Finding the Spark: How to Break the Cycle of Learned

Response to Intervention

Finding the Spark: How to Break the Cycle of to Break the Cycle of Learned Helplessness

d R th and Re-engage the Unmotivated Student

Jim Wrightinter entioncentral orgwww.interventioncentral.org

www.interventioncentral.org




W k h PPT d h d t il bl tWorkshop PPTs and handout available at:

http://www.interventioncentral.org/spark



Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Learning is “giving Learning is giving personal meaning to personal meaning to public knowledge”public knowledge .

www.interventioncentral.org 5

Source: West, L., Fensham, P. & Garrard, J. (1985). Describing the cognitive structures of learners following instruction in chemistry. In L. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 29-50). Orlando: Academic Press.




Growth Mindset

Growth Mi d t

Learned H l l

Fixed MindsetMindset MindsetHelplessness Mindset



www.interventioncentral.orgSource: Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28, 254-269. http://dx.doi.org/10.1080/08856257.2013.768452


Wh t k bi id i b h i What are key big ideas in behavior management that can help to understand unmotivated students and manage difficult behaviors?g



Identifying the Big Ideas That Guide Effective B h i M tBehavior Management

These ‘big ideas’ can help teachers to better promote classroom behavior change:1. Check for academic problems.2. Identify the underlying function of the behavior.3. Eliminate behavioral triggers.4. Redefine the behavioral goal as a replacement behavior.5. Focus on factors within the school’s control.6. Be flexible in responding to misbehavior.



‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Check for academic problems. The correlation between classroom misbehavior and deficient between classroom misbehavior and deficient academic skills is high (Witt, Daly, & Noell, 2000). Teachers should, therefore, routinely assess a Teachers should, therefore, routinely assess a student's academic skills as a first step when attempting to explain why a particular behavior is occurring. And it logically follows that, when poor academics appear to drive problem behaviors, at least

f th i t ti id th t th t h l t some of the intervention ideas that the teacher selects should address the student's academic deficit.



‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Identify the underlying function of the behavior. Problem behaviors occur for a reason Such behaviors Problem behaviors occur for a reason. Such behaviors serve a function for the student (Witt, Daly, & Noell, 2000). The most commonly observed behavioral 2000). The most commonly observed behavioral functions in classrooms are escape/avoidance and peer or adult attention (Packenham, Shute, & Reid, 2004). When an educator can identify the probable function sustaining a particular set of behaviors, the t h h fid th t i t ti l t d t teacher has confidence that interventions selected to match the function will be correctly targeted and therefore likely to be effective


therefore likely to be effective.

12

Response to InterventionProblem Behaviors: Common Reasons SKILL DEFICIT. The student lacks the skills necessary to display the desired y p y

behavior (Gable et al., 2009). PERFORMANCE DEFICIT. The student possesses the skills necessary to

display the desired behavior but lacks incentive to do so (Gable et al., 2009). PEER ATTENTION. The student is seeking the attention of other students

(P k h Sh t & R id 2004)(Packenham, Shute & Reid, 2004). ADULT ATTENTION. The student is seeking the attention of adults

(Packenham Shute & Reid 2004)(Packenham, Shute & Reid, 2004). ESCAPE/AVOIDANCE. The student is seeking to escape or avoid a task or

situation (Witt Daly & Noell 2000) situation (Witt, Daly & Noell, 2000). EMOTIONAL or ATTENTIONAL BLOCKERS. The student possesses the

skills to display the desired behavior "but is unable to deal with competing


skills to display the desired behavior but is unable to deal with competing forces—anger, frustration, fatigue." (Gable et al., 2009; p. 197). (This category can also include symptoms associated with anxiety or ADHD.)


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Eliminate behavioral triggers. Problem behaviors are often set off by events or conditions within the often set off by events or conditions within the instructional setting (Kern, Choutka, & Sokol, 2002). Sitting next to a distracting classmate or being handed Sitting next to a distracting classmate or being handed an academic task that is too difficult to complete are two examples of events that might trigger student misbehavior. When the instructor is able to identify and eliminate triggers of negative conduct, such

ti t d t k i kl d b ti l actions tend to work quickly and--by preventing class disruptions--result in more time available for instruction (Kern & Clemens 2007)


(Kern & Clemens, 2007).

14


ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 1515

A CB


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Redefine the behavioral goal as a replacement behavior By selecting a positive behavioral goal that behavior. By selecting a positive behavioral goal that is an appropriate replacement for the student’s original problem behavior, the teacher reframes the student problem behavior, the teacher reframes the student concern in a manner that allows for more effective intervention planning (Batsche, Castillo, Dixon, & Forde, 2008). For example, an instructor who is concerned that a student is talking with peers about

i t ti l t i d i i d d t t k non-instructional topics during independent seatwork might select as a replacement behavior that the student will engage in "active accurate academic


student will engage in active, accurate academic responding".

16


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Focus on factors within the school’s control. Teachers recognize that students often face significant factors recognize that students often face significant factors outside of the school setting--e.g., limited parental support -- that can place them at heightened risk for support that can place them at heightened risk for academic failure and problem behaviors.

Schools can best counteract the influence of negative outside factors and promote student resilience by

idi t ithi th d ti l tti h providing supports within the educational setting such as skills instruction, tutoring, mentoring, and use of positive behavior management strategies (Hosp


positive behavior management strategies (Hosp, 2008).

17


‘Big Ideas’ in Behavior Management…Big Ideas in Behavior Management…Be flexible in responding to misbehavior. Teachers have greater success in managing the full spectrum of have greater success in managing the full spectrum of student misbehaviors when they respond flexibly--evaluating each individual case and applying evaluating each individual case and applying strategies that logically address the likely cause(s) of that student's problem conduct (Marzano, Marzano, & Pickering, 2003).


Response to Intervention‘Big Ideas’ in Behavior Management

Activity: Which Big Idea is the Most

Management1. Check for academic problems.2 Identify the underlying function Idea is the Most

Important?• At your tables, discuss

2. Identify the underlying function of the behavior.

3 Eliminate behavioral triggersthe big ideas in behavior management presented here

3. Eliminate behavioral triggers.4. Redefine the behavioral goal as

a replacement behaviorhere.• Select the 1-2 ideas that

that you believe are most

a replacement behavior.5. Focus on factors within the

school’s controlthat you believe are most important for teachers to keep in mind when

school s control.6. Be flexible in responding to

misbehavior


working with challenging students.

