Transcript Document

Response to Intervention
Creating Reward Menus That
Motivate:
Tips for
Teachers
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Response to Intervention
‘Motivation in Real Life’ Activity
In your ‘elbow groups’:
Discuss your current jobs. List the
motivators in your employment setting that
contribute to your job satisfaction.
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Response to Intervention
Selecting a Reward: Essential
Tests
• Do teacher and parent find the
reward acceptable?
• Is the reward available
(conveniently and at an affordable
cost) in schools?
• Does the child find the reward
motivating?
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Response to Intervention
Creating ‘Reward Deck’: Steps
1. Teacher selects acceptable, feasible
rewards from larger list
2. Teacher lists choices on index cards—
creating a master ‘deck’
3. Teacher selects subset of rewards from
deck to match individual student cases
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Response to Intervention
Creating ‘Reward Deck’: Steps
(Cont.)
4. Teacher reviews pre-screened reward
choices with child, who rates their appeal.
(A reward menu is assembled from child’s
choices.)
5. Periodically, the teacher ‘refreshes’ the
child’s reward menu by repeating steps 14.
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Response to Intervention
Motivation: An Introduction
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Response to Intervention
Motivation in Behavioral Theory
B.F. Skinner
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Response to Intervention
Law of Effect (Thorndike, 1898)
Behaviors are selected
(shaped) by their
consequences.
Source: Law of effect. (2007). Wikipedia. Retrieved March 19, 2007, from http://wik.ed.uiuc.edu/index.php/Law_of_Effect
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Response to Intervention
Reinforcement: Definitions
• Positive reinforcement. “When a behavior
(response) is followed by a favorable
stimulus (commonly seen as pleasant) that
increases the frequency of that behavior.”
• Negative reinforcement. “When a behavior
(response) is followed by the removal of an
aversive stimulus (commonly seen as
unpleasant) thereby increasing that behavior's
frequency.”
Source: Operant conditioning. (2007). Wikipedia. Retrieved March 19, 2007, from
http://en.wikipedia.org/w/index.php?title=Operant_conditioning
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Response to Intervention
Punishment: Definitions
• Positive punishment. “When a behavior
(response) is followed by an aversive stimulus,
such as introducing a shock or loud noise,
resulting in a decrease in that behavior.”
• Negative punishment. “When a behavior
(response) is followed by the removal of a
favorable stimulus, such as taking away a child's
toy following an undesired behavior, resulting in
a decrease in that behavior.”
Source: Operant conditioning. (2007). Wikipedia. Retrieved March 19, 2007, from
http://en.wikipedia.org/w/index.php?title=Operant_conditioning
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Response to Intervention
Motivation
• ‘Motivation’ in current behavioral theory is
viewed as a function of the events that influence
behavior. Those influencing events that precede
behaivor are ‘antecedents’. Those influencing
events that follow it are ‘consequences’.
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Response to Intervention
Motivation as a Psychological Construct
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Response to Intervention
Definitions of ‘Motivation’
“…motivation refers to the initiation, direction,
intensity and persistence of behavior.”
Source: Motivation. (2007). Wikipedia. Retrieved March 13, 2007, from http://en.wikipedia.org/wiki/Motivation
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Response to Intervention
Definitions of ‘Motivation’
“Motivation is an internal state that activates,
guides and sustains behavior.”
Source: Educational psychology. (2007). Wikipedia. Retrieved March 13, 2007, from
http://en.wikipedia.org/wiki/Educational_psychology#Motivation
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Response to Intervention
Definitions of ‘Motivation’
“Motivation is typically defined as the forces that
account for the arousal, selection, direction, and
continuation of behavior.”
Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997.
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Response to Intervention
Motivation in Action: ‘Flow’
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Response to Intervention
Definition of the ‘Flow’ State
“Being completely involved in an activity for
its own sake. The ego falls away. Time
flies. Every action, movement, and thought
follows inevitably from the previous one,
like playing jazz. Your whole being is
involved, and you're using your skills to the
utmost.”
--Mihaly Csikszentmihalyi
Source: Geirland, J. (Septermber, 1996). Go with the flow. Wired Magazine. Retrieved March 19, 2007, from
http://www.wired.com/wired/archive/4.09/czik_pr.html
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Response to Intervention
Qualities of Activities that May Elicit a ‘Flow’ State
•
•
•
•
The activity is challenging and requires skill to complete
Goals are clear
Feedback is immediate
There is a ‘merging of action and awareness’. ‘All the attention
