INCREASING STUDENT MOTIVATION IN INTENSIVE AND ACCELERATED COURSES Raymond J. Wlodkowski, Ph.D. Margery B. Ginsberg, Ph.D.
Your Event Hosts and Director Kevin Kelly, Ed.D. Director, Faculty Development Lisa Berry Cally Latchford 2
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Welcome Raymond Wlodkowski Margery Ginsberg 4
INCREASING STUDENT MOTIVATION IN INTENSIVE AND ACCELERATED COURSES
Poll For intensive/accelerated courses, do you have a model or approach for consistently designing motivating instruction? Yes No If yes, are you satisfied with it? Yes No 6
Common Problem of Practice Most instructors in accelerated and intensive courses do not have a consistent approach or model to design their lessons in a motivating manner. 7
Workshop Objectives 1. To learn how to design and carry out a lesson in an intensive or accelerated course anchored in a motivational framework. 2. To learn motivational strategies that are particularly effective for engaging adult learners in intensive and accelerated courses. 8
Motivational Framework for Culturally Responsive Teaching
Culturally Responsive Teaching Instruction that respects the backgrounds and circumstances of learners regardless of individual status. It has a design for learning that embraces the range of needs, interests, and orientations within the learning group. 10
DESIGNING A LESSON WITH THE FOUR CONDITIONS OF THE FRAMEWORK
Condition: Inclusion To create a climate in which the teacher and students feel respected and connected. Strategies: Frequently using cooperative and collaborative learning groups. Explicitly introducing important participation guidelines. 12
Poll What are participation guidelines that you currently use in your courses? Listen carefully Speak from your own experience Diminish the tendency to blame Avoid generalizing about groups of people Share airtime Focus on your own learning Add your own 13
Condition: Attitude To create a favorable disposition toward learning through relevance and volition. Strategies: Use relevant models to demonstrate expected learning (live, video, audio, and exhibits of projects and papers). No guesswork. Use the K-W-L strategy to introduce and scaffold new topics and concepts. 14
K-Know Based on what you already know, in order to praise learners effectively, what should an instructor remember about how to give praise? 15
W-What What question do you have about praise that is particularly relevant to your instructional practice? 16
L-Learned What have you learned or recalled as a result of exemplifying the K-W-L strategy and applying it to praise? 17
Condition: Meaning To create a challenging and engaging learning experience that is connected to the learners perspective. Strategies: Use relevant problems to facilitate and deepen learning. Use case study methods to engage learners in challenging authentic topics. 18
Telescoping a Relevant Problem into 15 Minutes Problem as a learner question: I m a math instructor in a community college and to make math more relevant I like to ask my students to do research with the math they re learning. But they don t like quantitative research. What can I do? Instructor: Use experiential learning. Let s role play your class and see what it s like to do quantitative research among ourselves. (This process responds to the instructor s stated problem Now, we act it out.) 19
Let s Use the Framework and Begin with Inclusion (Respect) What is a piece of quantitative research that, when you became aware of it, changed your behavior? Examples: wait time, resale value of used cars, learning outcomes for accelerated courses. 20
Attitude (Relevance) What would be interesting that we could research among ourselves, right now? Glasses of water drank per day How well could we predict among ourselves who drank the most water and who drank the least water? 21
Meaning (Challenge and Engagement) Let s have three volunteers to estimate the amount of water they drank yesterday. 22
Research Questions Let s come up with questions for our three volunteers that may increase our accuracy to rank them from who drank the most water to who drank the least water but without asking them anything about water. Example: How many times did you hold a glass in your hand yesterday? 23
Now let s take quantitative questions from our participants. 24
Now, let s predict which volunteer drank the most water and which drank the least water. Volunteers Most Least #1 #2 #3 25
Now let s find out how many glasses of water each of our volunteers drank yesterday. Volunteers #1 Number of glasses of water #2 #3 26
Condition: Competence To create an authentic understanding that learners are becoming more effective at something they value. Strategies: Use self-assessment to provide insights and deepen learning. Provide effective feedback. 27
Competence (Self-Assessment) Please write a statement about what you ve learned about using a relevant problem in an authentic context as a strategy for teaching accelerated and intensive courses. 28
Effective Feedback Affirm what the learner has accomplished. ( You statements) How the learner can or might improve. (Specific, exemplified, and accurate) What the resources for this improvement are and where they can be accessed. (Make it easy for the learner to get these resources.) End with encouragement. 29
AIRE Accomplishment Improvement Resources Encouragement 30
The Motivational Framework for Culturally Responsive Teaching represents four motivational conditions for designing lessons: Inclusion: How do I create a climate in which the teacher and students feel respected and connected? How do I create a favorable disposition toward learning through relevance and volition? How do I create a challenging and engaging learning experience that is connected to the learners perspective? How do I create an authentic understanding that learners are becoming more effective at something they value? 31
Inclusion Attitude Meaning COMPETENT!
What did you learn today that can make you more effective at what you value? Thank you for your participation! Raymond and Margery
References Adams, M., Bell, A. L., and Griffin, P. (eds.), Teaching for Diversity and Social Justice: A Sourcebook (2nd ed.). New York: Routledge, 2007. Bandura, A. Self-Efficacy: The Exercise of Control. New York: Freeman, 1997. Brophy, J. Motivating Students to Learn (2nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2004. Hutchings, P. Using Cases to Improve College Teaching: A Guide to More Reflective Practice. Washington, D.C.: American Association for Higher Education, 1993. Ginsberg, M. B., and Wlodkowski, R. J. Diversity and Motivation: Culturally Responsive Teaching in College (2nd ed.). San Francisco: Jossey-Bass, 2009. Johnson, D. W., and Johnson, F. P. Joining Together: Group Theory and Group Skills (9th ed.). Boston: Allyn & Bacon, 2006. Keeton, M. T., Sheckley, B. G., and Griggs, J. K. Effectiveness and Efficiency in Higher Education for Adults: A Guide for Fostering Learning. Dubuque, IO: Kendall Hunt, 2002. MacGregor, J. Learning Self-Evaluation: Challenges for Students. In J. MacGregor (ed.), Student Self-Evaluation: Fostering Reflective Learning. New Directions for Teaching and Learning, no. 56. San Francisco: Jossey-Bass, 1994. Ogle, D. The K-W-L: A Teaching Model That Develops Active Reading of Expository Text. The Reading Teacher, 1986, 39, 564 576. Voss, J. F. Problem Solving and the Educational Process. In A. Lesgold and R. Glaser (eds.), Foundations for a Psychology of Education. Hillsdale, N.J.: Erlbaum, 1989. Wlodkowski, R. J., and Ginsberg, M. B. Teaching Intensive and Accelerated Courses: Instruction That Motivates Learning. San Francisco: Jossey-Bass, 2010. 34
Questions and Discussion
Upcoming Sessions
Final Thoughts Evaluations Certificates of Participation 37
Thank you! CONTACT INFORMATION WileyLearningInstitute@wiley.com Spring 2012 event information www.wileylearninginstitute.com