19

misbehavior.


What is ‘motivation’?What is motivation ?



“ ”You can lead a horse to water, “ ”You can lead a horse to water, but you can’t make it drink.

-English Proverb (12th Century)English Proverb (12 Century)



“ ”Motivation is the art of getting l t d h t t people to do what you want

them to do because they want them to do because they want to do it.

-Dwight D. EisenhowerDwight D. Eisenhower


Response to InterventionDefinitions of ‘Motivation’

Motivation “refers to a student's willingness, need, desire and

Source: Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early compulsion to participate in,

and be successful in, the

Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418 925)

learning process.”

“Motivation is typically defined Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED

as the forces that account for the arousal, selection, direction,

TO TEACHING, 8/e, Houghton Mifflin, 1997.


and continuation of behavior.”

Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

………………10……………… 0………………10of success on the task

2. the value that the student places Multiplied by

………………10X 0...…………

……………… 0X 10...…………

………………10X 10...…………p

on achieving success on that learning task

00

100

10100

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for


problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Student Motivation & RTI: Reframing the Issue in Observable (and Fixable) Terms

St 1 R d fi ‘ ti ti ’ d i Step 1: Redefine ‘motivation’ as academic engagement: e.g., The student chooses “to engage in acti e acc rate academic responding” (Skinner in active accurate academic responding” (Skinner, Pappas, & Davis, 2005).Step 2: Build school-wide support for this mission statement: “When a student appears unmotivated, it i th h l’ j b t fi t h th t d t it is the school’s job to figure out why the student is unmotivated and to find a way to get that student motivated ”


student motivated.”

25

Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.


Tamara & Jack: Contrasting LearnersHas several favorite study techniques that help her to fully comprehend challenging reading assignments.

Completes a single reading of any assigned text, whether he understands the content or not.



Tamara & Jack: Contrasting LearnersAttends all classes, takes full notes, has a strong homework routine, and is developing solid time management skills.

Takes sporadic notes, lacks a consistent homework routine, and has difficulty planning multi-step academic tasks such as writing a

h


research paper.


Tamara & Jack: Contrasting LearnersEngages in optimistic ‘self-coaching’ about her work habits and academic performance—and makes adjustments as needed.

Has a negative view of his abilities; seldom sets academic goals of any kind and pays little attention to work performance.



Tamara & Jack: Contrasting LearnersWill seek out teachers immediately if she has a problem with coursework and is able to advocate for her learning needs.

Avoids meeting with teachers l f d t d littl unless forced to—and says little

during those instructor conferences


conferences.


Student-Directed Strategies for Academic SuccessStudent Directed Strategies for Academic Success1. Cognitive strategy use2. Academic survival skills (a.k.a. ‘executive

functioning skills’)3. Self-coaching4 Negotiation/advocacy4. Negotiation/advocacy



Self-Regulation: Motivation With a Plan Self Regulation: Motivation…With a Plan “Self-regulation of learning involves g glearners setting goals, selecting appropriate learning strategies maintaining motivation learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their own academic progress ” p 451their own academic progress. p. 451

www.interventioncentral.org 31Source: Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22, 448-473.


Core Standards & Student Motivation/Self-Regulation

CCSS: ELA: Speaking & p gListening Standards: K-5

Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24




CCSS: ELA: Speaking & a. Prepares p gListening Standards: K-5for

discussionSource: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24




CCSS: ELA: Speaking & p gListening Standards: K-5b. Fulfills

assigned Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical

gdiscussion role(s) and history/social studies, science, and technical

subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24

( )follows rules




c. Engages in Q & A

CCSS: ELA: Speaking &

in Q & A turn-taking

and p gListening Standards: K-5

and contributes

ideas to Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical

ideas to discussion

history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24




d. Reviews discussion

CCSS: ELA: Speaking &

discussion content to summarize p g

Listening Standards: K-5summarize learning,

draw Source: National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for English language arts and literacy in history/social studies science and technical

draw conclusions

history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ p. 24



What qualities define the ‘anxious’ learner?



Generalized Anxiety Disorder: Essential Features• [GAD is one of the Anxiety Disorders.]• The individual experiences excessive anxiety and worry about a variety of topics,

events, or activities over a period of at least 6 months. Worry occurs on the , p ymajority of days. It is difficult for the individual to control the anxiety/worry.

• The worry is associated with at least 3 of these 6 symptoms:Restlessness– Restlessness.

– Becoming fatigued easily– Difficulty concentrating – Irritability– Muscle tension– Sleep disturbancep

• The individual experiences 'clinically significant' distress/impairment in one or more areas of functioning (e.g., at work, in social situations, at school).

• The worry or anxiety cannot be better explained by physical causes or another


• The worry or anxiety cannot be better explained by physical causes or another psychiatric disorder.

38Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Response to Intervention‘Normative’ Anxieties/Fears in Childhood & AdolescenceStage/Age Anxieties/Fears About…Stage/ ge et es/ ea s boutLater Infancy:6-8 months

• Strangers

Toddler:12 months-2 years

• Separation from parents• Thunder, animals

Early Childhood:4 5 years

• Death, dead people, ghosts4-5 years

Elementary:5 7 years

• Germs, natural disasters, specific traumatic events• School performance5-7 years • School performance

Adolescence: 12 18 years

• Peer rejection


12-18 years

Source: Beesdo, K., Knappe, S. & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: Developmental issues and implications for DSM-V. Psychiatric Clinics of North America, 32(3), 483-524. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3018839/


Generalized Anxiety Disorder: Prevalence• The 12-month prevalence of GAD among adolescents is

estimated to be 0.9% while among adults the rate is 2.9%.g

www.interventioncentral.org 40Source: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.


What is ‘learned helplessness’ and how can this condition and how can this condition undermine motivation?



Learned Helplessness: The Failure CycleStudents with a history of school failure are at particular risk of

falling into the learned helplessness cycle:

1. The student experiences

2. ...which undermine self confidence in

6. …and reinforcing the student’s experiences

repeated academic failures…

self-confidence in their intellectual abilities.

the student s belief that they lack the ability to learn.

3. The student begins to doubt 4. …causing that 5. …resulting in that their efforts will overcome their learning diffic lties

student to reduce efforts toward academic

hi t

continued failure…

www.interventioncentral.org 42Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.

difficulties…achievement .


