Rik in MA, a HS Math Facilitator of Learning with a focus on assessing for retention and relevance. Join our #sblchat tonight to become even more motivated to motivate!!
Katie, science teacher, tweeting from the Chicagoland area. Always find it motivating to moderate with the amazing @garnet_hillman and @RoweRikW! #sblchat
Good evening everyone! I'm Garnet, an author and educational consultant from the Chicagoland area. Tweeting tonight from Arkansas - ready to fly home tomorrow morning! #sblchat
A1-Motivators that invigorate our Learners include:
> Inspiring facilitators
> Freedom to ask questions
> No fear when making mistakes
> Having ample Practice
> Understanding the relevance
> Opportunity for REDOs
> Practice is NEVER graded
> Cumulative assessments
#sblchat
A1 Iâll quote @DanielPink and say that autonomy, mastery, and purpose are huge ingredients to intrinsic motivation. The magic combination of those three works wonders in my room! #sblchat
A1 Specific to autonomy, @DanielPink also talks about how people want autonomy over team, technique, task, and time. While isnât always possible to give all four to students all the time, there are definitely lots of ways to incorporate each one! #sblchat
A1 I like student goals. I also like students visibility with data. They see where they are and then we encourage them to where they can be. Dare them to dream #sblchat
A1 I like student goals. I also like students visibility with data. They see where they are and then we encourage them to where they can be. Dare them to dream #sblchat
A1: The introduction of #blendedlearning has created (some) control of the pace & ownership of their learning, resulting in deeper commitments. #sblchat#FutureReady204
It really does. Our math program puts students in lower than the entrance score...once they start nailing lessons they are hooked. They like to win just as we did playing space invaders...high score board kept the quarters coming
A2 Minimally if at all. The students that are most motivated by extrinsic factors tend to be the highest achievers. They are typically not the students that need help with motivation! #sblchat
A2-We aim to minimize extrinsic motivation and develop greater intrinsic motivation since the later creates more ownership in the Learner and the resulting learning. #sblchat
A2 I think it has a place but it must have a purpose. It can be a great way to bring classes together or get Ss interested in a topic initially #sblchat
It does. I use it to get the Ss started with my teaching methods (very untraditional compared to most colleagues) and ween them back after a few weeks. My school uses it mostly for behavior. #sblchat
A2 Nope. Neither carrots nor sticks please. Too risky. We want students that not only love learning but are motivated to learn on their own. Extrinsic motivators provide distraction from that purpose. #sblchat
A2 I believe we are all motivated differently for different reasons at different times. As a lead learner I will use whatever means works, to motivate a student. I can shape another method later but time is not infinite #sblchat
I don't think it has to be completely black and white, but extrinsic can only take you so far with a student, no matter who they are. Maybe a small starting place, but it doesn't have lasting power. #sblchat
A3 Relevance is created by the connections students make with the skills they are developing - no matter whether they are prerequisite for further study or applicable outside the school setting. #sblchat
A3-We aim to create relevance by:
> Showing connections
> Relating our learning to their background knowledge
> Show real-world situations where our learning is used
> Empowering Learners to always ask questions to clarify our purpose
#sblchat
A2: I think that there is room for external motivation sometimes. It just can't be the ONLY motivation or the long term motivation. I mean...I reward myself when I finish giving feedback on a stack of essays...#sblchat
A3 Students need to know how what they are learning is important to their lives. For science, we talk about how each standard is connected to the world at large. We also talk a lot about how the skills transfer. #sblchat
My favorite greeting is on Fridays when I greet students with âHappy Grammar Quiz Friday!â They roll their eyes and I slowly condition them to smil at âgrammarâ the way they smile at âFriday.â đ #sblchat
A3 I like students to understand the why of the learning and to connect the learning to life as they know it. They have to feel an emotion if at all possible to enhance the learning experience #sblchat
Try to tap into personal interest related to topic but itâs better if the student can make connections to their learning. Then they own it, not the T. #sblchat
My favorite greeting is on Fridays when I greet students with âHappy Grammar Quiz Friday!â They roll their eyes and I slowly condition them to smil at âgrammarâ the way they smile at âFriday.â đ #sblchat
A3 When we make the end game about skills for a lifetime (including now in our lives) instead of the content, we can hook them! Content is a vehicle. You have to have it, but it, alone, isnât the real purpose in what we do. #sblchat
Yes! Currently one of my passions is having conversations about our over use (and misuse) of âin the real worldâ as a qualifier for what we do / say. #AllOurWorldsAreReal#sblchat
A2 Extrinsic reinforcers are on occasion needed to establish a behavior. But we should steer away from them in general. They kill intrinsic motivation. #sblchat
A4-Healthy competition between Learners subtly empowers the learning. We'd rather encourage our Learners to compete against themselves to reach their #PersonalBest. #sblchat
A4 Competition changes the focus. So easy for Ss to focus on winning instead of learning. Sure, students may be motivated to win ⊠but does that really matter if they arenât learning? #sblchat
