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Motivating Strategies for Mathematics Leaders. Jean Mistele Radford University. Betti Kreye Virginia Tech. September 24 , 2015. Why Talk About Motivation?. Our Mathematics Specialists experienced apprehension as emerging leaders working with their colleagues.
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Motivating Strategies for Mathematics Leaders Jean Mistele Radford University Betti Kreye Virginia Tech September 24, 2015
Why Talk About Motivation? • Our Mathematics Specialists experienced apprehension as emerging leaders working with their colleagues. • Our focus is to use the research formotivating students academically, to motivating colleagues. • How can academic motivation help me as an emerging mathematics specialist/leader? • Researchers have found a correlation between motivation and learning.Jones (2009) defines academic motivation as “a process that is inferred from actions … and verbalizations … whereby goal-directed physical or mental activity is instigated and sustained” (p. 272)
MUSIC Model • The MUSIC Model was developed by Dr. Brett Jones, Virginia Tech. • Each letter represents a key component of motivation. • It is based on social-cognitive theoretical framework that says students have psychological needs and when met, it impacts students perceptions and beliefs that influences their learning. • M = eMpowerment • U = Usefulness • S = Success • I = Interest • C = Caring
eMpowerment • Definition: the amount of perceived control students have over their learning. • Fundamentally, students need to perceive that they have some control over their learning. • How to implement “eMpowerment”. • Allow student to choose whenever possible; such as their collaborative learning partners. • Allow students to control the pace of the lesson • Engage students in the creation of classroom policies. This helps them from feeling controlled.
Usefulness • Definition: Teachers need to let students know why the content is useful. • Research has shown that students’ motivation is impacted by perceptions of usefulness for their future. • How to implement “Usefulness”? • Let students know how it is ties into their long term goals or the “real world”. • Create “real world” activities using the content
Success • Definition: Designing course work so that all students can experience success if they put forth the effort to gain the knowledge and skills. • Students need to believe, if they put forth the effort, that they will succeed. • How to implement “Success” • Students need to know your expectations • The learning activities need to challenge students – not too hard, not too easy. • Students need regular and useful feedback • Allow for “re-do” because that demonstrates your focus is on learning.
Interest • Definition: Designing lessons and nurturing students so that interest in or liking, the content may develop. • Interest is defined along a continuum. • Situational – temporal, context specific, like curiosity, which can last a short time or can last through the activity or lesson. • Individual interest – includes positive feelings and student seeks out opportunities to re-engage with the topic.
Interest • How to implement “Interest” • Design lessons that relate to student’s background knowledge and interests outside of school. • Choose activities that engender emotions. At times, negative emotions can be useful, where a student can take the role of devil’s advocate or critique. • Teachers show interest and enthusiasm in the content. • Other components of the model also promote interest such as empowerment
Caring • Definition: Teachers demonstrate care in the student’s learning in addition, students need to perceive the teacher cares for them on a personal level. • How to implement “Caring” • Show concern for students failures, provide reassurance for struggling students and celebrate with students learning successes • Show concern and interest in students lives inside and outside of school • Design lessons so that students can learn content and get to know their classmates on a personal level. Activities 1 and 2
Activity 1 • Find other people that have the same article as you. • In your groups, read the article and discuss the following: 1. Identify the MUSIC Model components used by the authors 2. Identify the one MUSIC Model component that appears to be dominate in the article and explain why.
Activity 2: MUSIC Model Teacher and Students • We will watch 3 video clips of teachers in the classroom. • We look at a novice teacher, an experienced teacher, and an expert teacher as they lead their class in different aspects of a mathematics activity – introduction, clarifying directions, and implementation. • On your activity sheet, identify the MUSIC Model components you witnessed the teacher using. • We will have a full group discussion on your observations.
The MUSIC Model and Mathematics Leaders • As a mathematics specialist or leaders, what skills do you think you needto support the teachers in your school? • How can the MUSIC model help us support our teachers?
Activity 3: MUSIC Model Mathematics Leaders • We will watch 3 video clips of a mathematics coach interacting with a teacher. • We look at the interaction of the coach with a novice teacher, an experienced teacher, and an expert teacher in their pre-lesson conference session. • On your activity sheet, identify the MUSIC Model components you witnessed the coach using with each teacher. • We will have a full group discussion of your observations.
Exit Slip: Reflection • Please write a few sentences for eachprompt: 1. Please identify the 3 most important things you gained fromthis session. 2. What will you attempt to use next week with your teachers? • Please hand your exit slip to one of us – Thanks! “Music is harmony and that is what we’re trying to create” – Quote from an Emerging Teacher Leader (2013)
