Agenda for Whole-Day Staff Development on Motivation I.

Introduction: Pike Place Fish video and activities Approximate time: 1+ hour Christine Zazueta II. Teacher (Adult) Motivation: PowerPoint presentation and activities Approximate time: 1 hour Julianne Puchalsky III. Motivational Constructs: PowerPoint presentation and activities Approximate time: 1 hour Sandra Rosmaryn IV. Motivating Readers Through Integrated Instruction: PowerPoint presentation and activities Approximate time: 1 hour Sherry Weimer V. Motivating Effective Teachers: PowerPoint presentation and activities Approximate time: 1 hour Paula Benitez-Rivera IV. Conclusion: (Approximate time: 10 minutes) Each teacher will be given a die-cut key on which to write one important idea or concept gleaned from the day. Before leaving, teachers will fill out an evaluation form of the in-service presentation.

Motivation Presentation By Christine Zazueta

20 minutes: We start by having the staff break into groups of 5 or 6. We have them write on chart paper what motivates them to be good teachers. We then tape them on the wall and tell the class that we will come back to them after we view a video.

30 minutes: We are going to view a video on motivation. A few years ago a fish market owner in Seattle decided to find a way to motivate his employees to make their jobs interesting while increasing sales. He decided to interact with his employees and set about to empower each of them to become leaders within the workplace. This fish market, Pike Fish Place, has become world famous. People come from all over to enjoy the experience of being served and appreciated while at the time the employees entertain them with their antics.

10 minutes: After the video we go back to the charts and compare what we saw on the video to what they wrote down. We discuss the creative principles that each employee has and how we can apply them to our teaching.

5-7 minutes: We then practice to become fishmongers by getting a piece of paper and catching a stuffed fish. We throw the fish and whoever catches it has to share an idea that can motivate the students now that they are MOTIVATED teachers themselves.

TEACHER MOTIVATION
by Julianne Puchalsky

MOTIVATION
j A CONCEPT (OR CLUSTER OF

CONCEPTS) THAT ATTEMPTS TO EXPLAIN WHY TEACHERS BEHAVE AS THEY DO. j UNDERSTANDING WHY TEACHERS BEHAVE AS THEY DO IS VITALLY IMPORTANT TO HELPING STUDENTS LEARN.

HOW TO UNDERSTAND BEHAVIOR

j NEEDS (wants and desires) j PERCEPTIONS (assumptions, beliefs about

reality) j SELF-CONCEPT (self-esteem, self-worth) j SELF EFFICACY (power) j AFFECT (feelings, fears, and doubts) j LOCUS OF CONTROL j CULTURAL AND SOCIAL VIEWS j ATTITUDES j OTHER PSYCHOSOCIAL FACTORS

NEEDS
PHYSIOLOGICAL NEEDS food, air, sleep, activity SECURITY NEEDS protection from physical harm, continuing income and employment SOCIAL NEEDS sense of belonging and membership SELF-ESTEEM NEEDS individuals self-worth and self-confidence SELF-ACTUALIZATION sense of accomplishment, reaching ones potential

PERCEPTIONS AND ASSUMPTIONS

j TEACHERS BEHAVE IN A WAY THAT

MAKE SENSE INCLUDES THEIR OWN SELFPERCEPTION AND PERCEPTION OF THE SITUATION AND PEOPLE INVOLVED j TEACHERS WILL BEHAVE ACCORDING TO THESE ASSUMPTIONS AS BEING TRUE REGARDLESS IF THEY ARE OR NOT

SELF-CONCEPT
j LEARNED FROM OUR

INTERPRETATIONS OF HOW OTHERS TREAT US. ONCE EVOLVED, SELFCONCEPT TENDS TO BE SELFPERPETUATING GUIDING OUR INTERPRETATIONS OF NEW EXPERIENCES AND INFORMATION AND OUR REACTIONS TO AND INTERACTIONS WITH OTHERS.

SELF-CONCEPT
ADULTS TEND TO SEE THEMSELVES AS AUTONOMOUS, SELF-DIRECTING, SELF-RESPONSIBLE, INDEPENDENT PERSONALITIES. ADULTS HAVE A VERY DEEP PSYCHOLOGICAL NEED TO BE TREATED WITH RESPECT (THEY WILL AVOID, RESIST, AND RESENT BEING TREATED LIKE CHILDREN)

MOTIVATING LEARNERS
j TEACHERS ENHANCE LEARNING

EXPERIENCES BY: j AT THE BEGINNING: j ATTITUDES WHAT CAN I DO TO ESTABLISH A POSITIVE LEARNER ATTITUDE TOWARD THIS EXPERIENCE? j NEEDS HOW DO I BEST ADDRESS THE NEEDS OF THIS LEARNER?

