Literacy Literacy Training Training

Literacy Strategies

Think-Pair-ShareReading Strategies to attain meaning (context clues,

highlighting, underlining, outlining, note-taking)KWLWord SplashInteractive Word WallMind MapsGraphic OrganizersAnticipation GuideFoldablesFrayer ModelReciprocal Reading StrategyEar-to-Ear Paired ReadingJigsaw ActivityRead-Aloud Think-AloudCubingPass the PaperFlow Chart-Sequencing with Comic StripsVocabulary Square activity with Power VerbsThink DotsThematic VisualizationList, Group, Label

KWL KWL topic: Motivationtopic: Motivation

What I Know What I want to

learn

What I Learned

The Motivated The Motivated Classroom Classroom

How children avoid learningHow children avoid learning

Become invisibleBecome disruptive Appear stupidAvoid tryingRefuse to engage

Source: Guy Claxton ‘Wise Up’

Two strategiesTwo strategies

Focus on our own thoughts feelings and behaviors and what we can change

Focus on children’s thoughts, feelings and behaviors and what they can change

What motivates students to learn? What motivates students to learn? (Self-Reflection Activity)(Self-Reflection Activity)

DirectionsUse specific short descriptors to…Describe the most motivating person

you have ever knownDescribe the most

de-motivating person you have ever known

Top factors teachers say motivates them

• Enthusiasm• Encouragement• Caring Support• Approachable• Clear directions• High expectations• Believing in students• Respecting students

WHAT DEMOTIVATES STUDENTS?...

• inconsistent

• over-critical

• bullying

• intimidating

• judgemental

• sarcastic

• being shouted at

• obsessive

• fear

Top eight factors teachers say Top eight factors teachers say de-motivates studentsde-motivates students

Who cares?“My teacher don’t care if I don’t finish my

work, so why should I care? I don’t like to be humiliated, ignored, or bored at school!”

Most disliked aspects of school:

Uncaring, poor, “mean” teachers 54%Words to describe a typical day:

Boring 30.2%Why students skip class:

Classes are long, boring 14.5%“Indiana Youth Views of High School Life”

Judith Erickson and Leah Lefstein

Two dimensions of motivation

You get feedback that is

RELATIONSHIPS POWER

Teachers relate to students, show they value them as a person, respect them, and care for their learning.ENGAGEMENT

Students are in a secure safe environment where they know where you stand and it’s clear what is expected of them.STRUCTURE

Honest and accurate; critical as well as affirming; descriptive and supportiveFEEDBACK

Students are involved in something they care about and interests them. STIMULATION

*How teachers relate to young people and how teachers handle the power they are given is KEY (Rigor, Relevance, and Relationships)

value

reject

cold classroom

stormyclassroom

humid classroom

empowerrestrict

sunnyclassroom

our need for control

ou

r n

eed

for

con

necti

on

Alan McLean ‘The Motivated Classroom’

What is the teacher’s classroom climate?What is the teacher’s classroom climate?

humid classroom

tight

restricted autonomy

discipline of benevolence

manipulative

sunny classroom

tight becoming looser

gradually supporting autonomy

discipline of community

assertive

stormy classroom

loose

distorted autonomy

lack of discipline

passive

value

reject

cold classroom

tight

crushed autonomy

discipline of fear

authoritarian

empowerrestrict our need for control

ou

r n

eed

fo

r

co

nn

ecti

on

Alan McLean ‘The Motivated Classroom’

Activity: “Activity: “Describe a Classroom”Describe a Classroom”Each group is assigned a quadrant from the

previous classroom climate graph/chart Describe the classroom for your assigned

quadrant (groups should specifically tell what is going on in the classroom – ex: “kids are up & about the room constantly”)

Share to the audience your descriptions and allow others not in your group to add to your list

““What is the climate of each of your class What is the climate of each of your class periods?”periods?”

Our GoalThe humid

classroom

The cold classroom

The stormy

classroom

The securesecure classroom: sets clear limits

reject

enable

value

restrict11

22

33The self-self-

motivatingmotivating classroom: allows a measure of self

determination

Alan McLean ‘The Motivated Classroom’

The sharingsharing classroom:

encourages and enables student

autonomy

Our Goal

This is the need to fit in, to get along with other people and to feel understood, respected and accepted by other people. It’s also about recognizing that to get along with others you need to conform to group norms and rules. But pressurizing young people to conform can make them feel that they are not accepted and alienate them.

The need to be your own person, to stand out, be different, get ahead, push the limits and be allowed and trusted to do things your way. In the classroom and the home young people’s need to be independent can bring them into conflict with adult authority. If young people are not given some measure of autonomy they can simply switch off and become apathetic, or they can acquiesce and simply do things to please an adult. Or they can become angry and do things to prove an adult wrong, to undermine them or to get back at them.

The need to believe that we are able, capable human beings. To believe we can both belong and be independent. To believe we can learn, we can achieve our goals, be successful. This is about confidence and optimism. It’s absolutely critical that youngsters receive the message that adults believe that they are capable human beings. If young people don’t believe in themselves they feel anxious (I’ll fail, I’ll look stupid) or helpless.

The need to BE- long

The need to BE independent

The need to BE-lieve in ourselves

Main sources:“The Motivated School” Alan Mclean “Self Determination Theory” Richard Ryan and Edward Deci “The Happiness Paradox” Ziyad Marar

The three basic psychological needs

The need to Be differentto stand outto be capableto compete(status)

The need to Be trustedto be assertiveto have rightsto be responsible

(autonomy)

The need to Belongto fit into connectto cooperate

( relationships)

can hold autonomy in

check and lead to passive behavior

can drive autonomy

too fast and lead to

aggression

Let’s motivate our students by:Showing we

careGiving support

Meeting their basic needs

Providing accurate feedback

Establishing high expectations

Empowering them to learn

Using more intrinsic motivation

relevant engaging lessons

ClosureClosure Activity: Activity: “Place Mat”“Place Mat”Topic: Motivation in the ClassroomDirectionsSeparate flip chart into parts (based on # in

group)Each person in group gets a placeWrite down what you know or learned

about the topicRead each person’s response in your groupPick top 3 and place in middle of “place mat” Share with audience