expressions:expressed through our facial expressions:
• Stone face
• Open face
• Expressing feeling
Monitor Your GesturesMonitor Your Gestures• Maximize gestures that convey high
enthusiasm and energy– These gestures add emphasis to your
presentations which in turn engages student interest in what you are presenting
• Minimize gestures that express discomfort– i.e. Scratching, tapping a pencil, jingling pocket
change– Students sense discomfort when these adapters
are present• Leads to acting out
Guidelines for effective eye contact:Guidelines for effective eye contact:
• Use to keep students’ attention• Hold for at least three seconds• Be conscious of the fact that most of your eye
contact is made with students sitting within a “diamond”– Unmotivated students often sit in the corners of the
room so they can be unnoticed– Equitably establish eye contact with students sitting
outside the “diamond”
The key to using your voice The key to using your voice effectively is the variety in:effectively is the variety in:
• Pitch– High pitch for communicating excitement– Low pitch for indication of a serious or tense situation
• Speed– Rapid pace for communicating excitement– Slower pace for building tension– Silence is a powerful tool for building tension as well
• Volume– Fluctuating volume helps make your presentations
interesting and colorful
MovementMovement• Use movement to create energy and
excitement
• Avoid leaning on and hiding behind objects
• Move through the classroom in an unpredictable pattern
Highly effective questioning Highly effective questioning strategies promote the equationstrategies promote the equation Motivation = Quality + EquityMotivation = Quality + Equity
Questioning faux-pas’:Questioning faux-pas’:
• 75% of teachers’ interactions with students are with only 25% of the students – The 25% are typically the motivated students (Grayson,
1990)
• We call on students who are the first, second or third to raise their hands
• Based on the aggressiveness of male students, they receive more response
opportunities than female students (Grayson, 1990; Sadker & Sadker, 1994)
Questioning faux-pas’(continued):Questioning faux-pas’(continued):
• Students who sit in the “Terrific T” receive more opportunities to respond to questions
• We don’t want to embarrass certain students• We avoid calling on students who we are afraid
might respond inappropriately
Results of questioning faux-pas’:Results of questioning faux-pas’:
• Decreased motivation • Decreased involvement in the learning process• Certain students learn quickly that they don’t need
to think of a response to a question due to lack of response opportunities
To provide students with equitable To provide students with equitable response opportunities, here are response opportunities, here are
some quality strategies:some quality strategies:• Resist the urge to call on the students who are the
first ones to raise their hands• Generate some creative techniques to give all
students time to think of a response– Hands on heads– Hands on shoulders– Pull names out of a hat– Use your roll book– Pass a ball or other object to students– Use “talking chips”– Put students’ names on index cards
One thing I do to provide students One thing I do to provide students with equitable response with equitable response
opportunities:opportunities:• Each student receives a number plate from 1 – 20• After the first question is posed, I give students
appropriate time to think of a response• I roll a red, plush 20-sided die• I call out the number that is facing up • The student with that number answers the question• The die is tossed to them• They answer the question
– If they need assistance, they are delved
• The next question posed, they roll the die, and so on
We must provide appropriate wait We must provide appropriate wait time for thinkingtime for thinking
• The average teacher tends to wait less than one second before choosing a student to respond
• “Wait time one”– After a lower-level recall question is posed, students should have
at least three seconds to think of a response– After a higher-level question is posed, students should have from
five to eight seconds to think of a response
• “Wait time two”– We should wait a few seconds after a response instead of
immediately giving feedback to a students response
• Make sure all students know that they will be provided with appropriate wait time to think– This conveys the message that the students response is worth
waiting for and that we are being supportive of them
DELVING:DELVING: the process the process of giving students that of giving students that
need a “push” in need a “push” in coming up with a coming up with a
response to a question.response to a question.
DelvingDelving• The process of giving students that need a
“push” in coming up with a response to a question
• Important information that helps a student think about what they already know is given so they can generate an answer
• The question can be rephrased or clarified with vocabulary the student is more comfortable with
The importance of delving:The importance of delving:
• Sends the message to the student that we have the expectation that the student knows important information about the content
• Puts focus on what the student already knows
• Engages students in the thinking process
• Provides a student with an opportunity to experience success in answering a question– Volition is increased and built upon
What if delving doesn’t work?What if delving doesn’t work?
