Engaging “Passive Learners”

1. Engaging “Passive Learners” Jason O’ Shell, B.A., Page County High School Brandon K. Schultz, Ed.D., NCSP, James Madison University

2. Agenda • Academic Motivation • ‘Passive Learners’ • Targeting Motivation? • Typical targets for intervention • Theoretical intervention models • Real-World (Feasible) Applications Our Goal: Explain the ‘why’ and ‘how’ to improve student motivation

3. What Causes ADHD?(Nigg, 2006) • The causes are unclear, but research strongly suggests a biological link • Some environmental toxins (e.g. lead) may be associated with ADHD, but only explain a small portion of cases • Brain imaging techniques have found significant differences in specific parts of the brain for ADHD and peers • EEG scans have been shown to differ between ADHD and peers

4. Academic Motivation • Motivation has been defined as “…desires, needs, and interests that energize the organism and direct it toward a goal”(Santrock, 1987, p. 662) • Motivation related to achievement has been examined in many ways • From this growing literature, some useful concepts have emerged…

5. Academic Motivation(Covington, 2000; Olivier & Steenkamp, 2004) • Early theorists suggested there are two components of motivation: • These drives oftentimes conflict, and a student’s classroom behavior depends on the balance or imbalance of the two Motivation Hope for Success Fear of Failure

6. Later theorists divided fear of failure into two subcomponents: Positive Fear of Failure – anxiety that improves performance Negative Fear of Failure – anxiety that impedes performance Academic Motivation(Hermans, as cited in Olivier & Steenkamp, 2004) Performance Low Anxiety High Anxiety

7. “Passive Learners”(Barron, Evans, Baranik, Serpell, & Buvinger, 2006) • What is the motivation profile of an adolescent with ADHD and/or related learning difficulties? • Tend to have a long history of failure experiences, which reduces hopes for future successes • “I’m never going to be a good student” • Tend to be motivated by fear (avoiding failure) rather than hope for success • “I just don’t want to look totally stupid”

8. “Passive Learners”(Olivier & Steenkamp, 2004) • Performance goal orientation – • Poor self-regulation • Poor frustration tolerance (e.g., find shorter shortcuts) • External locus of control • Low self-esteem • High reward thresholds

9. PriorReadingAchievement 146 Elementary Students,70% with ADHD(Volpe et al., 2006) Measured byStandardized Test Scores StudySkills ADHD Motivation CurrentReadingAchievement Engage-ment SocialSkills

10. Targeting Motivation? • How do we improve motivation? • Traditionally, we use reward systems (e.g., token economies), most often with younger children in highly structured settings • In theory, providing extrinsic rewards (e.g., points, special activities) eventually leads to intrinsic motivation—when it is done correctly

11. Targeting Motivation? • But what about middle and high school? Is it too late to influence an adolescent’s intrinsic motivation? • Can we strengthen desire or interest? • The research to date seems to have focused on extrinsic influences on motivation, and not so much on intrinsic factors (Piana & Volpe, 2008)

12. PriorReadingAchievement Typical Targets for Intervention(Piana & Volpe, 2008) LearningStrategies Medication / Behavior Mod. StudySkills ADHD Motivation CurrentReadingAchievement Engage-ment Class Participation SocialSkills

13. Real-World Applications • What are the best ways to address passive learning styles and performance goal orientations? • Classroom environment • Cooperative learning? • Motivation to complete assignments • Building interest & providing feedback • Conveying concepts effectively • Structuring writing assignments

14. Targeting Passive Learners joshell@pagecounty.k12.va.us

15. Targeting Passive Learners • An inviting classroom • Motivating to read • Using concepts/vocabulary • Clarifying & organizing writing

16. An inviting classroom?

17. More inviting?

18. Classroom environment • Seating & technology • Order & interaction • What works? • Sights & sounds • Pique curiosity • Most things work

19. Motivating to read • Balancing consequences & rewards • Expectations & choices • Checking progress • Frequency • Simple pleasures

20. Using concepts/vocabulary • Copy the notes? • Give the notes? • What about vocabulary?

21. Main idea Topic sentence Thesis S + D+ 3R TAG Support an opinion Discuss a topic State a position = CONFUSION Clarifying & organizing writing

22. References Barron, K. E., Evans, S. W., Baranik, L. E., Serpell, Z. N., & Buvinger, E. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29, 137-158. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Reviews of Psychology, 51, 171-200. Olivier, M. A., & Steenkamp, D. S. (2004). Attention-deficit/hyperactivity disorder: Underlying deficits in achievement motivation. International Journal for the Advancement of Counseling, 26, 47-63. Piana, M., & Volpe, R. (2008). ADHD and motivation: Relevant research and meaningful strategies. Presentation at 40th annual National Association of School Psychologists Conference: Resilience: Building Strength for Life, New Orleans, LA. Santrock, J. W. (1987). Adolescence: An introduction (3rd Ed.). Dubuque, Iowa: Brown. Volpe, R. J., DuPaul, G. J., DiPerna, J. C., Jitendra, A. K., Lutz, G., Tresco, K., et al. (2006). Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47-61.