A1 Giving students visuals and self assessments. When they can actually see progress they are more likely to be motivates to continue the journey #sblchat
A1. Give the SS the opportunity to choose and activity or station after finishing a task. Taking in consideration their interests for projects #sblchat
A1: IMO it is difficult to motivate most students without a determined effort to direct the class culture to learning and growth instead of grades. #sblchat
A1 Motivators for leaning include encouraging students to set goals, monitor progress, self-reflect and think with a #growthmindset by being persistent and understanding the power of not understanding a concept #yet. #SBLchat
A1 -Our Learners are #motivated by the culture that in fostered with Standards-Based Learning & Grading FOR genuine learning, application, and retention. #sblchat
A1: The T is also a big motivator. A S will go a very long way for someone they know is in their corner and will stick with them through thick and thin... #sblchat
A1. Give the SS the opportunity to choose and activity or station after finishing a task. Taking in consideration their interests for projects #sblchat
A1- I have found that students are motivated when they are encouraged to set goals and view learning as a process that allows time for self reflection and growth. #sblchat
A1 a demotivated student has shared that he has stopped tearing and crumpling is his work because there aren’t marks on it, just descriptive feedback. It’s a start! #sblchat
A1 a demotivated student has shared that he has stopped tearing and crumpling is his work because there aren’t marks on it, just descriptive feedback. It’s a start! #sblchat
A2 Minimally if at all. The students that are most motivated by extrinsic factors tend to be the highest achievers. They are not the students that need help with motivation! #sblchat
A1-when students have voice and choice in what they are learning paired with an environment that fosters growth mindset and communicates student’s learning as a journey-motivation occurs #sblchat
One of the best ways to motivate students about learning is by having a motivated, passionate teacher who establishes relationships with students. #SBLchat
A2. Some students might need at the beginning extrinsic motivators, the objective would be that little by little you help them find intrinsic motivation #sblchat
One of the best ways to motivate students about learning is by having a motivated, passionate teacher who establishes relationships with students. #SBLchat
A2: I believe it does. There may be some students who respond more to extrinsic motivation. While it shouldn't be the go-to, it's still something to have in the tool belt for when it comes in handy. #sblchat
A2: We too often decry the lack of intrinsic motivation in our students, yet turn first to extrinsic motivators as the solution to unmotivated students. Probably not gonna work. #sblchat
A2 Intrinsic motivation can have a more profound impact by fostering a #growthmindset for students so they learn from mistakes, learn from others and persist during a quest for continuous improvement. #SBLchat
A2: Extrinsic motivation may work in the short term but in the end the focus should always be on the learning. When students take control and get involved in their learning, they take control and it becomes intrinsic. #sblchat
A2 - Genuine praise for effort and achievement are good extrinsic motivation tools. Positive feedback is pretty much universally welcomed and can serve as a good motivator. But students know when they are being patronized, so the praise has to be genuine. #sblchat
A2 Mostly no for the overall learning. But I do think there is a time and a place for it especially for some student who have only known extrinsic motivation as you try and increase their intrinsic motivation. ##sblchat
A2: Is it possible for learning to be the extrinsic motivator the students are chasing? Your reward is learning. The best T’s create a culture where learning is what students are chasing. #sblchat
A2: Depending on the child, yes, extrinsic motivation does have a role. The problem occurs when the teacher relies on extrinsic motivation and does not wean it away to introduce intrinsic motivation #sblchat
A2 Unfortunately as currently constituted, yes. Can't punish kids for playing game adults created & implemented for years.
Ultimately if we want to create schools that are focused on students' learning and futures, then no. We can and must do better than carrots & sticks
#sblchat
A2 I just blogged that I use some external motivation for my lunch supervisors - working with a group that need to build empathy and understand community #sblchat
A2 Extrinsic motivation at its core is hollow and unmeaningful. In the same breath, sometimes extrinsic motivation can open doors for students who may have been hesitant to try something new-definitely should not be used as a main form of motivating though! #sblchat
A2 Extrinsic motivation at its core is hollow and unmeaningful. In the same breath, sometimes extrinsic motivation can open doors for students who may have been hesitant to try something new-definitely should not be used as a main form of motivating though! #sblchat
A2 “oddly” I don’t do any extrinsic rewards for learning. - no ✔️x% ABC in about a decade yet learning still thriving based around descriptive feedback and efolios documenting growth and successes #sblchat
A3 When if-then statements are used, Ss tend to focus on ‘then’ rather than ‘if’. ‘If’ is usually related to learning, with ‘then’ as an extrinsic factor. ‘If’ can’t be ignored! #sblchat
A3 “if-then” are okay starting points, but then should evolve and personalize for each learner (and if-the n-else should stay in coding sessions) #sblchat
A3: If students are given a way to show connections between two events, then the tool for which they connected those two events would seem useful! #sblchat