MOTIVATING LEARNERS
j DURING THE LEARNING PROCESS: j STIMULATION WHAT ABOUT THIS

LEARNING EXPERIENCE WILL CONTINOUSLY STIMULATE THE LEARNER? j AFFECT HOW IS THE AFFECTIVE OR EMOTIONAL CLIMATE FOR THIS LEARNING EXPERIENCE A POSITIVE ONE FOR THE LEARNER?

MOTIVATING LEARNERS
j AT THE END OF THE PROCESS: j COMPETENCE HOW DOES THIS

LEARNING EXPERIENCE INCREASE OR AFFIRM THE LEARNER FEELINGS OF COMPETENCE? j REINFORCEMENT WHAT IS THE REINFORCEMENT THAT THIS LEARNING EXPERIENCE PROVIDES FOR THE LEARNERS?

EMOTIONS
j RECOGNIZE WHAT WE FEEL j DONT SAY YOU HURT MY FEELINGS. j SAY I HURT MY FEELINGS BECAUSE OF

THINGS I TOLD MYSELF ABOUT YOUR REACTION TO ME. j DONT SAY I CANT HELP THE WAY I FEEL. j SAY I CAN HELP THE WAY I FEEL AND I HAVE CHOSEN TO BE UPSET.

EMOTIONS
j AVOID YOUR ERRONEOUS ZONES
j (9 WAYS TO GUARANTEE TO MAKE YOURSELF MISERABLE)

j APPROVAL SEEKING j LIVING IN THE PAST j GUILT AND WORRY j FEAR OF THE UNKNOWN j THE TYRANNY OF THE SHOULDS j DEMAND FOR JUSTICE j PROCRASTINATION j DEPENDENCY j ANGER

EMOTIONS
jYOUR EVALUATING

THOUGHTS jCHANGE HOW YOU FEELjBY CHANGING THE WAY YOU THINK: jYOUR PRECEPTIONS jYOUR EMOTIONAL FEELINGS

RATIONAL THINKING
j BEHAVIOR IS RATIONAL WHEN: j YOU THINK ON OBJECTIVE REALITY OR ON j j j j

THE REAL FACTS OF THE SITUATION IT ENABLES TO YOU TO PROTECT YOUR LIFE IT ENABLES YOU TO ACHIEVE YOUR GOALS MORE QUICKLY IT ENABLES YOU TO KEEP OUT OF SIGNIFICANT TROUBLE WITH OTHER PEOPLE IT ENABLES YOU TO PREVENT OR QUICKLY ELIMINATE PERSONAL EMOTIONAL CONFLICT

SELF-CREATION PRINCIPLE
j EVERY BEHAVIOR OR ACT RESULTS IN

STRENGTHENING THE MOTVE OR ATTITUDE BEHIND THE ACT. j (ACT RESENTFUL- BECOME MORE RESENTFUL) j EVERY PERSONAL FEELING, ATTITUDE TOWARDS OURSELVES AND OTHERS IS PUT THERE BY US. j ACT ON ONLY IDEAS AND FEELINGS THAT WE WANT TO LIVE WITH

PLANNING FOR SELF-CHANGE

j START WITH A SELF-EXAMINATION j IS IT HELPING YOU OR SOMEONE

ELSE? j DONT TALK ABOUT YOUR FEELINGS, INSTEAD TALK ABOUT SPECIFIC THINGS YOU ARE DOING. j DONT ASK, WHY? j DEAL WITH PRESENT BEHAVIOR, NOT THE PAST.

PLANNING FOR SELF-CHANGE

j SELECT A SMALL AREA TO CHANGE: j BE POSITIVE! j SET REALISTIC ACHIEVABLE GOALS! j STATE SPECIFICALLY WHAT BEHAVIOR IT

IS YOURE GOING TO DO j ESTABLISH A REPETITIVE PLAN OF ACTION! j DO IT!

FINISH EACH DAY AND BE DONE WITH IT. YOU HAVE DONE WHAT YOU COULD. SOME BLUNDERS AND ABSURDITIES NO DOUBT CREPT IN; FORGET THEM AS SOON AS YOU CAN. TOMORROW IS A NEW DAY; BEGIN IT WELL AND SERENELY, AND WITH TOO HIGH A SPIRIT TO BE CUMBERED WITH YOUR OLD NONSENSE. THIS DAY IS ALL THAT IS GOOD AND FAIR. IT IS TOO DEAR WITH ITS HOPES AND INVITATIONS TO WASTE A MOMENT ON THE YESTERDAYS .
-RALPH WALDO EMERSON

MOTIVATIONAL CONSTRUCTS
Influences on reading frequency and performance
By Sandra Rosmaryn

Ability and Efficacy Beliefs:

Student concerns regarding their ability to succeed at task
j Ability belief Evaluations of ones competency regarding task j Expectancies Ones sense of how well they will do on a task j Efficacy beliefs Ones belief that they can accomplish the task.

