Agenda

2. Agenda • Explore how engaging pedagogies can motivate adolescent English Learners and improve learning outcomes • Apply a model transformative inquiry to enhance professional learning experiences of teachers • Learn about 3 cases of teachers who enacted Pedagogies of Questioning to inform their practices and improve students’ learning experiences and outcomes

3. Motivation

4. What motivates us?

5. Rewards Punishments Money/Goods Advancement Rankings Reputation Self Fulfillment Sense of Community Interest/Enjoyment Knowledge Confidence/Self Esteem Skill Development

6. Algorithmic and heuristic tasks • Behavioral scientists often divide what we do on the job or learn in school into two categories: “algorithmic” and “heuristic”. • An algorithmic task is one in which you follow a set of established instructions down a single pathway to one conclusion. • A heuristic task is the opposite, you have to experiment with possibilities and devise a novel solution. Intrinsic motivation is required to solve heuristic tasks because it exercises creativity.

7. Abraham Maslow Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–96. Retrieved from http://psychclassics.yorku.ca/Maslow/motivation.htm

8. Intrinsic Motivation • In 1949, Harry F. Harlow conducted research on motivation using eight rhesus monkeys. He found that monkeys solved puzzles when offered no reward. Upon offering reward, monkeys quickly lost interest in solving puzzles. • Result: “The behavior obtained in this investigation poses some interesting questions for motivation theory, since significant learning was attained and efficient performance maintained without resort to special or extrinsic incentives.” Harlow, H.F. (1953) Motivation as a factor in the acquisition of New Responses. Current Theory and Research on Motivation. Lincoln: University of Nebraska Press.

9. Does money spark motivation? •Edward Decifrom Carnegie Mellon University devised a study where participants had to solve Soma puzzle pieces like those on the right. He offered some participants money for solving the puzzles, and other did not receive any reward. •Results: Monetary rewards sparked interest in tasks however, “when money is used as an external reward for some activity, the subjects lose intrinsic interest for the activity”. • Deci said, “human beings have an inherent tendency to seek out novelty and challenges, to extend and exercise their capacities, to explore, and to learn.” • “One who is interested in developing and enhancing intrinsic motivation in children, employees, students, etc., should not concentrate on external-control systems such a monetary rewards.” Deci, E. (1972) Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology. 22:119-120.

10. Economics and Motivation • American psychologist Daniel Kahneman won the 2002 Nobel Prize in Economics for his work on prospect theory. This theory seeks to explain what motivates people to make certain economic decisions. • His research revealed that we weren’t always rational calculators of our economic self-interest and that the parties often didn’t bargain to a wealth-maximizing results. He found emphasis on the human, not the economic.

11. Wikipedia and Firefox: Contemporary examples of intrinsic motivation • Wikipedia and Firefox are examples of open collaboration and innovation. Volunteers devote time and effort to create and improve user experience on these sites. • A study interviewed open source developers mostly in North America and Europe, about why they participated in projects without pay. • They uncovered a range of motives, but they found “that enjoyment-based intrinsic motivation, namely how creative a person feels when working on the project, is the strongest and most pervasive driver.” Lakhani, K. & Wolf, R.G. (2005). Why hackers do what they do: Understanding motivation and effort in free/open source software projects in Perspectives on Free and Open Software. Cambridge, Mass: MIT Press.

12. Undermining Intrinsic Motivation • Researchers Greene and Nisbett watched a classroom of preschoolers for several days and identified children who chose to spend their “free play” time drawing. They split children into 3 groups. • Two groups were given rewards for drawing during free play, the last group was given no reward. • Results showed that children in the reward group lost interest in drawing, whereas those children in the no reward group continued to draw and enjoy drawing. • Contingent rewards, like those offered to the children for drawing, have a negative effect. “If-then” rewards require people to forfeit some of their autonomy. • “People use rewards expecting to gain the benefit of increasing another person’s motivation, but in doing so, they often incur the unintentional and hidden costs of undermining that person’s intrinsic motivation toward the activity.” Lepper, M., Greene, D., & Nisbett, R. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the overjustification hypothesis. Journal of Personality and Social Psychology. 28:1, 129-137.