• Have a peer that the student trusts help them
• Reteach the material to the student to keep the student engaged
• Have the student repeat the answer after reteaching has taken place
Engage students by asking higher-Engage students by asking higher-level questionslevel questions
• Higher-level questions promote and develop critical thinking skills
• Goes above and beyond recall questions
• Challenges students to make sense of new information because its asks them to think and apply what they are learning
• Higher-level questions are more stimulating and interesting
• An increase in motivation is present
Higher-level question startersHigher-level question starters
• What if…..?
• Can you explain…..?
• What do you know about…..?
• Imagine yourself…..(and why?)
• Would you expect…..?
Higher-level word promptsHigher-level word prompts
Highly effective involvement Highly effective involvement strategies promote the equationstrategies promote the equation Motivation = Quality + EquityMotivation = Quality + Equity
Benefits of involvement strategies:Benefits of involvement strategies:• On task behavior is maintained longer• Discipline problems decrease• Retention of student learning increases• Students are actively engaged in learning
without a lot of our prodding• Generates self-responsibility• Helps students develop self-respect• Opens their eyes to their capabilities and
creativity
Involvement strategies that elicit Involvement strategies that elicit independent thinking:independent thinking:
• Whip Around, Pass Option• Question, All Write• Voting• Choral Work• Make a Prediction• Speak-Write• Nonverbal Techniques• Pass the Q & A• Outcome Sentences
Whip Around, Pass OptionWhip Around, Pass Option• We pose a question that doesn’t have a
single right answer to the class
• Each student in turn provides a response or passes
• An increase of student involvement occurs because everyone has a chance to think of an answer and a chance to respond
• Positive strategy to communicate to all students that we want them to participate in the learning process
Question, All WriteQuestion, All Write• We pose a question to students and they write
an answer down before we call upon them for a response
• Increases the number of students who think about an answer because they have extra time to think
• Increases active involvement• Students know that we don’t just want to hear
from the more aggressive students• Communicates that everyone's input is important
to us
VotingVoting
• We pose a question that requires students to respond nonverbally– The question could be based on recalling
prior knowledge– The question could be used to check
students’ understanding of the current topic
• Maintains the pace of the lesson while keeping student involvement high
Choral WorkChoral Work• My personal favorite!• Students repeat a concept or supply information
in unison• Assists students in internalizing important
material• Easy way to help students memorize• Prepares students for learning at a higher-level • Increases student involvement, especially the
students who are more reluctant to verbally participate
• Appropriate for all grade levels
Make a PredictionMake a Prediction• Occurs either at the beginning of or at a
deliberate point in a lesson • We ask students to predict what they think
is going to happen or what could be involved
• Students thinking is stimulated actively in advance
• Student curiosity is promoted to see if their predictions are at all true
Speak-WriteSpeak-Write• We present material to our students and pause
to provide students time to write a response– i.e. Personal reaction, summarize what they have
learned, a potential question about the presented material
• The learning power of teacher-presented material is increased
• Keeps students actively involved• Retention of ideas is increased
Nonverbal TechniquesNonverbal Techniques• Student respond to a question, problem, or
thought nonverbally– Raise hands– Showing thumbs up if they agree or thumbs down to
show disagreement– Something is pointed to– Answers are written on a chalk slate– Manipulatives are used– A word or number card is held up
• Allows all students to actively participate, so students who have weak language skills don’t have feelings of inadequacy
Pass the Q & APass the Q & A• We present a question and give an answer• We then turn to a student and ask the same
question• The student responds with an answer, and then
turns to another student and poses the same question, and so on until all students have participated
• Since students are hearing the answer repeatedly, they can internalize a greater understanding for that content
• Involvement extremely high
Outcome SentencesOutcome Sentences• Students have the opportunity to reflect upon a
meaningful learning experience that took place with the lesson by writing sentences about the learning that took place
• Outcome sentence starters:– “I learned…..”– “I feel…..”– “I promise I will…..”– “I was surprised…..”– “I rediscovered…..”– “I’m beginning to wonder…..”
