Essential Readings on Reading Motivation

1. Essential Readings on Reading Motivation Mount St. Mary’s Summer Institute2011 Barbara Marinak Jackie Malloy

2. Coming to Terms Motivation Likelihood of choosing to engage Willingness to continue engagement Engagement Cognitive Affective Behavioral

3. What’s it look like? THE PIANO STAIRS PROJECT… http://www.youtube.com/watch?v=2lXh2n0aPyw&feature=player_embedded#!

4. Does motivation matter? How can you tell if a student is motivated to learn? How can you tell if a student is engaged in an activity?

5. Research Numerous studies conducted in the past two decades confirm a correlation between children’s reading proficiency and their motivation.

6. Research McKenna et al. (1995) found an erosion in academic and recreational attitude for readers beginning in third grade that continued for the duration of the elementary and middle school years.

7. Reasons to participate • Mastery orientation • Goal orientation that “focuses on learning as something valuable and meaningful in itself” (Husman, Brem, Duggan, 2005) • Learning is ongoing • Compare with self, not others • All outcomes are opportunities

8. Reasons to participate Performance orientation • More outside influences (parents, grades) • Focus is on comparing well with others • Avoid risks and challenges that might make them look bad • Do the work, get the reward • As extrinsic increases, intrinsic decreases

9. Performance orientation (it’s complicated...) Performance-approach • Seek challenges so they can be the best • Driven, but not for themselves • May benefit from their experiences, though. • First hand in the air - read the hardest books, take the hardest test, write the longest paper.

10. Performance orientation (it’s complicated...) Performance avoidance -concerned with not failing - run from challenges - self-sabotage behaviors and excuses. • Want to do well enough not to look incompetent • May look like they don’t care, but may be afraid of looking stupid • Even if working hard, may try to make it look like they’re not

11. Reasons students participate • For the most part, students have mixed goals • Orientations are often domain specific: “I like math but hate English” (esp. after 3rd or 4th grade)

12. Teacher’s Influence Nolen (2003) • High School students • Lower district science test scores if students felt teachers were interested in grades and scores • Higher district science test scores when students felt teachers were interested in them learning the material

13. Teacher’s Influence

14. Result? Most in smart group chose easy puzzles 90% of Effort group chose harder puzzles

15. Teacher’s influence

16. Results? Smart group: Looked at exams of kids who did worse Effort group: Looked at exams of students who did better

17. Teacher’s Influence

18. So what’s it all mean, Basil? Performance oriented students are less likely than mastery oriented students to embrace challenge or to continue an interest in a topic once the instruction has concluded, as these situations threaten their high ability status or feelings of success.

19. So what’s it all mean, Basil? Students who express a mastery orientation are (fairly) free from worry about comparisons with others and will continue to explore topics, even if they become challenging, in order to master the task.

20. So what’s it all mean, Basil? Students who are mastery oriented are also more likely to engage in the use of strategiesand deep processingto achieve their learning goals.

21. The bottom line is… What we value How we assess What we say Matters!

22. Effective Praise The GI JOES • Genuine - not canned • Immediate - tie to the event • Justified - personal goal • Out loud - and in person • Effort - process not product • Specific - important feedback

23. You’ll know it when you get there… Students… • approach tasks with curiosity and eagerness • persist in reading – even when it is challenging • Find a way to share what they know

24. So… The Motivated Classroom • Values Curiosity • Presents tasks to be Eager about • Values Persistence by giving time and support

25. The Motivated Classroom • Is Risk Free • Presents opportunities for mastery • Finds ways for everyone to have something of value to offer

26. High five for all you do!

27. Research Findings • Research (Guthrie & Humenick, 2004; Margolis & McCabe, 2004; 2006) suggests that reading intervention must address both the ability to read and the motivation to read (skill and will). • Therefore, several student needs must be considered as reading interventions are planned and delivered.

28. Classroom Implications • Choice • Challenge • Collaboration • Authentic and relevant tasks

29. Choice, Collaboration, Challenge, and Authenticity • Balanced Collections • Classroom and School Library • Book Clubs • Teacher Read Alouds • Texts for Instruction

30. Choice, Collaboration, Challenge, and Authenticity “Experts Teaching” • Modified Jigsaw • Choice of group • Collaboration to learn challenging content • Choice of presentation mode • Authentic negotiation regarding presentation of content

31. Text Impression and Vocabulary Anticipation • Choice • Collaboration • Challenge

32. Text Impression Antarctic

33. Text Impression Antarctic African

34. Text Impression Antarctic African one

35. Text Impression Antarctic African one rookery

36. Text Impression Antarctic African one rookery herd

37. Text Impression • Group on land is a waddle or colony • Nesting group is a rookery • A group of babies is a crèche • A group in the water is a raft

38. Text Impression Antarctic African one rookery herd kindergarten

40. Vocabulary Anticipation • We will continue with Wild Babies, by reading about alligators and frogs. What words do you think you will read in the text about these two young animals? • If not anticipated, add: *************

41. I-Search • Choice • Collaboration • Challenge

43. I-Search

44. Response Heuristic • Choice • Collaboration • Challenge

45. Response Heuristic The Response Heuristic asks students to react to the following three-part format: • Text perceptions • Reactions to the text • Associations with the text

47. Response Heuristic Text Perception: is a summary statement about important information from the text. On Easter Sunday, April 9, 1939 Marian Anderson sang to a crowd of 75,000 people on the steps of the Lincoln Memorial. She sang at the Lincoln Memorial because the DAR had a “whites only” rule at Constitution Hall.

48. Reactions to Text: are evaluative statements that ask students to express their opinion about the text. I was outraged when I read this book. I had no idea that the Daughters of the American Revolution prohibited this great singer from performing at Constitution Hall.

49. Associations with the text: are higher level evaluations that require students to associate information with their own prior knowledge or associate current reading with past readings. It is now clear why Martin Luther King, Jr. delivered his “I Have a Dream” speech on the steps of the Lincoln Memorial. Amazing that Dr. King’s speech didn't happen until August 28,1963!

50. On Easter Sunday, April 9, 1939 Marian Anderson sang to a crowd of 75,000 people on the steps of the Lincoln Memorial. She sang at the Lincoln Memorial because the DAR had a “whites only” rule at Constitution Hall. I was outraged when I read this book. I had no idea that that the Daughters of the American Revolution prohibited this great singer from performing at Constitution Hall. It is now clear why Martin Luther King, Jr. delivered his “I Have A Dream” speech on the steps of the Lincoln Memorial. Amazing that Dr. King’s speech didn't happen until August 28, 1963!