Ability and Efficacy Beliefs: Student concerns regarding their ability to succeed at task

When children believe they are competent and efficacious at reading they should be more likely to engage in the activity.
Guthrie and Wigfield (1997, pg. 16). *Group Discussion (5 min): Discuss classroom practices that help to give students a sense of competence and efficacy in reading.

Subjective Task Values:

Learners incentives for choosing whether or not to read
j Interest value Do I or will I like this task? j Attainment value How important is this task to me? j Utility value How useful is this task to me?

Subjective Task Values: Learners incentives for choosing whether or not to read

Quote: Students valuing of reading may be one of the more important predictors of their engagement in reading activities.
Wigfield (1997, pg. 17)
*Brief open-discussion: How can teachers increase the likelihood of students valuing reading and reading related activities?

Achievement Goals:
Learning vs. Performance

j Learning or Task-Involved Goals

Desire to learn activity Learner challenging self

j Performance or Ego-Involved Goals

Desire to outperform others and look smart Learner chooses activities that they know they will succeed in (less challenging) Generally more socially motivated

Achievement Goals: Learning vs. Performance Wigfield (1997, pg. 18) asserts that learning goals should be emphasized in reading instruction. Why? Children focusing on learning choose challenging tasks and are more concerned with their own progress than with outperforming othersChildren who have learning goals will be more likely to maintain positive motivation in school. (1997, pg. 18)

Extrinsic vs. Intrinsic Motivation

j Extrinsic Motivation External reasons for engaging in an activity Told to do activity Get good grades Look good, outperform others
*Less likely to continue activity outside of original context (outside of classroom) *Learner tends to have more of an egoinvolved goal orientation

Extrinsic vs. Intrinsic Motivation

j Intrinsic Motivation Curiosity and desire to engage in an activity for its own sake Genuine interest in activity Desire for mastery Enjoyment of challenge
*Continuing motivation outside of the original setting *Learner tends to have task-involved goal orientation

Intrinsic Motivation and Flow

j One indicator of intrinsic motivation is the

learner becoming completely absorbed in the activity. Mihalyi Csikszentmihalyi (1997) refers to this total involvement in an activityto the point of becoming lost in the activityas Flow or optimal experience.

Intrinsic Motivation and Flow

j An optimal experience or flow is

characterized by:
Match between level of challenge and level of skill Mental enjoyment of activity for its own sake Deep concentration and focus Lost or distorted sense of time Feeling of control A person experiencing flow is completely engrossed in the activity, and may be oblivious to their surroundings and time. Whatever one does becomes worth doing for its own sake. (Csikszentmihalyi, 1997, pg.32)

Intrinsic Motivation and Flow Quick Write Spend five minutes writing about an activity you have engaged in, from which you experienced flow. Tell about how you felt after the activity. Discussion (5 min.) In your groups discuss why and how reading would be conducive to the flow experience.

Motivational Constructs and Classroom Practices:

What should teachers do? j Allow for student input and choice. j Gear instructional activities to student interest. j Allow for interaction among students of varying levels. j Help students set specific, attainable reading goals.

Motivational Constructs and Classroom Practices:

What should teachers do?(cont.) j Give many opportunities to succeed at challenging tasks. j Help match challenge level of task to student skill level. j Plan higher level thinking (more complex) activities as opposed to standard operations and procedures. j Integrate instruction.

Motivational Constructs and Classroom Practices: What should teachers do? Activity: Reflect on the preceding bulleted suggestions for teachers. Where and how could you implement the suggestions in your own classroom. Work with a partner or independently to jot down ideas for each. (10 to 15 minutes) Discuss ideas in groups. Choose a speaker from your group to share a couple of your ideas. (5 to 10 minutes)

References
Csikszentmihalyi, M. (1997) Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books (A Member of Perseus Books, L.L.C.) http://www.harpercollins.com Wigfield, A. (1995) Dimensions of Childrens Motivations for Reading: An Initial Study (Research Report No. 34) Athens, GA: National Reading Research Center. Wigfield, A. (1997) Childrens Motivations for Reading and Reading Engagement. In Guthrie, J.T. and Wigfield, A. (Eds.) Reading Engagement: Motivating Readers Through Integrated Instruction (pp. 14-33).Newark, DE: International Reading Association.