Learned Helplessness: The Effects

Students who experience a sense of ‘learned phelplessness’ feel powerless to improve their academic performance and standing. They can also experience th ti ff tthese negative effects:

1 R d d ti ti t d i th l1. Reduced motivation to respond in the classroom2. Lessened ability to associate responding with

desirable outcomesdesirable outcomes3. Symptoms of depression or anxiety


.

43

Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.


The Anxious Student: PrescriptionThe Anxious Student: Prescription

Here are 4 general strategies for working with these learners:

Make classroom expectations predictable.Offer choice opportunities as appropriate to allow the

student a say in structuring his or her own learning iexperience.

Teach the student how to translate global tasks into manageable sub tasksmanageable sub-tasks.

Use affirming statements that motivate the student to take risks and apply his or her best effort


risks and apply his or her best effort.

44


Motivation Roadblocks: ActivityReview these 4 roadblocks for students not performing

up to their potential. Select the one that you believe is

a. lacks essential academic skills to do grade-appropriate k

MOST prevalent at your school: The student:

work.b. does not have strong 'academic survival' skills (e.g., study,

organization time management) to support academicsorganization, time management) to support academics.c. has adopted a pattern of 'learned helplessness' in the face

of challenging academic demandsof challenging academic demands.d. shows clear evidence of having all necessary skills to be

successful in his/her school program but simply chooses


successful in his/her school program...but simply chooses not to put forth the effort.

45


Workshop Topics1. Overview of Motivation, Anxiety, and Learned Helplessness

(LH). What is the profile of the ‘learned helplessness’ student?

2. Growth Mindset. How can teachers frame classroom statements to increase the motivation and optimism of struggling learners?

3. Task Analysis. How can educators break large global tasks into manageable steps that the LH student can attempt?

4. Self-Management. What are examples of step-by-step strategies that students can learn to increase their self-management skills?

5. LH Classroom Strategies & Student Connections. What are ideas to connect with & support LH students?


6. Online Resources. What are free resources available for teachers to help in working with the LH learner?


Motivator: Growth Mindset:T h b t 'l d Teachers can combat 'learned helplessness‘ by structuring classroom statements to encourage optimism and motivation.g ppp. 2-4



Mindsets: Determining Limits on Potential

Research in cognitive psychology (Dweck, 2006) demonstrates that individuals’ performance as learners is profoundly influenced by– their perceptions of their intelligence and/or abilities and– their reinforcing these perceptions through an ongoing

l th t h llmonologue as they encounter new challenges.The habitual ways that people have of thinking about their abilities can be thought of as ‘mindsets’. Mindsets fall into two categories: Fixed vs. growth.

www.interventioncentral.org 48Source: Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Beliefs About Mindsets: Fixed vs. Growth

- Fixed Mindset + Growth MindsetIntelligence (general ability) is fixed. Effort plays a minor role in

Intelligence and other attributes are ‘malleable’--they can

determining one's level of accomplishment.

increase with effort.

Thi ti i t lThus, setbacks are viewed as a lack of ability and result in the

This perspective views struggleas a positive-- "an opportunity for growth not a sign that a student lack of ability and result in the

student "giving up or withdrawing effort" (Blackwell, et al., 2015).

growth, not a sign that a student is incapable of learning." (Paunesku, et al., 2015).


( , , ) ( , , )


The ‘Malleability’ of IntelligenceThe Malleability of Intelligence“It is important to recognize that believing intelligence to be malleable does not imply that everyone has exactly the same potential in every domain, or will learn everything with equal ease.

Rather, it means that for any given individual, intellectual ability can always be further developed.”

www.interventioncentral.org 50Source: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Contrasting Mindsets: Responses to Setbacksg p- Fixed Mindset: The student may:

+ Growth Mindset: The student will:

• give up • view setback as an opportunity for learning

• withdraw effort

• ‘disidentify’ with challenge • increase effort

• disidentify with challenge subject: e.g., “I don’t like math much anyway.”

• figure out deficiencies in work or study processes and correct much anyway.

• be at greater risk for cheating

or study processes and correct them

www.interventioncentral.orgSource: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Mindsets: Fixed vs GrowthMindsets: Fixed vs. Growth“[Fixed vs. growth] mindsets affect students' achievement by creating different psychological worlds.”

Dr. Carol Dweck

www.interventioncentral.org 52Source: Dweck, C. S. (2008). Mindsets: How praise is harming youth and what can be done about it. School Library Media Activities Monthly, 24(5), 55-58; p. 56.


Mindsets: Fixed vs GrowthMindsets: Fixed vs. GrowthDoes a student’s type of mindset have a significant impact on school performance? When students are not experiencing significant learning challenges, those with fixed and growth mindsets may do equally well.

However, during times of difficult academic work or dramatic changes in the learning environment (e g dramatic changes in the learning environment (e.g., middle school), growth-mindset students tend to do significantly better than their fixed-mindset peers.


g y p

53Source: Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across anadolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.


Fixed-Mindset Statements: What NOT to SayFixed-mindset statements are those that reinforce the (untrue) idea that individuals have a fixed the (untrue) idea that individuals have a fixed quantity of 'ability' that cannot expand much despite the learner's efforts. Here are statements to avoid, ,because they send a fixed-mindset message to students:

• “Excellent essay. You are a natural-born writer!”• “You need to work harder. I have seen your grades You need to work harder. I have seen your grades

and know that you are smart enough to get an A in this course.”


• “It’s OK-not everyone can be good at math.”54


To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are varied However Teachers growth mindset statements are varied. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be

faced and frames them as opportunities to learn.pp– Confidence. Conveys optimism that the student can and

will move toward success if the learner puts in sufficient peffort, follows the recommended process, and makes appropriate use of any ‘help’ resources.

www.interventioncentral.org 55Source: Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39.




Integrate ‘Pro-Growth-Mindset’ Statements into Classroom DiscourseIn day-to-day communication with students In day-to-day communication with students, instructors have many opportunities use growth-mindset principles to infuse their statements with mindset principles to infuse their statements with optimism, including:

praise praise work-promptsencouragementintroduction of assignments


g


Process Praise"Your writing is improving a lot. The extra time you put in and your use of an outline and your use of an outline has really paid off."