is concentrated on the relevant stimuli’ so that individuals are
no longer aware of themselves as ‘separate from the actions
they are performing’
• The sense of time’s passing is altered: Time may seem
slowed or pass very quickly
• ‘Flow’ is not static. As one acquires mastery over an activity,
he or she must move to more challenging experiences to
continue to achieve ‘flow’
Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row
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Response to Intervention
Flow Channel
• Student A:
C: Low
High
Challenge
D:
HighChallenge
Challenge
B:
HighSkills,
Skills,Low
Low
(High)
C Anxiety
Challenges
D
BoredomB
A
(Low)
(Low)
Skills
Source: Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper & Row
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(High)
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Response to Intervention
Motivation in the Classroom
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Response to Intervention
Unmotivated Students: What Works
Motivation can be thought of as having two dimensions:
1. the student’s expectation
of success on the task
2.
………………100
Multiplied by
X
the value that the student places ...…………
100
on achieving success on that
learning task
0
The relationship between the two factors is multiplicative. If EITHER of
these factors (the student’s expectation of success on the task OR the
student’s valuing of that success) is zero, then the ‘motivation’ product will
also be zero.
Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior
problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for
academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda,
MD: National Association of School Psychologists.
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Response to Intervention
Our Working Definition of ‘Academic Motivation’
For This Workshop
The student puts reasonable effort into
completing academic work.
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Response to Intervention
Motivating Ideas
About Motivating Students…
Jim Wright
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Response to Intervention
Workshop Goals:
In this workshop, you will:
Review information about ‘faulty thinking’
that can undercut a student’s self-confidence
and motivation to learn
Think about a framework for thinking about
student motivation that gives you influence
over that student’s investment in learning.
Review common, simple academic
strategies to make learning interesting and
to increase student motivation and followthrough.
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Response to Intervention
Assessing Students’ Ideas About
‘Self-Efficacy’
•
•
Self-Efficacy. The student’s view of his or
her own abilities related to specific
learning tasks and subject areas.
Self-Esteem. The student’s global view of
his or her self-worth.
Source: Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success.
School Psychology Review, 31, 313–327.
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Response to Intervention
Assessing Students’ Ideas About ‘Self-Efficacy’(Cont.)
Encourage the student to:
• talk about perceived strengths and
weaknesses in particular subject areas
• share details about successes or failures
experienced in examples of academic tasks
• present strategies that they typically use to
complete common academic tasks (e.g.,
undertaking a term paper, doing homework)
• disclose their routine for preparing for quizzes and
tests.
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Response to Intervention
Motivating Students: ‘Catch’ vs. ‘Hold’ Factors
•
•
Catch Factors. Grab the student’s attention
(e.g., catchy graphics in a computer game,
Jeopardy format for quiz review)
Hold Factors. Encourage the student to invest
time and effort in a learning activity over a
prolonged period of time (e.g., cooperative
learning activity, ‘high-interest’ activity)
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Response to Intervention
Motivating Students: ‘Catch’ vs. ‘Hold’ Factors (Cont.)
Teacher strategy to engage difficult-to-teach
students:
1. Start lesson with high-interest ‘catch’ features
2. Transition to include more sustainable ‘hold’
features.
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Response to Intervention
Motivating Students: ‘Catch’ vs. ‘Hold’ Factors (Cont.)
Example of teacher strategy to engage
difficult-to-teach students in review of math
vocabulary:
1.
2.
Students first sent individually around the school on a
‘scavenger hunt’, to collect examples of math vocabulary
posted on walls and bulletin boards (‘catch’ activity).
After students return to classroom, the teacher organizes
them into groups, has each group compile a master-list of
their math vocabulary words, and define the math
operation(s) to which each word is linked (‘hold’ activity).
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Response to Intervention
How Attributions About Learning Contribute to
Academic Outcomes
People regularly make ‘attributions’ about
events and situations in which they are
involved that ‘explain’ and make sense of
those happenings.
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Response to Intervention
How Attributions About Learning Contribute to
Academic Outcomes
Attribution Theory: Dimensions Affecting Student
Interpretation of Academic Successes & Failures
(Linnenbrink & Pintrich, 2002)
The situation or event is…


