1 Motivation Matters: Engaging Strategies in English Language ArtsJackie Malloy GWRC 2016

2 Coming to Terms Engagement Motivation Affective Likelihood of choosingBehavioral Cognitive Motivation Likelihood of choosing Willingness to continue

3 Does motivation matter?Large body of research to confirm a link between motivation and achievement If we don’t engage them, they won’t learn Show where this happens in info processing schema

4 Here’s the worry… McKenna et al. (1995) found an erosion in academic and recreational attitude for readers beginning in third grade that continued for the duration of the elementary and middle school years. The first large study to show this for reading Many studies since then have confirmed this

5 Do extrinsic motivators work???Rewards and incentives can undermine intrinsic motivation (Deci, 1975, 1991: Cameron & Pierce, 1994). Individuals are motivated by the reward itself, so be careful about what you use as a reward (Deci, 1975). Books and time to read are rewards for reading that promote intrinsic motivation to read (Marinak & Gambrell, 2008).

6 Miss Malarky leaves no reader behind

7 Extrinsically Motivatedhttps://www.youtube.com/watch?v=VrSUe_m1 9FY

8 Intrinsically Motivatedhttps://www.youtube.com/watch?v=2lXh2n0aP yw

9 Brophy’s Observation…If we can’t give them a good reason to learn it, perhaps we shouldn’t have to teach it!

10 A gauntlet thrown… We don’t need to FIND reasons for reading… The world is FULL of reasons for reading, and writing, and doing every literate thing! (And kids are CURIOUS!)

11 A continuum of engagementALIENATED teacher selected purpose is assessment knowledge is transmitted CONNECTED student selected purpose is to solve or express knowledge is purposefully acquired For some students, engagement and motivation in the classroom is problematic, particularly if they have fallen behind with literacy learning or if they cannot find links between the classroom, the curriculum and their lives (Groundwater-Smith, Mitchell, & Mockler, 2007 ).

12 Jere Brophy, 1999 Brophy’s AHA: Let’s mirror the progress we have made in matching content to learning strategies by creating optimal matches of content to motivational strategies!

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14 Using Literacy to learnLISTENING SPEAKING READING WRITING VIEWING REPRESENTING INTEGRATING

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16 Research converges on these motivating aspects:Choice Challenge Collaboration Relevant/Authentic tasks (Guthrie, Wigfield, & Perencevich, 2004; Malloy, Marinak & Gambrell, 2010; Purcell-Gates, Duke, & Martineau, 2007; Turner, 1995)

17 Choice Book blessing Topics for further investigationWays to show learning (RAFT; TIC TAC TOE; product or test) Experts Teaching These are things we’ll learn about as we move through the course

18 Book Blessing

19 Challenge Provide all readers the opportunity to be successful with increasingly challenging tasks (mix up your Blooms!) Direct instruction that teaches strategies Guided practice in the zone Individual practice at the independent level We’ll be talking about how to do this as well

20 Remember Blooms (revised)Remembering Understanding Applying Analyzing Evaluating Creating

21 Second graders reading The Three little PigsRemembering After reading the story, the student will be able to state the building material used by each pig, in order

22 3 little pigs UnderstandingAfter hearing the story, the student will be able to verbally describe, in their own words, which of the houses the wolf blew down.

23 3 little pigs Applying Having read and discussed the morals of the story, the student will use these morals throughout the next week, by bringing all proper materials (notebook paper, books, pencils, etc. ) to class for 4 out of 5 days.

24 3 little pigs Analyzing Given a copy of the book, the student will describe out loud the similarities and differences in the house of sticks and the house of bricks. There must be at least 3 comparisons, and all comparisons must either be stated in the story or follow real properties. OR…

25 3 little pigs Analyzing option 2After reading the story, the student will be given 8 pictures of types of houses around the world and access to encyclopedias and other online and print reference materials. Each group will classify each house as “easy”, “difficult” or “practically impossible” to blow down.

26 3 little pigs Evaluating:After discussing the story, the student will write a short paper judging whether or not it was “okay” for the wolf to try to eat the three little pigs, and then justifying their opinion with at least three reasons. The support must come from a consistent philosophical or biological viewpoint (vegetarianism, food chain, good neighbors, friendship, wolf facts, etc)

27 3 little pigs Creating After having the story read out loud, each student will write a different ending to the story. Their ending must follow logically from the existing information in the story; OR …

28 Create Choice 2 After having read the story, students will use a stack of twigs to design a habitable construction (in miniature) that will withstand the force of air generated by a blow dryer on high setting AT POINT BLANK RANGE.

29 Collaboration Personal Workspace 1 Shared WorkspacePrior knowledge Interpretive Skills Personal Workspace 1 Shared background Reveal Interpretive Skills Shared Workspace New knowledge Appropriate Skills Personal Workspace 2 Learning to work in teams is a 21st century skill– we’ll be learning how to do that.

30 Teaching to CollaborateInvite In Follow On Come to Consensus Come to your own understanding

31 Authenticity and RelevanceReading: Adults don’t make dioramas Writing: You’re never going to be a leprechaun Anything: if you can’t think of a real world application, then we might question why we have to teach it? There’s a place for prompts, but creative writing should come from the author’s mind… We’ll talk about how having a relevancy statement is an important part of the lesson intro.

32 I’m trying it too!

33 I’m trying it too!

34 I’m trying it too!

35 I’m trying it too!

36 I’m trying it too!

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39 If you think you’re on to something….Let’s share what we do to get literacy out of the silo of ELA and integrate it across all the content areas. When we make literacy relevant, students are more engaged, and more practice leads to more proficiency.