Growth Mindset: Teacher ExamplesProcess PraiseEffective teacher praise has two elements: (1) a description of Effective teacher praise has two elements: (1) a description of noteworthy student performance, and (2) a signal of teacher approval (Hawkins & Hellin, 2011). Because this 'process praise' ties performance directly to effort, it reinforces a growth mindset in students who receive it. EXAMPLE:

"Your writing is improving a lot

ApprovalPerformance

Your writing is improving a lot. The extra time you put in and your use of an outline has really paid off "


really paid off.

59


W k P tWork Prompt"Sarah, please keep reading....you still have 10 minutes to work on the assignment.

It's a challenging passage so if you It s a challenging passage, so if you get stuck, be sure to use your reading fix-up skills.

Remember, it's also OK to ask a neighbor or to come to me for help.g p

Use your strategies and you will be successful!"


successful!


Growth Mindset: Teacher ExamplesWork PromptWhen students stop working during an independent assignment, When students stop working during an independent assignment, the teacher can structure the "get-back-to-work" prompt to follow a growth-mindset format. EXAMPLE: "Sarah, please keep reading....you still have 10 Prompt: Keep minutes to work on the assignment. It's a challenging passage,

Working

Challengeso if you get stuck, be sure to use your reading fix-up skills. Remember, it's also OK to ask a

i hb t t f h l

Process: Fix-Up Skills &

Help Options


neighbor or to come to me for help. Use your strategies and you WILL be successful!"

61

Help Options

Confidence


E tEncouragement"I can see that you didn't do as well on this math test as you well on this math test as you had hoped, Luis.

Let's review ideas to help you prepare for the next exam.

If you are willing to put in the work I know that you can raise work, I know that you can raise your score."



Growth Mindset: Teacher ExamplesEncouragementWhen students have academic setbacks, the teacher can When students have academic setbacks, the teacher can respond with empathy: framing the situation as a learning opportunity, describing proactive steps to improve the situation, and expressing confidence in the learner.EXAMPLE: "I can see that you didn't do as well on this math test as you had hoped, Luis. L t' i id t h l t

Empathy

Let's review ideas to help you to prepare for the next exam. If you are willing to put in the work

Process & Effort


in the work, I know that you can raise your score."

63

Confidence


Assignment"Y h ld l d t "You should plan spend at least 90 minutes on tonight's math homework math homework.

When you start the yassignment, some problems might look like they are too difficult to solve.

But if you give it your best But if you give it your best and follow your problem-solving checklist you should


solving checklist, you should be able to answer them."


Growth Mindset: Teacher ExamplesAssignmentThe teacher can give assignments a growth-mindset spin--The teacher can give assignments a growth mindset spindescribing challenge(s), appraising the effort required, reminding what strategies or steps to use, and stating confidently that following the process will lead to success.EXAMPLE: "You should plan to spend at least 90 minutes on tonight's math homework. When you start the assignment some problems

Effort Needed

When you start the assignment, some problems might look like they are too difficult to solve. But if you give it your best and follow your

Challenge

Process &


But if you give it your best and follow your problem-solving checklist, you should be able to answer them."

65

Process & Effort

Confidence


To Promote a ‘Growth Mindset’…Use Process-Oriented StatementsTeachers ‘ growth-mindset statements are as varied as the Teachers growth mindset statements are as varied as the students and situations they address. However, they tend to include these elements:– Process. Lays out a specific process for moving forward.– Challenge(s). Recognizes difficulties or struggles to be g ( ) g gg

faced and frames them as opportunities to learn.– Confidence. Conveys optimism that the student can and y p

will move toward success if the learner puts in sufficient effort, follows the recommended process, and makes

i t f ‘h l ’


appropriate use of any ‘help’ resources.


Growth Mindset: ScenarioGrowth Mindset: ScenarioYour student Brian can get frustrated and shut Growth-mindset statements

address:down when required to complete multi-step math word problems . You have created a checklist outlining each of the steps he should follow in

address:Process. Lays out a specific process for moving forwardoutlining each of the steps he should follow in

problem solving and verified that, with this tool, he can successfully complete these problems.

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced

You are having the class work independently on a 10-problem assignment, so you decide to approach Brian to prompt him to get started

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys approach Brian to prompt him to get started.

At your table, come up with a growth-mindset statement to help Brian to begin work

Confidence. Conveys optimism that the student can and will move toward success


statement to help Brian to begin work. move toward success with effort.


Growth Mindset: ScenarioGrowth Mindset: ScenarioYour student Brian can get frustrated and shut Growth-mindset statements

address:

Brian: Work Prompt"Brian it’s time to start your math deskwork down when required to complete multi-step math

word problems . You have created a checklist outlining each of the steps he should follow in

address:Process. Lays out a specific process for moving forward

Brian, it s time to start your math deskwork. You see that there are10 word problems, which may seem like a lot. outlining each of the steps he should follow in

problem solving and verified that, with this tool, he can successfully complete these problems.

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced

But remember to use your checklist. It will take you through the right steps to solve

You are having the class work independently on a 10-problem assignment, so you decide to approach Brian to prompt him to get started

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys

y g g peach problem.

Follow the checklist and you should be OK If approach Brian to prompt him to get started.

At your table, come up with a growth-mindset statement to help Brian to begin work


Follow the checklist and you should be OK. If you need help, though, just raise your hand."


statement to help Brian to begin work. move toward success with effort.


Growth-Mindset Statement: A Motivational PushGrowth Mindset Statement: A Motivational Push

Research studies have shown that even students with an ingrained ‘fixed-mindset’ view of academics can gain a brief motivation ‘push’ when the teacher reframes a past, present,

f t l i ti it i ‘ th i d t’ t or future learning activity in ‘growth mindset’ terms.

E h l th b it ti ti l iEach classroom, then, becomes its own motivational micro-climate.

And with the teacher’s continued expression of an optimistic, growth-mindset view, students are more likely to apply more

ff t tt i t d b lf di t d


effort, attain greater success, and become self-directed learners.

69Source: Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Ballantine.


Mindsets Research: Effective Only If We Apply It…Mindsets Research: Effective Only If We Apply It…

Proponents of growth-mindset statements should be concerned that the average frequency in which teachers use classroom praise is generally low in general- and special education classrooms (Hawkins & Heflin 2011)special-education classrooms (Hawkins & Heflin, 2011).

Frequency of praise is a useful indicator of the rate at Frequency of praise is a useful indicator of the rate at which teachers might use ANY growth-mindset statement.