Unstable (changes often)
Internal (within the student)
Uncontrollable (beyond the
ability of the student to
influence)

Stable (can be counted on to
remain relatively unchanged)

External (occurring in the
surrounding environment)

Controllable (within the
student’s ability to influence)

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Response to Intervention
How Attributions About Learning Contribute to
Academic Outcomes
So
I did
lousy
on this
oneborn
test.done
That’s
Next
This
teacher
always
springs
pop
quizzes
on us—
I can’t
get
any
studying
atOK.
home
because my
Some
people
are
writers.
time,
I will listens
study
harder
my
grades
bounce
and
picks
questions
are
impossible
to study
for! back.
brother
to that
theand
radio
all theshould
time.
I was born to watch TV.
The situation or event is…


Unstable (changes often)
Internal (within the student)
Uncontrollable (beyond the
ability of the student to
influence)

Stable (can be counted on to
remain relatively unchanged)

External (occurring in the
surrounding environment)

Controllable (within the
student’s ability to influence)

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Response to Intervention
Finding the Spark:
Strategies for Working With the Unmotivated Learner
Jim Wright
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Response to Intervention
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Response to Intervention
‘Big Ideas’ About Motivation…
Idea #1: Motivation is not a quality
that resides solely in the student.
Instead, motivation is a result of the
interaction between the student and
his or her learning environment.
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Response to Intervention
‘Big Ideas’ About Motivation…
Idea #2: A student’s level of motivation is
greatly influenced by his or her learning
history. A history of bad school
experiences can make students very
resistant to encouragement and
incentives.
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Response to Intervention
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Response to Intervention
‘Big Ideas’ About Motivation…
Idea #3: As students become older,
their desire to protect and to promote
their self-image becomes significantly
more important in determining their
motivation level.
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Response to Intervention
‘Big Ideas’ About Motivation…
Idea #4: Teachers can increase the
attractiveness of an academic activity or
assignment through changes in the:
–
–
–
–
–
Learning environment
Social community
Academic activity
Learning challenge
Outcome or payoff
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Response to Intervention
Elements of Effective Motivation-Building
Environment
Payoffs
Community
Activities
Learning
Challenges
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Response to Intervention
Motivating Students:
Environment
The setting in which we
work can encourage us
to give our best effort or
discourage us from
even trying to perform.
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Response to Intervention
Motivating Students: Ideas for…
Environment
• Let students choose their seat
location and study partners.
• Enlist students to come up with rules and
guidelines for effective classroom learning.
• Create a memory-friendly classroom. Post
assignments and due dates, written steps
for multi-step tasks, etc.
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Response to Intervention
Motivating Students:
Community
We define ourselves in
relation to others by our
social relationships. These connections
are a central motivator for most people.
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Response to Intervention
Motivating Students: Ideas for…
Community
• Ask students to complete a learning-preferences
questionnaire.
• Hold weekly 5-minute ‘micro-meetings’ with the
group or class.
• Use ‘2 X 10’ rule: Hold 2-minute friendly
conversations across 10 days with students who
are not attached to learning
• Provide 3 positive interactions with students for
every ‘negative’ interactions (e.g., reprimand)
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Response to Intervention
Motivating Students:
Activities
Motivated students
are engaged in
interesting activities
that guarantee a high success rate and
relate to real-world issues.
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Response to Intervention
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Response to Intervention
Motivating Students: Ideas for…
Activities
• Select fun, imaginative activities for
reviewing academic material.
• Prior to assignments, have students set
work or learning goals. Have students rate
their own progress toward their goals.
• Celebrate mistakes as opportunities for
learning.
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Response to Intervention
Motivating Students:
Learning Challenges
Every learner presents
a unique profile of
strengths and
weaknesses. We unlock motivation when we
acknowledge and
address unique learning profiles.
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Response to Intervention
Motivating Students: Ideas for…
Learning Challenges
• Avoid ‘stigmatizing’ as low performers those
students who require remedial academic
support.
• Use a ‘think-aloud’ approach when introducing a
skill or strategy.
• Allow students to take a brief break when tired or
frustrated.
• Allow frequent opportunities for ‘choice’ in
structuring instructional setting and activities
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Response to Intervention
Motivating Students:
Payoffs for Learning
Learning is a motivating
activity when the learner
can count on short- or
long-term payoffs for
mastering the material being taught.
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Response to Intervention
Motivating Students: Ideas for…
Payoffs For Learning
• Reward student effort along with quality of
completed work.
• Build in short-term rewards (e.g., increased
free time, pencils, positive note home) for
student effort, work completion.
• Give students frequent positive attention (at
least 3 positives for each negative
interaction)
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Response to Intervention
Elements of Effective Motivation-Building
Environment
Payoffs
Community
Activities
Learning
Challenges
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Response to Intervention
‘Big Ideas’ About Motivation…
Idea #5: A student’s level of motivation
can be ‘multiply determined’ (i.e. be
supported by more than one underlying
behavioral principle)
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Response to Intervention
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