• Responsibility for reflecting about learning is put upon the student’s shoulders
Involvement strategies that elicit Involvement strategies that elicit collaborative thinking:collaborative thinking:
• Sharing Pairs
• Paired Reading
• “I Say” Review
• Roundtable
• Hands Down Idea Sharing
Sharing PairsSharing Pairs
• We pose a question, students think about a response, then they pair with a peer and share their response
• Gives students a chance to talk about their ideas and listen to the ideas of their peers
• More learning takes place when ideas collaborate
• Promotes feeling of community
Paired ReadingPaired Reading• Students pair up and take turns reading aloud to
each other• A high involvement in oral reading is present and
maintained• Aids in paying close attention to detailed reading
material
““I Say” ReviewI Say” Review• Students are paired up and take turns
explaining ones understanding of a certain topic
• Effective in reviewing material because students have the opportunity to express their own thoughts about a certain content area and internalize their learning, in addition to providing them with another point of view
RoundtableRoundtable• A response sheet is distributed to each member of
a group• Each sheet poses a different question, idea or
problem and they write a response on their given sheet
• The sheet is passed clockwise or counterclockwise until everyone has responded on each sheet
• Gives students an opportunity to think about and respond to a plethora of ideas
• All students are actively involved
Hands Down Idea SharingHands Down Idea Sharing• A higher-level question is posed to all students
in a group• When a student is ready to share their thoughts,
they place one hand down on the desk or table• Allows ample time to formulate a response for all
students• Once all of the group members have a hand
down, then they can share their idea• Demonstrates the expectation that everyone's
contributions are important and worth waiting for
Giving clear and Giving clear and precise directions is the precise directions is the key to success with all key to success with all of these involvement of these involvement
strategies!strategies!
When giving directions for an When giving directions for an involvement strategy, follow the involvement strategy, follow the
following guidelines:following guidelines: • Explain to your students how the
involvement strategy works
• Explain to your students why you are using the involvement strategy
• Model the involvement strategy in action
• Ask students to repeat each step of the desired involvement strategy
• Practice makes perfect!
Highly effective homework Highly effective homework strategies promote the equationstrategies promote the equation Motivation = Quality + EquityMotivation = Quality + Equity
To increase the motivation in our To increase the motivation in our students to complete homework, students to complete homework, here are some quality strategies:here are some quality strategies:
• Provide clear and precise directions
• Create homework assignments that are more motivating
• Provide students with descriptive feedback upon completion of their homework
• Get parents involved in the students’ homework
To provide clear and precise directions:To provide clear and precise directions:
• Give directions in both written and oral form
• Allow students time to begin homework so if they have questions and/or need immediate help, you can provide an answer and assist them
• Make sure you have provided ample examples during the course of your instruction, may it be present or past
Ways to create more motivating Ways to create more motivating practice and review homework practice and review homework
assignments:assignments:• Give students a choice from a list of many
exercises• Let students create their own assignment• Give students a set time to work
– i.e. Work on review exercises for 30 minutes, instead of a set of problems
• Have students draw the concept, instead of write about it
Ways to create more motivating Ways to create more motivating application homework assignments:application homework assignments:• Have a student put “themselves in the shoes” of
a fictional or nonfictional character and address an issue that the person faces
• Conduct an interview with a friend, relative, community member relating certain content
• Draw or write an algorithm relating certain content
• Have students visually represent a concept – Advertisement, collage, billboard, etc.
• Evaluate the pros and cons of an issue
Students must receive feedback Students must receive feedback on their workon their work
• Hold all students accountable submitting homework assignments
• Thoroughly check and assess homework assignments on a regular basis
Suggestions to get parents involved Suggestions to get parents involved in the homework process:in the homework process:
• Encourage parents to check completed homework thoroughly, then they initial it
• Encourage parents to work with their children in developing and furthering organizational skills
• Call parents ASAP at the first sign of the problem– “Your Own Child” Test: “Would you want to be called if
this was my child?”
PROVIDE STUDENTS PROVIDE STUDENTS WITH FEEDBACK ON WITH FEEDBACK ON
THEIR ACADEMIC THEIR ACADEMIC PERFORMANCE!PERFORMANCE!