Motivating Readers
Through Integrated Instruction by Sherry Weimer

Why integrated curriculum?

j Integrating curriculum into rich content

studies is supported by research on reading engagement.

Carol Minnick Santa (1997. Guthrie and Wigfield, p. 229).

Integrating curriculum is a key factor for creating environments for literacy engagement.
j Students who were involved in a fully integrated

curriculum and read high-quality literature about science topics did significantly better on all literacy measures than students who read basal and science texts only.
Morrow and Guthrie, 1995.

What is Integrated Curriculum?

j An integrated curriculum is one that

transcends the boundaries imposed by traditional subject groupings. It allows students to move across disciplines as they learn more about their world.

Key Characteristics
j Inquiry based Structured according to the principles of inquiry teaching and learning j Understanding driven The ultimate goal is to enhance students understandings about the world in which they live

Significant Content
j Relevant and purposeful j Engages students more effectively j Empowers students to be successful in our

increasingly complex and changing world

Activity
j Individually, write down ideas that come to mind

when you think of the term integrated curriculum. j Share your ideas in groups of three and come up with a working definition that includes all of your ideas. j Meet with another trio and share definitions. Combine your ideas for a new working definition. Write definition on chart paper. j Display and underline common key words and phrases. Discuss.

Choosing Content for Integrated Curriculum

j Integrated curriculum can only be effective

if it is centered around a worthwhile content. j We must ask ourselves, Whats worth teaching? j Successful integrated curriculum contains issues and ideas that are relevant and significant to students lives.

The Big Picture

j The key to a good topic selection is to

choose a universally recognized big idea that is worthy of students attention. j Examples of big ideas include adaptation, change, community, cycles, diversity, energy, environment, human rights, interaction, patterns, resources, survival, time, and work and leisure.

Host Content Areas

j Provide a focus for integrated units by

linking topics to host content areas.

Social education Environmental education Science Health Technology

Activity
j Make a list of topics you have taught in

the past. j Show:

Which concepts might be addressed through the integrated unit topics Which topics could be developed into integrated units Which topics could be developed as literature units Which topics are not worth doing

Long-term Planning
j Long-term planning helps to ensure

balance, depth, and adequate resources. j Steps to long-term planning:

Purposeful planning takes sustained blocks of time Use rich content as a starting point Effective planning is informed by knowledge of students interests, needs, and learning styles Team planning provides support and creativity

Continuing Activity
j Form planning teams j In your planning team, select one significant

topic to plan together j Draft a set of understandings about the topic j Draft a sequence of activities to develop j Share your integrated unit of study at the next staff development meeting

References
Guthrie, John T., Wigfield, Allan, editors. (1997). Reading engagement: motivating readers through integrated instruction. International Reading Association, Inc. Kovalik, Susan. (1994). Integrated thematic instruction: the model. Kent, WA. Books for Educators. Murdoch, Kath and Hornsby, David. (1997). Planning curriculum connections. Australia. Eleanor Curtain Publishing.

Motivating
Effective Teachers
By: Paula Benitez-Rivera

Motivating teachers should be the impetus of school improvement. Much talk is heard on effective schools, but if school improvement depends, fundamentally, on the improvement of teaching then.. ways to increase teacher motivation and capabilities should be the core process upon which efforts are made toward a more effective focus

Best Teachers continuously ask themselves what they are doing and why.
Rosenholtz, 1989; Zehm & Kottler, 1993

Identifying some general characteristics of effective teaching seems useful to facilitating and understanding why the sources of school effectiveness are important.

We, as teachers, have the capabilities of doing the following:

j Optimize academic learning time j Reward achievement in appropriate ways j Utilize interactive teaching practices j Hold and communicate high expectations

for student performance j Select and use appropriate types of instruction

In addition to these a teacher should be

j caring enough to know

when his/her selected program isnt meeting the needs of his/her students. j Flexible enough to make the necessary changes to make these accommodations

Exemplary teachers appear able to

integrate professional knowledge,
(subject matter and pedagogy)

interpersonal knowledge (human relationships), and.. Intrapersonal knowledge (ethics and reflective capacity)

Group Activity
j Break up into 3

groups to discuss the areas of integration of exemplary teachers to answer why they are an important factor

Motivation can be the main ingredient in good teaching

How can one tell? With a simple turn of the key

Key Makers
By Ann Johnson-Tomaszewski

Some people see a closed door and turn away Others see a closed door and try the knob. If it doesnt open They turn away. Still others see a closed door and try the knob. If it doesnt open, they find a key. If the key doesnt fit. They turn away. A rare few see a closed door and try the knob. If it doesnt open, they find the key, and if they key doesnt fit..they make one!!!