13. Do all rewards undermine motivation? According to Daniel Pink, rewards can be used delicately to boost performance. Pink, D.H. (2009). Drive: The Surprising Truth About What Motivates Us. Penguin Group, USA Inc. New York: New York.

14. 3 essentials of Intrinsic Motivation Autonomy: The need to be self directed. Mastery: Creating new knowledge, applying skills, and expanding existing knowledge. Purpose: Doing something that matters, doing it well, and doing it in the service of a cause larger than ourselves.

15. RSAnimate: The Surprising Truth About What Motivates Us

16. The Autonomy Audit • 1. How much autonomy do you have over your tasks at work- your main responsibilities and what you do in a given day? • 2. How much autonomy do you have over your time at work- for instance, when you arrive, when you leave, and how you allocate your hours each day? • 3. how much autonomy do you have over your team at work- that is, to what extent are you able to choose the people with whom you typically collaborate? • 4. How much autonomy do you have over your technique at work-how you actually perform the main responsibilities of your job? Pink, D.H. (2009). Drive: The Surprising Truth About What Motivates Us. Penguin Group, USA Inc. New York: New York.

17. Overview of Transformative Inquiry Lavadenz, M. (Ed.). (2011). Pedagogies of Questioning: Bilingual Teacher Researchers and Transformative Inquiry. Covina, CA: California Association for Bilingual Education.

18. Phase 1: Descriptive Phase • The question here is “What do I want to learn about and with the community of learners that I am focusing on? Read, write and record observations of the situation, persons/learners, the related professional literature.

19. What do I want to know about my students? • What information can I gather to know my students better? • What has been written about already that can inform me about what other teachers have done? • How will I record this information?

20. Phase 2: Personal Interpretative Phase • Educators reflect on what they have written based on their own past experiences, beliefs and attitudes. This connects the text with their own past. The question posed here is “What did I learn about my own history, socialization and beliefs as a result of what I found in the Descriptive Phase?” • This phase includes learning about what others have written.

21. Phase 3: Critical Phase • What did I learn about my own history, socialization and beliefs as a resultof the Descriptive Phase • How will I plan for reflection? • How will I record my reflections?

22. Phase 4: Transformative Phase How will I serve as a change agent together with the community of learners I worked with?

23. Bilingual Sixth Graders Sharing Their Voices through Writer’s Workshop MARÍA DEL ROSARIO BARILLAS PACIFIC OAKS COLLEGE/MONTEBELLO USD EVANGELINA “GIGI” BRIGNONI UNIVERSITY OF NEBRASKA AT OMAHA

24. Key Questions In what ways did students share and recognize the value of their voices through writing? How did student writing improve? What did we learn about our students and our practice?

25. Methodology Used to Answer Key Questions The entire class participated in writer’s workshop. We conducted case studies on nine students whose work was at different writing levels – Proficient (3) Intermediate (3) Emergent (3)

26. Methodology Used to Answer Key Questions We collected and analyzed the following data over a period of one school year: Four writing samples from each student from October to April, student interviews, observations, self-evaluation and writing questionnaire, student- created rubrics, accountability records, and teachers’ reflective journals.

27. Collaborative Student Work Example

28. Students Voice about Their Writing “What I like about writing is that it’s an outlet for me and I can tell my stories.” “I like poetry because it encourages me to write.” “I have more stories than poems because I have much to tell.”

29. Student Outcomes • Several of the case study students: • Increased quantity and quality of writing • Showed improvement in their writing • Made consistent gains each quarter.

30. Student Outcomes • At the end of the year all students contributed with one or more writing genres that they considered to be their best work for a class anthology. • This demonstrates that they were able to reflect and evaluate their own writing.