AREA #3:AREA #3:
Giving our students meaningful Giving our students meaningful feedback on their progress feedback on their progress
promotes the equationpromotes the equation Motivation = Quality + EquityMotivation = Quality + Equity
Importance of performance Importance of performance feedback on motivation:feedback on motivation:
• Allows students to repeat what they are doing correctly
• Allows students to improve when they are off the right track
• Students increase their achievement when they receive consistent feedback
Three Types of FeedbackThree Types of Feedback
• Minimal Feedback
• Emotive Feedback
• Analytical Feedback
Minimal FeedbackMinimal Feedback• Simple acknowledgement or restatement
• Unemotional reply letting a student know if they were correct on incorrect
• Doesn’t let the student know why they were right or wrong
Emotive FeedbackEmotive Feedback• Lets the student know how we feel
• Two forms of expression:– Criticism– Praise
CriticismCriticism• Expresses negativism to the student
• Believe it or not, sometimes the only emotive feedback we give our low-achievers is criticism
• Most of us don’t criticize students– If you do, then you probably do it quite often
PraisePraise• Must by genuine to be highly effective• Use when students display success in
convergent tasks• Low-achievers hardly receive authentic praise• Praise becomes minimal feedback if used to
often• Beneficial, but doesn’t let students know why
they need to repeat or improve their performance
The type of feedback The type of feedback that will lead to that will lead to
higher motivation and higher motivation and rates of success is rates of success is
Analytical Feedback!Analytical Feedback!
Analytical FeedbackAnalytical Feedback• More than just saying a student is correct
or incorrect• Tells students why they were right or
wrong• Allows students to repeat what they are
doing correctly• Allows students to improve upon what they
are doing incorrectly• Must be given to all students to be at its
highest effectiveness!
For providing analytical feedback, For providing analytical feedback, here are a few guidelines:here are a few guidelines:
• Use the word because when explaining to students what is correct or incorrect about their work
• Provide specific information relating to the objectives of the learning task(s)
• Feedback should be provided in a timely fashion
RECOGNIZE RECOGNIZE STUDENTS FOR STUDENTS FOR
THEIR EFFORT ANDTHEIR EFFORT AND ACHEIVEMENT!ACHEIVEMENT!
AREA #4:AREA #4:
Recognizing students positively Recognizing students positively promotes the equationpromotes the equation
Motivation = Quality + EquityMotivation = Quality + Equity
Two kinds of positive recognition:Two kinds of positive recognition:
• Spontaneous recognition
• Planned recognition
Disclaimer:Disclaimer: For positive For positive recognition to stay at its recognition to stay at its highest effectiveness, it highest effectiveness, it must be used correctly must be used correctly and not to be overusedand not to be overused
Spontaneous recognitionSpontaneous recognitionstrategies:strategies:
• Positive notes to students• Praise• Mini-celebrations• Special privileges• Stickers, awards, coupons, small prizes, buttons,
etc.• Involve school and community
Planned recognitionPlanned recognitionstrategies:strategies:
• Classwide goals focusing on individual improvement
• Individual incentive laden academic contracts
• Display student work
• Involve school and community
For positive recognition to be highly For positive recognition to be highly effective, there are a few guidelines:effective, there are a few guidelines:
• Has to be meaningful to the student
• All students must be able to achieve a rewarded goal
• Must be immediately after the student’s accomplishment
Through the combined efforts of Through the combined efforts of teachers, students, administration,teachers, students, administration,
parents, and community parents, and community members, we can fully motivate members, we can fully motivate today’s learner to be successful today’s learner to be successful
inside and outside the classroom.inside and outside the classroom.
Using the four key areas Using the four key areas discussed today, we can make discussed today, we can make
our classrooms the most our classrooms the most supportive and highest effective supportive and highest effective learning environment possible!!!learning environment possible!!!
Thank you for giving me the Thank you for giving me the opportunity to share with you what I opportunity to share with you what I
have learned in my Motivating have learned in my Motivating Today’s Learner Graduate Course. Today’s Learner Graduate Course. I hope you will be able to use what I hope you will be able to use what
you learned today inside your you learned today inside your classroom and continue your own classroom and continue your own
pursuit of fully motivating our pursuit of fully motivating our learners at a highly effective rate!!learners at a highly effective rate!!