View
231
Download
0
Category
Preview:
Citation preview
Module 1: Unit 1, Session 4
MODULE 1: ADOLESCENT READING, WRITING, AND THINKING
Adolescent Literacy – Professional DevelopmentUnit 1, Session 4
Module 1: Unit 1, Session 4
ADOLESCENT MOTIVATION
1.1.4
Module 1: Unit 1, Session 4
Essential Questions
Module 1 QuestionWhat do we know about how teens learn
from text and how can we use that knowledge to improve our practice?
Unit 1, Session 4 QuestionWhat is the relationship between identity
and motivation?
3
Module 1: Unit 1, Session 4
To understand the distinction between intrinsic and extrinsic motivation, and the concept of self-efficacy
To understand how adolescents’ social and school identities support or stymie their motivation for academic learning
To develop specific strategies to help support and engage learners with different identities and self-perceptions
4
Session 4 Objectives
Module 1: Unit 1, Session 4
WarmUp
Think of your most difficult learning experience, in school or out of school. What made it so challenging?
5
Module 1: Unit 1, Session 4
Motivation
IntrinsicBehaviors that occur for no reason beyond
the task itselfE.g., playing guitar for relaxation, beach reading
ExtrinsicBehaviors that are reinforced through external
rewards that are not related to the activityE.g., grades, cash, candy, food
6
Module 1: Unit 1, Session 4
Intrinsic Motivation
Challenge
FlowSelf-Efficacy
7
Module 1: Unit 1, Session 4
Student Identity
Think about when you were in high school…
8
Module 1: Unit 1, Session 4
Student Profiles
Read the student profiles and identify the student that most accurately describes who you were as a high-school student. If several fit (which may be true for many of you), choose the one that affected you the most, or the one that now seems most significant as you look back on your high school experience. (5 minutes)
9
Module 1: Unit 1, Session 4
Application
Which kind of student do you have a hard time motivating?
Choose one or two strategies from this session to bring back to your class, and be prepared to describe the results next time.
10
Module 1: Unit 1, Session 4
Additional ResourcesOppositional Cultures among White Students: The Quest for
Popularity and Normative Hegemony in America. Video link:
http://video2.harvard.edu:8080/ramgen/KSG-AGI/agi2006Bishop.rm
PPT link: http://www.agi.harvard.edu/presentations/2006Conference/J_Bishop.pdf
School Structures, Expectations, and Peer Dynamics in a Multiracial High School
Video link: http://video2.harvard.edu:8080/ramgen/AGI/17agi2007diamond.rm
PPT link: http://www.agi.harvard.edu/presentations/2007Conference/DiamondJune07.pdf
11
Module 1: Unit 1, Session 4
ReferencesMcKenna, M. C., Kear, D. J., & Ellsworth, R. A. (1995). Children's
attitudes toward reading: A national survey. Reading Research Quarterly, 30(4), 934-956.
National Institute of Child Health and Human Development [NICHD]. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (No. NIH Publication No. 00-4769). Washington, DC: U.S.: U.S. Government Printing Office.
Wigfield, A., & Guthrie, J. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
12
Recommended