31. Our Learning María’s learning – The importance of providing structured opportunities for students to think and talk with peers, to generate ideas, and for the teachers to honor their experiences, thoughts, and home language, motivated students to write and develop the confidence to share their writing with others. Gigi’s learning – Reflecting together on our practice is very powerful. We both viewed the class through our own lens and were better able to meet the needs of the whole class.

32. Using Metacognitive Strategies with Immigrant High School Students VIRGINIA M.L.CARRIZO BELL GARDENS HIGH SCHOOL MONTEBELLO UNIFIED SCHOOL DISTRICT

33. Key Questions • How can I help my students become metacognitive strategic writers? • Are their summaries more fully developed after using their strategies?

34. Methodology Used to Answer Questions • Students were given pre and post tests and were classified as • Advanced (2students) • Intermediate (2 students) • Beginner (2 students) • The class was trained in metacognitive strategies and applied them to their summaries.

35. Methodology: Sample Interview/questionnaire Strategies you use to write a summary 1 .Was it easy for you to write the summary? 2. Do you know what strategies are? 3. Can you name some strategies you used in the summary writing process?

36. Methodology: Note-Taking Strategies • Organize the most important information. • Write freely not paying attention to form. • Transcribe only formulas or precise data. • Create your own acronyms for frequently used words. • Reread your notes, include information that was missing

37. Methodology: Metacognitivesymbols and acronyms 5 Always 4 Usually 3 Occasionally 2 Rarely1 Never 1. If you did not understand the text did you go back to find out the answers ? 2. As you read, were you able to generate questions to find out the main idea? 3. As you read were you able to use graphic organizers to aid you in your comprehension? 4. Did you use the ACRONYM R Read, reread E Envision the context A Add your own words D Dialogue with peer/teacher ?

38. Methodology: Summary Writing • Identify the main idea. Yes, No • Leave out unnecessary details. Yes, No • Combine ideas found in different paragraphs or sections of the article. Yes, No • Revise and edit the summary. Yes, No

39. Results: In their own words • Luis: “ I already know Spanish so why I am going to learn some more? Besides reading and writing are the most boring activities that I know.” • “The strategies were very useful and really made me think and plan how to write a summary.”

40. Results • Students became more strategic as a result of explicit teaching. • Students became metacognitive writers. • Summaries improved in quality and precision. • Students now enjoyed reading and writing. • As a teacher do not take anything for granted. • Grow with your students.

41. Literacy Strategies in Mathematics MARIA D. CONSTANTINO LONG BEACH UNIFIED SCHOOL DISTRICT CABE LONG BEACH

42. Goals and Purpose • Apply Literacy Strategies in Mathematics • Improve students: • Metacognitive mathematics knowledge • Self-esteem • Grades

43. Learning About My History- Socialization and Beliefs • Students experienced fears towards mathematics • Students felt lesser then other students due to: • Legal status • Limited English and/or Mathematics skills • Difference in culture

44. Strategies • 1. Double-entry Journals

45. Strategies… 2. Literature and/or Work Groups 1. Leader 2. Secretary 3. Logistics 4. Discipline and Appraisal

46. Strategies… • 3.Carrousel Brainstorming

47. 4. Mandalas • 1. The Problem • 2. Formula, equation or expression that will help solve the problem • 3. Solve the problem • 4. Check • 5. Drawing, graph, or visual representation of the problem

48. Mandala

49. Sharing What I Learned with Students About Practices and Beliefs • Students took active part in their studies to work with Literacy Strategies in Math • Students with no formal education pushed themselves to keep up with other peers • Students improved in Mathematics and Native Language

50. Students: Improved their grades Developed a metacognitive process in mathematics Increased and improved their native languages Learned to share feelings in their groups Increased their self-esteem Teacher: Literacy Strategies can be adapted to include Mathematics Continuous modification of different strategies to fit students necessities A person is responsible for his/her education Learning and Changes for Teachers and Students