It is of little help if teachers agree that growth-mindset is important to student motivation but fail to actually i l t th t t


implement the strategy.

70Source: Hawkins, S. M., & Heflin, L. J. (2011). Increasing secondary teachers’ behavior-specific praise using a video self-modeling and visual performance feedback intervention. Journal of Positive Behavior Interventions,13(2) 97–108.


Growth Mindset: Implementation

At your table:Growth-mindset statementsaddress:At your table:

• Look over the handout Mindsets: The Power to Help or Hinder Student

address:Process. Lays out a specific process for moving forwardPower to Help or Hinder Student

Motivation.• Discuss ideas to promote the regular

moving forward.Challenge(s). Recognizes difficulties or struggles to be faced • Discuss ideas to promote the regular

use of growth-mindset statements in your classroom or throughout the

or struggles to be faced and frames them as opportunities to learn.Confidence Conveys your classroom or throughout the

school.• Select one of your ideas to share



• Select one of your ideas to share with the group.

move toward success with effort.


How to...Conduct a How to...Conduct a Task Analysis & Create a Behavior Checklist a Behavior Checklist pp. 5-8

Jim Wrightwww.interventioncentral.org



When Behavior Goals Are Too Broad, How Can W D fi Th ? We Define Them? The positive 'behavior' selected for an intervention plan is p psometimes actually a global term that refers to a cluster of related behaviors. Here are examples:

– "participates in discussion groups" – "solves math word problems“solves math word problems– "is prepared for classwork"

E h f th b h i l l t i lti l ll Each of these behavioral goals contains multiple smaller behaviors that must all be done successfully in order for the larger goal to be accomplished


larger goal to be accomplished.

73


Task Analysis: What is It?Task Analysis: What is It?

A task analysis is the procedure that consultants A task analysis is the procedure that consultants can use to convert a comprehensive goal into a series of discrete, specific, teachable behaviors.series of discrete, specific, teachable behaviors.

Th d t th b f tt d The product can then be formatted as a convenient checklist.

www.interventioncentral.org 74Source: Kazdin, A. E. (2013). Behavior modification in applied settings (7th ed.). Long Grove, IL: Waveland Press, Inc.


Task Analysis: Turning Complex Tasks into y g pEasy-to-Implement Checklists

Because a task analysis breaks larger tasks into subBecause a task analysis breaks larger tasks into sub-components, it can benefit the ‘learned helplessness’ student.

The learner can complete elements of the task with less anxiety as the checklist reduces them to discrete anxiety, as the checklist reduces them to discrete, manageable steps.

In completing checklist items, the student also begins to see a predictable connection between effort and outcome


see a predictable connection between effort and outcome.


How to Approach the Task Analysis?How to Approach the Task Analysis?

There are several ways that you as a consultant can d i d ti t k l i proceed in conducting a task analysis.

1 Use common sense First you can adopt a 1. Use common sense. First, you can adopt a common-sense approach and simply help the educator you are working with to divide an educator you are working with to divide an overarching behavioral goal into its logical skill-components.





2. Observe successful models. You can observe successful behavior models that match your behavior goal and behavior models that match your behavior goal and convert your observations into a task-analysis. For example to create a checklist for a 4th grader on For example, to create a checklist for a 4th-grader on how to join a play group appropriately during recess, observe several typical students on the playground who observe several typical students on the playground who have mastered that skill and use your resulting notes on their techniques to task-analyze positive group-joining


behavior.

77Source: Kazdin, A. E. (2013). Behavior modification in applied settings (7th ed.). Long Grove, IL: Waveland Press, Inc.




3. Ask an expert. Finally, for behaviors that are more specialized, you can ask an expert to assist you in defining and organizing those behaviors into a sequence sequence. For example, if you need to task-analyze proper hand-washing for a student's behavior plan you might first washing for a student s behavior plan, you might first consult with the school nurse about a recommended protocol for washing one's hands.


protocol for washing one s hands.



Conducting the Task AnalysisConducting the Task Analysis1. Break the larger behavioral goal into component

elements The initial step in carrying out a task analysis elements. The initial step in carrying out a task analysis is to divide the more global behavior into its skill components. components.

Each sub-skill should be specific and stated in clear, observable terms. Here is a good question to ask as you write each sub-skill:

"Is this component defined so clearly that I can verify through direct observation that the client is or is not


through direct observation that the client is or is not performing it?"


Response to InterventionConducting the Task Analysis1. Break the larger behavioral goal into component

elements. WHEN WORKING ON AN INDEPENDENT

The student is

WHEN WORKING ON AN INDEPENDENT ASSIGNMENT, the student:•is sitting up straight.•has cleared desk of unneeded materialsengaged in

independent seatwork

•has cleared desk of unneeded materials.•is working on the assignment.•is not talking to other students.seatwork. •refrains from playing with objects at his/her desk.•asks his/her neighbor any questions about the assignment.assignment.•asks the teacher if he/she still has a question about the assignment.•uses any extra time after finishing the assignment


•uses any extra time after finishing the assignment to check work.


Conducting the Task AnalysisConducting the Task Analysis2. Sequence the skill components . When you have listed

each of the sub skills that make up the larger behavior each of the sub-skills that make up the larger behavior goal, place them into the order or sequence in which the client is to engage in them. client is to engage in them.

WHEN WORKING ON AN INDEPENDENT ASSIGNMENT, the student:•is sitting up straight.•has cleared desk of unneeded materials.•is working on the assignment.•is not talking to other students.is not talking to other students.•refrains from playing with objects at his/her desk.•asks his/her neighbor any questions about the assignment.•asks the teacher if he/she still has a question about the assignment


•asks the teacher if he/she still has a question about the assignment.•uses any extra time after finishing the assignment to check work.


Conducting the Task AnalysisConducting the Task Analysis3. Adjust the units of behavior as needed. After a checklist

has been generated you can adjust its components to has been generated, you can adjust its components to encompass larger or smaller units of behavior--depending on such factors as the client's age, cognitive depending on such factors as the client s age, cognitive ability, and familiarity with the behavioral expectations contained in the checklist.



Conducting the Task AnalysisConducting the Task Analysis3. Adjust the units of behavior as needed.

PREPARED FOR PREPARED FOR CLASSWORK:

CLASSWORK:

Older Student:

Younger Student:Neat Desk Goal:

Older Student:Neat Desk Goal:

Th t d t h

The student has:

The student has cleared the desk and laid out work materials.

