I have been thinking lately about different methods to lead students in and through different subjects and lessons. Each class, each student is different. Differentiation is such an important part of what we do to prepare each student for assessment and moving on to the next grade level. Though it is important to not stress students out or to limit their growth potential. So how do you do that among overachievers, underachievers and those who are trying their hardest? Each student is motivated by different things. Some are motivated by EXTRINSIC MOTIVATION: good grades, points and acknowledgment and others are motivated by INTRINSIC MOTIVATION: interest in what they are learning, motivated because they love the content. In an article from Edutopia, Amy Conley stated:
"Dweck found that praising students for intelligence actually made kids less likely to take academic risks because, on some level, they feared losing the label of "smart" if they did poorly."
She found that in her classroom, most of the time "praising" or applauding students can limit their growth. If students are unaware of areas they need to improve on and rely completely on a good grade, they may not be getting the info. Meaning they are hitting the mark, but they are not understanding and absorbing the material as well. Most students can memorize math problems or history but if they can't explain their reasoning, then do they really know the content? Amy then states:
"Students praised for working through difficult material wanted to show they could do so again, with the cumulative effects of long-term academic success, confidence in trying situations, and happier outlooks." edutopia.com
So it seems, from her experience it is possible to stretch students by using intrinsic motivation. So how do we make the content interesting and prompt them to do more or go beyond their comfort zone? How do we correct students without crushing them. How do you enhance the learning experience for the student who is really concerned about getting straight A's and push them without discouraging them? It is a balance for sure. We need to get students talking about the "why" of what they are learning. "That is the correct answer, but why?" Getting students to think about what they are writing in ELA and how they come to conclusions about their answers in Science class will help them develop a better understanding of what they are studying. From another article:
-"When teachers and parents nurture their children's natural curiosity about the world by welcoming their questions, encouraging exploration, and providing a supporting and encouraging environment, they are giving their children the message that learning is worthwhile and satisfying." journey to excellence
and:
-"The researcher Cyril Houle (1966) conducted one of the most well known studies on what motivates learners and identified three distinct motivational styles:
- Goal-oriented learners - who use learning to accomplish clear objectives such as passing exams and tests.
- Activity-oriented learners - who use learning as a means of socialising with others and developing relationships.
- Learning-oriented learners - who seek knowledge for its own sake and for personal growth. journey to excellence
When you are able to understand and see these styles in your students, you are able to better plan and lead your student to a deeper understanding of the content. I really like the intrinsic approach though I can see some limitations possibly with it. Some students will need the extrinsic motivation because they only want the good grade. Some students just don't care either way and it is important for teachers to find different ways to motivate them. The main thing is be consistent and not overbearing. I think for the most part though it is a great way to teach.
This method can be associated with the Teacher Standards: 1a2: Teacher Draws on appropriate data to develop classroom and instructional plans. This means that the teacher understands the way students learn through assessing their behavior and academic progress and how each one effects the other. It also can represent 2a1: Maintains a positive and nurturing learning environment. This effects all students in the class. Hopefully it will motivate all types of learners. 3a2: Student learning can be positively impacted by effective literacy instruction that is integrated across all content areas. Getting students involved in the process and to think about what they are reading or writing on a deeper level will likely help them to grasp the information. I can also see how this would apply to standards 4 and 6 as well.
WORKS CITED:
PHOTOS:
-http://elearningworld.eu/wp-content/uploads/2013/09/davinci.jpg
-http://www.mehr-fuehren.de/wp-content/uploads/2012/05/Esel-mit-karotte.jpg
OTHER RESOURCES:
Ben,
ReplyDeleteAgain, another great post! I appreciate how you have drawn attention to this topic. Teachers DO need to help students realize how important personal motivation is to their success. Too often, teachers just assume the students should want to learn things. Motivation is also important so students will further see the relevancy in what they are learning.