A3: I came across this today while brainstorming how to help a team. This is a classic example of an “If/then” system. We have to help teams move beyond this state. #sblchat
A3 If-then statements can foster reflection as students describe a hypothesis and conclusion. This context facilitates predicting, and reflection. #SBLchat
A3: But if we are talking about "if-then" statements in geometry class, then definitely they belong :) Using if-then statements in geometric proofs are wonderful! hehe #sblchat
For example, if a student doesn't yet see the inherent value or relevance to learning about a certain topic, but can be persuaded to engage by offering a reward such as choice time or some other privilege, even if as a last resort. #sblchat
A3: If students are given a way to show connections between two events, then the tool for which they connected those two events would seem useful! #sblchat
But what about the evidence that those effects are only short-term? Wouldn't the better route be to make the learning relevant for the learner? #sblchat
A4: In the over all collective learning, no. Part of the growth of the journey is helping each other. But a little friendly competition I think helps the community sometimes. ##sblchat
A4 Competition has no place when we are trying to learn. Just said this to my students today. There's nothing to win! Cooperation and collaboration are much better to focus on. #sblchat
A4: Competition can lead to Ss viewing peers as “the enemy” and collaboration stops. I try to teach Ss that we are a team working together to help all of us learn. #sblchat
A4: Competition creates "winners" and "losers" and unless a classroom climate is in place where students and adult exhibit empathy, it seems more hurtful than helpful. #sblchat
A4 - Competitions within learning activities & games can be motivating and engaging for some students, some are very frustrated by competition. Have to know your Ss #sblchat
A4: Competition ultimately dilutes the emphasis on learning and personal growth and creates an ecosystem of winners and losers that ultimately alienates some students from participating. #sblchat
A4 Students should be comparing their performance and progress against criteria and should learn from and be inspired from the progress of their classmates as they emulate and enhance skills associated with success. #SBLchat
A4: Competition has no place in the classroom. Unfortunately, things like class rank, honor roll, valedictorian, etc., all contradict this. #sblchat#GetRidofHonorRoll
A4 I’m okay if competition is a choice (of student not parent) and for “fun” not grades but not “everyone do a model so we can award a blue ribbon at the diorama-rama!” #sblchat
Exactly. It goes back to the idea that you can manipulate behavior. The question really is, should you? Does it have any real benefit to the student? Lots of research out there that says no. #sblchat
A4. Lots of students love to compete between themselves. We need to guide them into a perspective of "I improve for me not for others or against others" #sblchat
A4 I know my daughter likes the game of school competition sometimes - but she cheats by getting bonus marks to ensure her % is in triple digits (yes even in physics) #sblchat
Competition within learning activities and games should be treated as competing against your previous self and your lack of knowledge. Shifting the focus from winning to getting better helps. #sblchat
Making the learning relevant should always be the first course of action. It's just that it can be easier said than done for some students, in which case a short-term stopgap might attain some initial buy-in. #sblchat
Competition within learning activities and games should be treated as competing against your previous self and your lack of knowledge. Shifting the focus from winning to getting better helps. #sblchat
A3 I’ve always preferred the community classroom helping each other to be and do their best (and share successes so everyone can know how) asynchronous collaboration not group work #sblchat
The game of school is a huge motivator for some students and places the focus on the wrong thing. When the game values points and grades so do Ss and learning takes a backseat. #sblchat
Yes, but I think @garnet_hillman is saying the same thing. Making the learning relevant is always the best option. Autonomy over technique (aka choice) is hugely powerful and motivating (thanks @DanielPink)! #sblchat
In reply to
@TracyMailloux, @garnet_hillman, @coachdyablo, @garnet_hillman, @DanielPink
A5 - Well, when we grade less (#STOPIT with the ZEROes) and offer feedback, our Learners will be #motivated to dig deeper since a grade often stifles the learning. #sblchat
A5 Zeros (if not recoverable) have a very negative impact on motivation. They can create a situation where students feel like they can’t succeed and then consider the question ‘Why should I try?. #sblchat
A4 If the classroom where a market where Ss are consumers of knowledge & skill, each having varied needs & wants, including different utility, they wouldn’t compete with another for these needs...just as you and I aren’t competing for the best cup of coffee! #sblchat
A5 Is a zero about learning or behavior? I believe it is the latter. We need to model and teach students appropriate behaviors, not just slap on an academic punishment. #sblchat
A5 - We had Learners saying that an A averaged with a ZERO (in another class of course) is still failing. No #motivation there. Please #STOPIT with the ZEROes. #sblchat
A5 Is a zero about learning or behavior? I believe it is the latter. We need to model and teach students appropriate behaviors, not just slap on an academic punishment. #sblchat
I agree.
What do you do with missing assignments? This is becoming an increasing problem since we went away from using zeros as "place holders/motivators".