1. cleared the desk of unnecessary materials.

2. placed the course textbook on the desk.


2. placed the course textbook on the desk.3. arranged pen and paper for note-taking.


Putting Behavior Checklists to UsePutting Behavior Checklists to UseAs a consultant, you will find many uses for behavior checklists. checklists.

Students may:

– preview checklists as a pre-correction strategy just before they transition to settings or situations in which y gthey must conform to a specific set of behavioral expectations;




Students may:

– use checklists to evaluate their behaviors periodically during activities to record in real time the degree to g gwhich they are following behavioral expectations;

– rate their behaviors on a checklist after an activity to provide a summary evaluation of the degree to which th bl f ll t di l th b h i


they were able successfully to display those behaviors.




Educators may:

h kli t i t t i t d t i – use checklists as a concise means to train students in behavioral expectations;look over checklists that outline the intervention – look over checklists that outline the intervention elements that they are to use with students-- just before they move into an activity, setting, or situation in before they move into an activity, setting, or situation in which they must deliver that intervention. This prompting strategy can help them to remember to


correctly implement all intervention elements;




Educators may:

rate their beha iors on a checklist after an acti it to – rate their behaviors on a checklist after an activity to track their success in implementing a student intervention;intervention;

– create checklists that script the steps of a student's behavioral intervention plan and use those checklists behavioral intervention plan and use those checklists to train other adults who work with the student to follow that plan with integrity.







Behavioral Checklist: General Behavior E l R ti /T itiExample: Routine/Transition



H T P t A d i S lfHow To…Promote Academic Self-Management: Academic Survival Skills

ChecklistsChecklists



The Problem That This Tool Addresses: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist

Students who would achieve success on the ambitious Common Core State Standards must first cultivate a set of general 'academic survival skills' that they can apply to any coursework (DiPerna 2006) coursework (DiPerna, 2006). Examples of academic survival skills include the ability to study effectively be organized and manage time well study effectively, be organized, and manage time well. When academic survival skills are described in global terms, though it can be difficult to define them For example two though, it can be difficult to define them. For example, two teachers may have different understandings about what the term 'study skills' means.


y

92

Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.


Academic Survival Skills Checklist: What It Is…Academic Survival Skills Checklist: What It Is…• The teacher selects a global skill (e.g.,

h k l ti i d d t t k) homework completion; independent seatwork). The teacher then breaks the global skill down i t h kli t f t b kill A into a checklist of component sub-skills. An observer (e.g., teacher, another adult, or even th t d t) th th h kli t t t the student) can then use the checklist to note whether a student successfully displays each of th b kill i d the sub-skills on a given day.



Academic Survival Skills ChecklistAcademic Survival Skills Checklist

www.interventioncentral.org 94Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker


4. Behavioral Checklists: Example 3: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist









Academic Survival Skills Checklists: 5 UsesAcademic Survival Skills Checklists: 5 Uses1. Create consistent expectations among

t hteachers.2. Allow for proactive training of students.3. Encourage students to self-evaluate and self-

manage.g4. Monitor progress in acquiring these ‘survival

skills’skills .5. Can guide parent conferences.



Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-makerchecklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.


Self-Check Behavior Checklist Maker. This online tool allows teachers t d fi t d t b h i to define student behavior during classroom routines and transitions – a great and transitions a great way to clearly define behavioral expectations.



Activity: Complete Your Own Task AnalysisAt your table:

Appoint a recorder.Select a broad behavioral goal that an LH student might find challenging. You can choose your own or use one of these examples:• "participates in discussion groups"

“f ll ffi i t h k ti “• “follows an efficient homework routine“• "is prepared for classwork" • “is organized”• is organized• “is prepared for tests”

Using the guidelines (and handout) shared today


Using the guidelines (and handout) shared today, complete a task analysis of your selected behavior.

101


Motivator: Promoting Promoting Independent Academic Skills: Academic Skills: Students gain motivation when they have the independent skills required to p qcomplete academic work—including 'academic survival skills'.


survival skills .

102


“ ”The secret of getting ahead is tti t t dgetting started.

-Mark Twain



Self-Regulation: Motivation With a Plan Self Regulation: Motivation…With a Plan “Self-regulation of learning involves g glearners setting goals, selecting appropriate learning strategies maintaining motivation learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their own academic progress ” p 451their own academic progress. p. 451

www.interventioncentral.org 104Source: Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22, 448-473.


How to Promote: Reading ComprehensionHow to…Promote: Reading Comprehension



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



Reading Comprehension: Self-Management Strategies• CREATE A PLAN FOR ASSIGNED READINGS (ART). A means to develop

self-monitoring skills in comprehension is to teach students a cognitive strategy : ART: Ask Read Tell (McCallum et al 2010) For challenging strategy : ART: Ask-Read-Tell (McCallum et al., 2010). For challenging passages, the student is trained to apply a 3-step ART sequence, which maps to the pre-reading/reading/post-reading timeline:

1. ASK: Before reading the text, the student looks over the title of the passage, asks what the topic is likely to be, considers what he or she already knows about that topic and generates 2 questions that the student hopes to about that topic, and generates 2 questions that the student hopes to answer through reading.

2. READ: While reading, the student stops after each paragraph to query whether he or she has adequately understood that section of the passage and, if necessary, applies comprehension fix-up skills.

3 TELL: After reading the student attempts to answer the 2 questions posed


3. TELL: After reading, the student attempts to answer the 2 questions posed earlier based on the content just read.

Source: McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M. Waller, S., & Polite, F. (2010). Improving reading comprehension of at-risk high-school students: The art of reading program. Psychology in the Schools, 48(1), 78-86.


ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



H T P t A d i S lfHow To…Promote Academic Self-Management: Work Planning Skills


Response to InterventionTUTORIAL: How To…Help the Student Develop

Work Planning Skills: Plan Evaluate AdjustThe student is trained to follow a plan>work>self-

evaluate>adjust sequence in work planning:

Work-Planning Skills: Plan, Evaluate, Adjust

evaluate>adjust sequence in work-planning:• Plan. The student creates a work plan: inventorying a

collection of related tasks to be done setting specific collection of related tasks to be done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task.allocating time sufficient to carry out each task.

