Communities In Schools

1. Communities In Schools Maximizing Support for Motivation Dr. Theresa Thorkildsen and Persis Driver Communities in Chicago Schools, April 23, 2014

2. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

3. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

4. R-E-S-P-E-C-T Find out what it means to me! Sennett, R. (2003). Respect in a world of inequality. New York: W.W. Norton and Company.

5. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

6. Common Attributions for Success and Failure • Luck or skill • Effort or task difficulty • Ability or effort • Verbal and non-verbal intelligence

7. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

8. Show interest and give responsibility. • Make attributions to thought, strategy choice, and improvements. • Promote cooperation. • Select stimulating tasks and materials that vary in difficulty level. • Give choices with some structure. Good Ideas

9. Easy Bad Habits • Attribute failure to low effort. • Use of extrinsic rewards as an inducement to compliance. • Demand assignment completion before allowing for free-time activities. • Offer global praise. • Encourage the best effort.

10. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

11. How does your physical location affect your perspective? How do you incorporate physical activities into students’ day?

12. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

13. What type of knowledge is of most worth?

14. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

15. Why is it so easy to punish the whole group for the transgressions of a few, but so difficult to praise everyone for the successes of a few? What does it mean to be and do good? Miller, R. L., Brickman, P., & Bolen, D. (1975). Attribution versus persuasion as a means for modifying behavior. Journal of Personality and Social Psychology, 31, 430-441. doi: 10.1037/h0076539

16. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

17. Distinguish Learning, Test, and Contest Situations Thorkildsen, T. A. (1989). Pluralism in children's reasoning about social justice. Child Development, 60, 965-972. doi: 10.2307/1131036

18. Primary Themes Part I – Building trust and showing respect Part II – Reasons for success and failure Verbal and non-verbal intelligence Ability or effort Effort and task difficulty Luck or skill Strategies for encouraging motivation Part III – Learning with the whole body and not just with the mind What knowledge is of most worth? Catch ‘em being good! Promoting fairness in the classroom Part IV – Assessment Long-term and short-term benefits Separation in brief encounters

20. Thank you for participating!