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!!