• Work. The student completes the work.• Self-Evaluate. The student compares actual work Self Evaluate. The student compares actual work

performance to the outcome goals to evaluate success.• Adjust. The student determines what to do differently in


Adjust. The student determines what to do differently in the future to improve performance and outcomes.

111Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.

Response to InterventionRussell Smith Mrs. Lampe 11 04 15

Select Topic

11 10 15 Locate Sources

Create Notes from

Find at least 3reputable sources

2 hours Found 3 sources

SourcesOrganize Notes into Paper Outline

2 Schedule at least 3 hours to find source material on next assignment

www.interventioncentral.org 112Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


H T P t A d i S lfHow To…Promote Academic Self-Management: The Learning Contract



Learning Contracts: Put Student Promises in Writing…• Description. A learning contract is a voluntary,

student-completed document that outlines student completed document that outlines actions the learner promises to take in a course to achieve academic success. to achieve academic success.

Thi t t i i d b th t d t th • This contract is signed by the student, the instructor, and (optionally) the parent.


Sources: Frank, T., & Scharff, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academicperformance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Greenwood, S. C., & McCabe, P. P. (2008). How learning contracts motivate students. Middle School Journal, 39(5), 13-22.


L i C t t Learning Contract: Example:

Negotiable and Non-Negotiable

Elements



Learning Contracts: Put Student Promises in Writing…Benefits. Learning contracts:• provide academic structure and support • provide academic structure and support, • motivate struggling learners by having them

l d bli l t i ifi iti pledge publicly to engage in specific, positive study and learning behaviors, and

• serve as a vehicle to bring teachers and students to agreement on what course goals are important and how to achieve them.


Sources: Frank, T., & Scharff, L. F. V. (2013). Learning contracts in undergraduate courses: Impacts on student behaviors and academicperformance. Journal of the Scholarship of Teaching and Learning, 13(4), 36-53.

Greenwood, S. C., & McCabe, P. P. (2008). How learning contracts motivate students. Middle School Journal, 39(5), 13-22.




Elements



Statement of Purpose. The contract opens with a statement presenting a statement presenting a rationale for why the contract is being implemented.





Elements



Student Actions. The contract lists any actions that the student is pledging to complete to ensure complete to ensure success in the course. This example divides

ti i t 2 actions into 2 groups: ‘Negotiable’ & ‘Non-Negotiable’.





Elements



Teacher Actions Listing teacher Teacher Actions. Listing teacher responsibilities on the contract emphasizes that success in the course is a shared endeavor and can prod the student to take advantage of instructor supports that advantage of instructor supports that might otherwise be overlooked.





Elements



Sign-Off. Both student and teacher Sign Off. Both student and teacher (and, optionally, the parent) sign the learning contract. The student signature in particular indicates a signature in particular indicates a voluntary acceptance of the learning contract and a public pledge to follow through on its terms.





Elements



Activity: Tools for

S f

ySelf-Management

Self-Management Tools• Read-Ask-Paraphrase

(C h i )

In your groups:• Review the academic self-

t t l t d i (Comprehension)• Ask-Read-Tell

(Comprehension)

management tools presented in this workshop.

(Comprehension)• Work Planning Skills &

Form

• Discuss how you might use any of these tools to motivate

Form• Learning Contracts

students by giving them the skills to break down and complete complex tasks


complex tasks.


Counteracting ‘Learned Helplessness’: 10 Quick Classroom Strategies



ABC Time-lineABC Time lineThe ABC (Antecedent-Behavior-Consequence) timeline shows

( )the elements that contribute to student behaviors: (a) the Antecedent, or trigger; (b) the student Behavior; and (c) the Consequence of that behaviorConsequence of that behavior.

ABC Timeline

A CBwww.interventioncentral.org 128128

A CB


Schedule: Increase Predictability (Kern & Clemens, 2007). y ( )When students know the “content, duration, and/or consequences of future events”, their level of engagement i d bl b h i d li d d fi iti f rises and problem behaviors decline—a good definition of

motivation.

To increase the predictability of events for individual students or an entire classroom, post or provide a schedule outlining , p p gthe day's activities. In simplest form, the schedule lists a title and brief description for each activity, along with start and end times for that activity. Teachers may wish to add information to the schedule, such as reminders of what work materials a student might need for each event


work materials a student might need for each event.


Work Break: Make It Available on Request (Majeika et al., ( j2011). Sometimes misbehavior is an attempt by the student to engineer a break from an academic task.

The teacher can choose an alternative method for the student to use to communicate that he or she would like a student to use to communicate that he or she would like a brief break, such as requesting that break verbally or pulling out a color-coded break card.

Of course, the student will also require clear guidelines on how long the requested break will last and what activities are acceptable for the student to engage in during that break


break.


Checklist for Academic Skills: Make the Complicated Simple (Alter, Wyrick, Brown, & Lingo, 2008). When the student must apply several steps to complete a complex

d i t k th t h i th t d t h kli t academic task, the teacher can give the student a checklist detailing each step and instructions for completing it.

Before the activity, the student is prompted to preview the checklist; after the activity, the student uses the checklist to ; y,review the work.



Behavioral Checklist: Academic Example: C iti St tCognitive Strategy

www.interventioncentral.org 132SOURCE: Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-248.


Checklist for Challenging Situations: Script Transition g gTimes (McCoy, Mathur, & Czoka, 2010). Students often struggle with the complexity of managing multi-step routines

h t iti i b t l ti iti i such as transitioning between classroom activities or moving to different locations within the school.

Teachers can assist by making up step-by-step checklists that 'walk' the student incrementally through the routine. y gInstructors can use these checklists as guides to teach and measure student success in navigating transitions. Just as important, the student can use the checklist as a prompt and guide to follow the expected steps.



Behavioral Checklist: General Behavior E l R ti /T itiExample: Routine/Transition



Self-Check Behavior Checklist Maker. This online tool allows teachers t d fi t d t b h i to define student behavior during classroom routines and transitions – a great and transitions a great way to clearly define behavioral expectations.



Choice-Making: Allow for Student Preference (Green, g (Mays, & Jolivette, 2011). Students find it motivating to have opportunities to choose how they structure or carry out their

d i t k T h ll h i f academic tasks. Teachers can allow choice on any of a variety of dimensions of a classroom activity, such as:

here the acti it takes place – where the activity takes place; – who the child works with;

h t t i l t k ith ( h i b k f – what materials to work with (e.g., choosing a book from several options);

h t b i d th ti it – when to begin or end the activity; – how long to engage in the activity.