#sblchat
A5: Zeros destroy student motivation. Where's the productive feedback from telling a student what they produced is deserving of nothing??? A "let's try this again together" is much better than "0". #sblchat
A5 Assigning zeros (rather than incomplete) is mathematically inaccurate & a grade-killer. The 0 also has a negative impact because the student understands recovering from a 0 is almost impossible & then they tries less as their work may still result in a low grade. #SBLchat
Not only can zeros decrease motivation, but as @myrondueck discussed so well in his book, it lets students off the hook. Once you give a student a zero, their learning stops & they now don’t have to do the assignment. An “incomplete” tells the S we are going to get there #sblchat
A5: All zeros do is show students that we punish students for mistakes. Students then shut down and would rather not try or do the work that fear failure. #sblchat
Make sure the work you are assigning is tightly aligned to the standards and respectful of the readiness level of the student. Then, it is unacceptable for the student to not complete the work. Incomplete - give it back to them until it is done. #sblchat
A5: All zeros do is show students that we punish students for mistakes. Students then shut down and would rather not try or not do the work as they fear failure. #sblchat
A5 Zeros are a death sentence. How can you ever possibly recover? Why even try? Instead, the punishment for not doing the work should be to do the work. #sblchat
A5: Zeros are not only demotivating for many Ss, but the way they obscure accurate representation of student mastery is a problem in and of itself. #sblchat
A5 zero is a great philosophical discussion around nothingness - keep it away from gradebooks and assignments (descriptive feedback doesn’t have 0s) #sblchat
Make sure the work you are assigning is tightly aligned to the standards and respectful of the readiness level of the student. Then, it is unacceptable for the student to not complete the work. Incomplete - give it back to them until it is done. #sblchat
A5. Zeros motivate the learner to NOT do the work. Gives them the excuse that it wont matter anyway so why do it? The learning must not have been that important if the teacher can dismiss it with a zero. #sblchat
A5: Zeros are not only demotivating for many Ss, but the way they obscure accurate representation of student mastery is a problem in and of itself. #sblchat
Make sure the work you are assigning is tightly aligned to the standards and respectful of the readiness level of the student. Then, it is unacceptable for the student to not complete the work. Incomplete - give it back to them until it is done. #sblchat
Exactly. @LCSCoach and I were talking about this today. If you give a student a zero you are assessing their behavior, not what they actually know. @ERobbPrincipal@KGT_Educator
In reply to
@Erik_Youngman, @LCSCoach, @ERobbPrincipal, @KGT_Educator
check
check
and check
we even assign them to mandatory tutoring to finish up.
...yet the problem is still getting worse for us. They would rather take the zero! Very frustrating.
#sblchat
Exactly. @LCSCoach and I were talking about this today. If you give a student a zero you are assessing their behavior, not what they actually know. @ERobbPrincipal@KGT_Educator
In reply to
@Erik_Youngman, @LCSCoach, @ERobbPrincipal, @KGT_Educator
As always, thank you @garnet_hillman and @RoweRikW for facilitating reflective discussions about effective learning and grading practices. Looking forward to future discussions:) #SBLchat
Be relentless with the work and keep explaining its relevance. They need to do the practice to perform on the summative. My toughest students took awhile, but they responded. #sblchat
If Ss know that a zero is not an option then the only option left is to submit the work, right? It is almost like being a parent and not giving into your kid because as soon as you do they know you’ll give in again. #sblchat
formatives do not go in the gradebook, but some daily assignments do. Our Ts will use these performance tasks as a way for Ss to demonstrate proficiency on portions of their priority standard.
You're suggesting only adding summative assessments to the gradebook?
#SBLchat
A6. Bonding with students, getting to know them, feedback, listening to them, giving them voice, making them responsible of their learning process. #sblchat
A6. Bonding with students, getting to know them, feedback, listening to them, giving them voice, making them responsible of their learning process. #sblchat
A6 Model learning for the sake of continuous improvement and become co-creaters of the learning process. Adult learners and young learners side by side. #sblchat
A6 Work on giving students autonomy over task, team, technique and/or time (thanks again @DanielPink). Also make sure students know why they are learning it! #sblchat
Kindly join me in thanking @garnet_hillman for tonight's motivating questions. We are fortunate to learn alongside such a dedicated Educator, Author, and Friend! #sblchat
A6 Model learning for the sake of continuous improvement and become co-creaters of the learning process. Adult learners and young learners side by side. #sblchat
A6 I’ve enjoyed seeing how efolios can enable students to have their own IEP (individualized learning plan) and build on own growth not compare to others - learning becomes personal relevant and meaningful (aka intrinsic) #sblchat
A6: Help Ss who don't feel success as a learner get a taste of it, they will be motivated. Celebrate the small successes and they will thrive on intrinsic motivation. #sblchat
Kindly join me in thanking @garnet_hillman for tonight's motivating questions. We are fortunate to learn alongside such a dedicated Educator, Author, and Friend! #sblchat
A6 Everyday I am seeing more evidence that going gradeless might be a key component to schools achieving an intrinsically driven culture of learning. #dontconfusenogradeswithnofeedback :)
#sblchat
A6: I believe the best way to support intrinsic motivation is building a classroom culture that embraces a growth mindset as well as forming those important student-teacher relationships. #sblchat
A6: Show students the wonder and passion you have for the subject. It is contagious and increases students motivation to learn more to understand why you love it so much. #sblchat