A2 Instead, use âparallel talkâ to share joy & highlight how it felt to be prepared or on time or __. âHey! I noticed you read and were prepared for today! Wonderful. How did it feel to be ready and such an important part of the discussion? You had some great comments!â #sblchat
A4 it canât be denied that we live in a competitive world and learning how to compete, win and lose with grace but also some grit is important. We have to walk a fine line and lay down clear expectations when we compete. #sblchat
I do 7 concepts from an #SAT review book, create chart with 7 columns, block 2 out on each quiz, then ask the 5 remaining types. Ss grade their own, I get rotating #grammar mini-lessons (pronoun choice, effective sentences, parallel structure), and they chart #sblchat
I do agree! Itâs hard to know how far youâve come without knowing where youâve been! And, with regard to SBG, thatâs the piece that causes so much anxiety for parents- âwhat does this âApproaching Masteryâ thing mean? Is it a B?â #sblchat
I do 7 concepts from an #SAT review book, create a chart with 7 columns, block 2 out per quiz, then ask the 5 remaining types. Ss grade their own, I get rotating #grammar mini-lessons (pronoun choice, effective sentences, parallel structure), and Ss chart #sblchat#formativechat
Our Learners are adapting well to our 4-point scale with:
> Exemplary
> Proficient
> Approaching
> Beginning
with colored stickers to support their progress. #sblchat
I do agree! Itâs hard to know how far youâve come without knowing where youâve been! And, with regard to SBG, thatâs the piece that causes so much anxiety for parents- âwhat does this âApproaching Masteryâ thing mean? Is it a B?â #sblchat
A4 in my experience Ss often get caught up in the competition or game and focus energy into that rather than focus on the material. I believe they are better served with an individual goal #sblchat
A4: Competitiveness can inspire some Ss, but others get discouraged when they see some Ss shine. We want Ss to challenge themselves and not always compare themselves to others #sblchat
A4: The classroom is a market where Ss are consumers of learning. And in markets, âbuyersâ donât compete with one another â the producers do! #sblchat
I admit my hybrid/approaching SBG uses letter grades to represent standard proficiency scales, but assessing 2 or 3 standards on 1 assessment makes so much more sense... itâs a move in the right direction #sblchat
A5 Zeros (if not recoverable) have a negative impact on motivation. They can create a situation where students feel like they canât succeed and then consider the question âWhy should I try?. #sblchat
A5-ZEROs are defeating, difficult to recover from, and do not represent learning. When was the last time you warranted a zero and accepted it? I thought so. Zeros are "pointless" so #STOPIT! #sblchat
I admit my hybrid/approaching SBG uses letter grades to represent standard proficiency scales, but assessing 2 or 3 standards on 1 assessment makes so much more sense... itâs a move in the right direction #sblchat
A5 Is a zero about learning or behavior? I believe it is the latter. We need to model and teach students appropriate behaviors rather than use an academic punishment. #sblchat
A5 I hate zeros, at some point we need to know what kids know. If they get a zero what is the reason, how will we rectify the situation how will we offer support and help them #sblchat
A5 I hate zeros, at some point we need to know what kids know. If they get a zero what is the reason, how will we rectify the situation how will we offer support and help them #sblchat
A5 Robert Merton from the 1930s coined the term âself fulfilling prophecy.â Hattieâs work confirms this works in education. When we give zeros, we harm Ss ability to believe they can and damage their outcomes. Missing data isnât evidence of no learning. #sblchat
I don't think of checklists as rubrics, however they can be paired together with a rubric. The former states what they need to accomplish and the latter describes the quality of the work. #sblchat
A5 a zero is a great motivator ....to quit. Students who do not want to work get a great deal. They didnât have to do the work which we thought they should in order to learn. When we give a zero they get the best deal. Strugglers get robbed #sblchat
A5: If zeroes motivate students it is towards compliance not learning and it is motivation out of fear. It can be effective in the very short term but doesn't usually lead to meaningful student learning. #sblchat
A5 Is a zero about learning or behavior? I believe it is the latter. We need to model and teach students appropriate behaviors rather than use an academic punishment. #sblchat
A6-School leaders that support in-house Standards-Based Learning environments or offer PD for the staff to learn more about it are two thoughts that come to mind. #sblchat
A6 Dig in with teachers. Get to know their standards. Get to know the challenges and successes of standards-based from a teaching perspective. And always, always go back to the why. #sblchat
A6 Dig in with teachers. Get to know their standards. Get to know the challenges and successes of standards-based from a teaching perspective. And always, always go back to the why. #sblchat
A6 it is a slow process but must be discussed. The idea of giving redos is a tough sell but we have it with drivers license testing. They can try until they pass...shouldnât chapter 4 factoring be the same? Conversations folks #sblchat
A6: Support Ts when those student behaviors, previously dependent of grades, change & cause frustration. This is when Ts give up. When schools function as communities, collectively addressing the âwonât dosâ, Ts can move forward with healthier practices. #sblchat
Q6 b we also have to take a keen eye to honor roll and GPA Colleges want this type of stuff for scholarship applications. We provide it but who is it good for? #sblchat