Fix-Up Skills: Foster Work Independence (Rosenshine, (2008). During independent work, the student should know procedures to follow if stuck (e.g., cannot complete an item; d t d t d d i di ) does not understand a word in a reading passage).

The teacher creates a routine for the student in how to apply The teacher creates a routine for the student in how to apply 'fix-up' skills for independent assignments: e.g.,

"If I don't understand what I have read, I should (1) reread the paragraph; (2) slow my reading;(3) focus my full attention on what I am reading; (4) underline any words that I do not know and try to figure them out from the reading." (McCallum et al 2010)


(McCallum et al., 2010).

137137


Goal-Setting: Get a Commitment (Martin et al., 2003). One g ( )tool to increase student motivation to perform an academic task is to have that student choose a specific, measurable

t l b f t ti th t t k At th d f th k outcome goal before starting that task. At the end of the work session, the student compares the actual outcome to the previously selected goal to judge success previously selected goal to judge success.

For example, a student about to begin a writing task may p , g g ychoose the goal of finding 3 primary sources for a term paper.

Or a student starting an in-class reading assignment might develop two questions that he would like to have answered from the reading


answered from the reading.

138138


Response Effort: Reduce Task Difficulty (Friman & y (Poling, 1995; Skinner, Pappas & Davis, 2005). The teacher increases student engagement through any method that

d th t diffi lt (‘ ff t’) f reduces the apparent difficulty (‘response effort’) of an academic task - so long as that method does not hold the student to a lesser academic standard than classmates student to a lesser academic standard than classmates.

Examples of strategies that lower response effort include:p g p– having students pair off to start homework in class;– breaking larger academic tasks into smaller, more breaking larger academic tasks into smaller, more

manageable 'chunks'.



Performance Feedback: Information is Rewardingg(Conroy et al., 2009). When students receive timely feedback about their academic performance, this information can

i f d i b h i d d i b h i reinforce academic behavior and reduce misbehavior.

Instructional feedback comes in many forms: e g teacher Instructional feedback comes in many forms: e.g., teacher oral or written feedback; class discussion and review of an assignment; oral feedback from class peers; student self-g ; p ;directed completion of a rubric or problem-solving checklist during an independent assignment.



Praise: Catch Them Being Good (Kern & Clemens, 2007). g ( )Research suggests that teacher praise is one of the most powerful--yet underused-- of classroom management tools.

When a student, group, or class displays an appropriate pro-social or pro-academic behavior the teacher reinforces that social or pro-academic behavior, the teacher reinforces that behavior with a targeted praise statement containing two elements: (1) a specific description of the praiseworthy ( ) p p p ybehavior, and (2) an expression of teacher approval (e.g., "You worked for the full independent-work period. Nice job!"; "I really appreciate the way that our student groups stayed on-task and completed their entire assignment ")


assignment. ).

Response to InterventionCounteracting ‘Learned Helplessness’: 10 Quick Classroom Strategies

Group Activity:

1. Schedule: Increase Predictability 2. Work Break: Make It Available on Request 3 Ch kli t f A d i Skill M k th Group Activity:

At your tables:• Discuss these ideas

3. Checklist for Academic Skills: Make the Complicated Simple

4. Checklist for Challenging Situations: • Discuss these ideas for students with ‘learned

4. Checklist for Challenging Situations: Script Transition Times

5. Choice-Making: Allow for Student P f helplessness’.

• Select at least one h

Preference 6. Fix-Up Skills: Foster Work Independence 7 Goal-Setting: Get a Commitmentstrategy that you

find useful or would like to try in your

7. Goal-Setting: Get a Commitment8. Response Effort: Reduce Task Difficulty 9. Performance Feedback: Information is


like to try in your classroom or school.

9 e o a ce eedbac o at o sRewarding

10. Praise: Catch Them Being Good


The Teacher-St d tStudentRelationship: Studentmotivation can soar when that learner feels known and valued in the classroomin the classroom.



• Greeting Students at the Classroom Door. A personalized greeting at the start of a class period can p g g pboost class levels of academic engagement (Allday & Pakurar, 2007).

The teacher spends a few seconds greeting each student by name at the classroom door at the student by name at the classroom door at the beginning of class.



• Emphasizing the Positive in Teacher Requests (Braithwaite, 2001). The teacher avoids using negative ( ) g gphrasing (e.g., "If you don't return to your seat, I can’t help you with your assignment") when making a request

f t d t I t d th t h t i t t d i of a student. Instead, the teacher request is stated in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat") assignment just as soon as you return to your seat ). When a request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain y gg p gg y gstudent compliance.



• Maintaining a High Rate of Positive Interactions.Teachers promote a positive relationship with any p p p ystudent by maintaining a ratio of at least threepositive teacher-student interactions (e.g., greeting,

iti ti hi h fi ) f ti positive conversation, high-five) for every negative (disciplinary) interaction (e.g., reprimand) (Sprick, Borgmeier & Nolet 2002)Borgmeier, & Nolet, 2002).



• Providing Attention With the ‘Two by Ten’. The teacher makes a commitment to have a 2-minute conversation with the student across 10 consecutive school days (20 minutes of cumulative positive contact) (M dl 2000) Thi t t (‘ ti t (Mendler, 2000). This strategy (‘non-contingent attention’) can be helpful with students who lack a positive connection with the instructorpositive connection with the instructor.



Activity: ‘Next Steps’ Planning

• Review the elements for supporting students with LH discussed t t d ’ k h at today’s workshop .

• Come up with a plan to use 2-3 key workshop ideas, strategies, or tools immediately in your classroom or schoolor tools immediately in your classroom or school.

• Be prepared to report out!



Workshop Topics1. Overview of Motivation, Anxiety, and Learned Helplessness.

What is the profile of the ‘learned helplessness’ student?

2. Growth Mindset. How can teachers frame classroom statements to increase the motivation and optimism of struggling learners?

3. Task Analysis. How can educators break large global tasks into manageable steps that the LH student can attempt?

4. Self-Management. What are examples of step-by-step strategies that students can learn to increase their self-management skills?

5. LH Classroom Strategies & Student Connections. What are ideas to connect with & support LH students?


6. Online Resources. What are free resources available for teachers to help in working with the LH learner?

Documents

Finding the Spark: How to Break the Cycle of Learned