How we use the PIT to motivate students

Valentines High School

Sarah Morey (Head of English)Angus Harrison (Head of Science)

The effect of the PIT - Results

2005 2006 2007 2008 2009 2010 2011 20125+ A*-C / %

75 84 83 80 89 88 86 905+ A*-C incEn/Ma/% 50 51 65 60 73 73 76 82

A/A*/% 15 19 18 16 25 31 29 36

Menu• Theory• Concrete examples• Implementation (micro)• Implementation (macro)

Science Department • 2011/12 – 8% Outstanding Observations• 2013/14 – 40% Outstanding Observations

My own story?• Teaching had stopped (paused briefly, as

it turned out) to excite me. • My students knew it, and despite my best

efforts at engaging stories and context that was fun, student interest tapered off as the lesson progressed.

• I, and they, needed a new perspective

My own story?• This changed my outlook, and it

transformed the energy in my classroom

Where did it begin?

Skill

Cha

lleng

e Stress

BoredomCoasting

Mihály Csíkszentmihályi

Flow

http://www.youtube.com/watch?v=0MEWPr_A8TM

•High challenge

An Example

English: Lesson using PIT and flow

Starter: Word search of success criteria

Diamond ranking of most important quotes and what they show.

• How does Shakespeare present and develop the flaws that lead to the downfall of Macbeth in act 1?

1. Look at all the quotes you have in front of you.2. Diamond rank them – Highest= fatal flaw is

fully developed / least – not as developed.3. Share & discuss

An Example

• Look at your copy of Macbeth – is it his ambition or Lady Macbeth who develops it?

• A: Ambition• B: Lady Macbeth.

How does Shakespeare present Macbeth’s fatal flaws as developing in

this scene?In this scene, we can clearly see how Macbeth’s ambition is developed leading him to the decision to kill Duncan.

In this scene, we can clearly see how Lady Macbeth manipulates Macbeth’s self-esteem, leading him to the decision to kill Duncan.

The PIT: getting students into “flow”

• Bigger, longer task• Planned for re-engagement (feedback

loop)• Resources available to increase/decrease

challenge as necessary• Identify motivation

How to give immediate feedback?

• Re-engagement feedback loop• Utilise the PIT for the full cycle or half the

cycle • Give students a difficult task• You can then explain / use a video,

question, add resources, …• Allow time to “explore” (joint construction

How to motivate?• Dan Pink – “DRIVE” – M A P• Mastery• Autonomy• Purpose• You choose which, don’t need to dwell, but

worth considering• Allow kids to find out information themselves if

at all possible http://www.youtube.com/watch?v=u6XAPnuFjJc&safe=active 5:00 - 8:45

How to give immediate feedback?

• Question to show what “right” answer are• Show worked answers• Give helpsheets• Show a video• Key point: reassure the students they are

on the ‘right’ track

How to motivate?• Dan Pink – “DRIVE” – M A P• Mastery• Autonomy• Purpose• Allow learners to find out information

themselves if possible

http://www.youtube.com/watch?v=u6XAPnuFjJc&safe=active 5:00 - 8:45

Menu• Theory• Concrete examples• Implementation (micro)• Implementation (macro)

Implementation (Micro)• Students will be scared and panic at first• Students will misunderstand why you are

not just telling them the information• Dependent on your class and your

relationship with them, you can explain it to them as “seeing what they can do” or “showing them how far they have come”

Implementation (Macro)• Whole staff CPD session• Regular revisiting• Identify how to support staff • Refer to constantly (lesson plan sheet)• Provide new staff with opportunity to still see it• Case studies to persuade resistant staff

Implementation (Macro)

Thanks• smo@valentines-sch.org.uk• ahr@valentines-sch.org.uk• Further reading: James Nottingham “the

Learning Pit”, Guskey’s “Professional Development Steps”, Mihaly Csikszentmihalyi“Flow”, Lilac training “Teaching and Learning Cycle” A systematic and explicit approach to literacy teaching. Source: Government of South Australia 2011

• Using your resources, try to discover what exactly gamma-ray bombs are…

http://www.classtools.net/education-games-php/timerhttp://www.classtools.net/main_area/template_loader.php/?fruit_machine

An example…

http://www.youtube.com/watch?v=PPlrtgilgK8&safe=active

4 minutes in, video that would be used to re-engage: