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A scholastic article with many different ways to motivate middle school students. This article discusses whole school motivators as well as classroom motivation techniques. A quick read with many good techniques.

(Week 9: Tolulope Oladipo and Michelle Bear) This is a journal article that is available in Diigo. The link to the article is also provided below: The Real Versus the Possible: Closing the Gaps in Engagement and Learning. Retrieved from https://www.educause.edu/research-and-publications/books/educating-net-generation/real-versus-possible-closing-gaps-engagement-and-learning. This article explores the generations of learners, how we can utilize technology in learning, the discovery of education community and learning science. The authors discussed further educational Goals about learning, improving student's success, engagement and learning through people to people interaction, people and tools, using information technology device as a vehicle by which concepts are presented (such as using simulations, and animations), using collaboration and rich media communication to promote interaction an engagement. The author discusses how access to technology determines generation of learners, such as the Net generation. According to the authors, many students in the K-12 and post-secondary education do not have adequate access to advanced instructional technologies or the web. Despite the engagement created by technology-enabled interactive instruction, many students, teachers, do not have the requisite experiences. The authors went further that internet resources are not yet fully integrated into the day-t0-day classroom routine. The authors cited a finding that proposed that motivation is a key factor to learning, and that engagement and learning can be achieved through competency and control, curriculum, instruction, the organization, management of the schools and the environmental conditions. Furthermore, according to the authors, the Board on Children, Youth and Families 2004 National report recommended that we can keep young people in school and making learning worthwhile by forming a good connection between learners and the context in which learning occurs. We sh

This article addresses the impact of praise on students. It is most often considered motivational and effective, but depending on its use, can do more harm than good. Willingham writes of several stipulations for effective praise. It should be sincere and spontaneous, earned, and focus on process, not ability. Several studies are described to demonstrate a link between praise and motivation. It can produce greater interest in an activity, which may be quickly lost if praise is no longer present. As students mature, they are more likely to consider the implications of praise. If it is given for a menial task, or a task in which the student has not done quality work, they tend to feel that the teacher requires or expects less of them, which speaks to their perception of potential personal success. Willingham writes, "by not criticizing substandard work, the teacher implicitly says, "i believe that you are not capable of anything better". The effects of praise are also affected by student resilience. If a student believes that his current ability can not be improved, then a failure to solicit praise is corroboration of his lack of intelligence. A student who believes abilities can be strengthened, may see it as a sign that he should keep working. In considering how motivation impacts assessment grades, we must keep in mind that it is possible for motivation to transcend the activity itself. Praise and other teacher interactions can play an important role in shaping the learning attitudes of students as well.

This is an AWESOME article for our group! Motivation is a key element in our exploratory question and praise can play an important role. What I found interesting is that praise can be good or bad for student motivation purely based on how and when it is used. Some of the situations were fairly obvious, such as being sincere with the praise especially with the older kids. I know my students know when they put forth effort so it would be damaging to praise them when they have not. The element that I found to be surprising was the suggestion to complement the "process, not ability." I have been guilty of praising finished products rather than how the work was done.

Week 7 This reading is discussing the use of rewards in teaching and education. It discusses the effects on motivation and if the behavior being rewarded will continue if the reward is removed. Depending on how you interpret this article, you can use rewards in the most effective way to change the targeted behavior or remind yourself that that you can aid students in discovering self motivation by rewarding them with praise.

Teachers often offer rewards for good work, but Willingham speaks of their potential dangers. Rewards must be used with care, only if necessary, for a specific reason, not as a constant. In an attempt to encourage desired behaviors, they could produce the opposite effect if an expected reward is outside of reach. Rewarding a student for the act of producing rather than for producing a quality product, can also lead to lack of motivation and interest in learning. The system can also backfire is the offered incentive is not a desired reward. Though it seems intuitive and effective short term to offer rewards, this article presents some great points for the thoughtful educator in pointing out that rewards can be used effectively, but may also be more trouble than they are worth.

I like the idea presented in the article that grades can be construed as rewards for students. At first I sort of rolled my eyes (internally) at the idea, but the way the article described rewards actually made it meaningful to me. The article says that rewards (when used) should be "Desirable, Certain, and Prompt" to be effective. For grades to motivate students, they should be desirable (i.e. the intrinsic reward of good grades should already be ingrained), the grades need to be Certain (that is, the students need to have clear ideas of what it takes to earn an "A" or "B" etc) and must be Prompt (students tend to fail to see the correlation between effort and grades if they are given feedback on work days or weeks after the assignment is performed). The idea of promptness really stood out to me because contractually, I am required to update grades for students every 2 weeks. I always found that to be woefully inadequate for students to learn from their assessed work. I want students to be able to learn from mistakes they make on their assignments, but often seeing a grade value weeks after the attempt is made is similar to the 'ice cream' example in the article. Having a grade with feedback a day after they make an attempt will make the student feel more 'attached' to that grade and be more likely to fix it. For a graded assignment that was done long ago, students may see it as a more detached product and less likely to care about making corrections.

This article discusses the need to create a physical education program that is student-centered as well as standards based. The authors briefly discuss the Integrative Model for Learning and Motivation. This model focuses on three psychological that need to be present in the learning environment for students to achieve: autonomy; competence; relatedness. The thoughts expressed in this brief discussion can be used in all classes to help create an optimal learning environment that motivates students to learn.

Intrinsic motivation is clearly an issue with students in our data. The data shows that they often choose not to participate in assessments, which clearly demonstrates that there is no motivation from within to receive good grades. The models discussed in the article can be used in all classrooms, not just P.E.

Week 9: Melissa and Claire This journal article is accessible thought the link given above by accessing the UMUC library This article was about how a randomized experimental design was used to examine the effects of a digital formative assessment tool on mathematics achievement and motivation in the classroom. Experimental schools used a digital formative assessment tool while control schools used their regular teaching methods and materials. The data used included standardized achievements pre-posttest data, student motivation survey data, classroom data observation data, and student log files. The results of the tests revealed positive effects on student achievement and motivation. The digital formative assessment tool positively impacted achievement and motivation. It also helped teachers to differentiate instruction. The more the students used the digital tool the higher their achievement and motivation for mathematics improved. Reference: The effects of a digital formative assessment tool on mathematics achievement and student motivation: Results of a randomized experiment By: Janke M Faber, Hans Luyten, Adrie Visscher Doi:10.1016/j.compedu.2016.12.001

This article discusses the need for implementation of student-involved classroom assessment to aid in closing the achievement gap. The authors discuss how motivation occurs at both ends of the spectrum for learners; high achieving learners are motivated by their continued success while low achieving learners are motivated to give up as they have had few to little successful experiences in the classroom. The article goes on to discuss three methods of embedding students into the learning process that will prove to help them take ownership of their learning experience. The first is student involved classroom assessment. This tool allows students, "under the careful management of their teachers," to give input into how they will be assessed in the classroom. The second is student-involved record keeping. Here students are responsible for tracking their progress, allowing them to see and take charge of their personal growth in the classroom. Finally, student-involved communication is discussed. Students have the opportunity to advocate for themselves in setting such as parent/teacher conferences. The article also discusses four conditions that are necessary, in the opinion of the authors, to assist in closing the achievement gap.

I enjoyed this article, Jason, especially the premise that essentially enforcing the idea that students are underachieving as a whole by a set of arbitrary test scores can, consequently in some empirical cases, produce negative self-fulfilling prophecies in students' beliefs. This promotion of subconscious failing, if replicated and shown to be universally significant, holds dramatic implications. Looking back on my own experiences, Jason, I can remember the pride that I constantly felt in elementary school because we were known to be the leaders in our county; conversely though, if that were not the cause, I think it would be fair to conjecture that a pall of hopelessness may have replaced my academic banner of proverbial pride and high morale.

Short article with different motivation techniques for students who don't seem to care about completing work. Includes 5 techniques, such as create challenges that students can master, that are easy to implement.

This article is perfect for our group! We have identified that student participation has had a major impact on student reading, writing, and test scores and that motivation is one of the key elements that needs to be addressed. The first two techniques are of particular interest to me. Students certainly would benefit from knowing the long term benefits of their work. I think just a simple, "what do you want to do for a living once you are out of school?" can go a long way. If a student knows that he/she needs to pass the English PARCC in order to graduate and enter the field of their choice, they are more likely to take it seriously. The idea of creating "challenges that students can master" is a good one as well. I've noticed with my students that they are less likely to attempt work if they believe that they do not have the ability to do it. Introducing the material incrementally can build up their confidence and lead to future success.

Motivation is a major issue in increasing participation as related to my group's exploratory question. This article discusses how integrating technology into the classroom can help improve student motivation and participation.

I agree that this is a great article for us to use when addressing our exploratory question. Motivation is certainly a key piece with students attempting their work. I do like the concept of "Presenting to a Larger Audience" as it inspires students to compete and to do well as there more eyes on their work. Integrating multimedia into the core curriculum would be beneficial as well, though would be difficult to implement in schools that have limited technological resources.

Good pedagogy prescribes that effective programs "meet students where they are." For middle-school students, this means meeting them in adolescence. Adolescents are more concerned with social norms and more susceptible to peer influence than younger children. Additionally, the fact that these youth are still struggling after years of reading instruction suggests that their motivation to persist at reading is likely to have suffered. To fully support and engage such adolescents, reading programs must leverage social processes and include explicit support for motivation and strategy use.

Project based learning is a great tool to motivate students by relating lessons to real world issues. This article provides project examples and benefits of project based learning and why it should be a part of classrooms.

Week 9: Daniel Light presents this article about keeping students engaged while in Math. It is so important to keep your students engaged while learning. When students are engaged, they are more likely to stay focused and motivated while learning. Thus, students will retain the information because they are focused and motivated. Daniel Light provides strategies to do this in math class.

This is a scholarly article on the students perceptions of the climate in the gym and how it enhances their goals in physical education. It is interesting because there are times that we all have bad days, but we can't let that effect the climate of the gym if we want our students to be and feel successful!

Personal relevance examples are given in order to make lessons and information meaningful for students. Personal connections to material will help retention of material as well as motivate student willingness to learn.

One thing that came to mind when I read this article was a technique of vocabulary instruction that my school has been using for the past few years. It is called the "Marzano" method of instruction (named after Robert Marzano) which asks students to give their own impression/explanation of a new term before it is used in class. I often like using this technique for vocabulary in Physics that has a contemporary meaning aside from how we will be using it in our course. One great example is "Resistance" in circuitry. I will ask the students (as per the Marzano method) to write down a description or explanation of this word, then I will go around and record the results from random students around the room. The 'group' consensus definitions are then combined to come up with the 'official' or 'technical' definition of the word. It's amazing to see how many students have odd connections to words that help explain the science meaning of the word. Once I had a student bring up the idea of resistance meaning a "rebellion" or "uprising" of sorts. In electrical terms that is not the 'true' definition, but having the students visualizing the electric conductor 'fighting back' against the electron flow can easily guide students to the more appropriate usage of the word. This way, students can see that these 'new' terms are ones that they already have an inkling of understanding for. Their understandings are not useless, but rather need to be expanded upon as we learn more about our content.

This seems a really excellent support for the PBL model of instruction - providing real-world context to the material of a class motivates learning, and allows students to activate prior knowledge. See also the another edutopia article: http://www.edutopia.org/project-based-learning-student-motivation

This is an interview of Michael Horn who is an advocate of Blended Learning. In his interview he deals with the topics of student motivation and the use of blended learning to close student learning gaps.

This article provides detailed background information regarding explicit writing instruction, especially regarding students with special needs such as ADHD, but the strategies discussed can be adapted and used with all learners regardless of ability or grade level. The article begins with a focus on strategies for providing students with motivational contexts for their writing as well as making writing a routine that they enjoy. The rest of the article is divided into sections based on students' ability/age level (basic skills, revising and editing, and motivation). This article discusses strategies that can help address teachers address students' learning gaps in elaboration and explaining their ideas fully in expository writing tasks. Be sure to click "Single Page" at the bottom right of the article so you can see the entire article on one screen, and explore the links to the left of the article for more information about writing instruction for different populations!

An informative and engaging article that provides eight solutions to tackling the achievement gap.  It is well organized and written with clear reasoning for each solution.

I really enjoyed this article. As a new instructor I am constantly looking to engage my adult students. Through my instruction, making that personal connection is so important. Once you make that personal connection I find that students start making a personal connection with their assignments as well. I find having a non-academic conversation at the beginning of class can help the students feel involved classroom citizens.

This article really gives great advice on how teachers can help close the achievement gap by changing small things they do in the classroom. The two things that stuck out to me was allowing more time and progress monitoring. Sometimes time is all a student needs to succeed. When students feel rushed they end up just picking whatever answer they think is right or just something to complete the assignment. Allowing students to return to their unfinished work could really help students concentrate knowing that they don't have to rush to finish an assignment. As far as progress monitoring goes, it helps when the teacher really cares about making sure the students are on the right track and that their parents are aware of the work they have completed or would need to complete to get them on track.

Week 8: In our Data Action meeting we discussed intructional strategies involving simulation and games. This article explain some advantages and fears for educators implementing games into their lesson plans. Matthew Farber Social Studies Teacher, Ed Tech Leadership EdD Candidate, Author In the fall of 2014, the Joan Ganz Cooney Center at Sesame Workshop (a nonprofit founded by Sesame Street creator Joan Ganz Cooney) assessed the impact of the gaming in school settings.

Initially, I was very hesitant to buy into learning through online games. I know that children today spend so much time in front of screens, and I didn't want to contribute to this obsession (for some children it does border on that). I did see that BrainPop, a site which I use frequently, introduced GameUp and Spotify. I figured if BrainPop was okay with gaming for learning, then I had to give it a try. Well, my students will now beg for BrainPop and will do evey activity, quiz and graphic organizer associated with a lesson in order to get to sortify. What a great tool. I am now a firm believer.

I too see the benefits of using these online games within instruction. The games provide students with a means of engagement that we often struggle to provide students. With the growth of technology, students are becoming more in-tune with new technology and are using it more often at home. By connecting technology to instruction, we are able to meet them in the middle. There are so many tools available online that it's a shame not to use them!

Students, by the time they are in high school, should hopefully be able to motivate themselves and be ready to take higher math classes like algebra, geometry and statistics. Unfortunately, in our American society many people have a fear of math and numbers, suffer from a lack of motivation and rarely have a strong foundation to stand on for the math skills required by high school courses.