Module #3

                                       

                                                            Module 5: 

Chapter 12: Motivation in Learning and Teaching

Summary: 

     In Chapter 12 there were four traits that stood out to me, motivation, goals, learned-helplessness, and self-worth, which I believe are of utmost importance. Woolfolk begins by writing about motivation. She declares, "motivated students put out more effort, persist longer, learn more, and score higher on tests" (pg. 462). There are three types of motivation, Amotivation, intrinsic motivation, and extrinsic motivation. 

     - Woolfolk states, "Amotivation is a complete lack of any intent to act- no engagement at all" (pg. 463). 

      - Intrinsic motivation is where we naturally "seek out and conquer challenges as we pursue personal interests and exercise our capabilities", with the positive reinforcement being satisfaction over the accomplishment itself (pg. 463). 

      - Extrinsic motivation is when we receive rewards like earning a good grade, points for being good, or avoiding punishment and only care about the activity because it will get them some reward or prohibit a negative reaction (pg. 463). 

     Another important trait Woolfolk discusses is goals. Goals that enhance motivation and persistence are specific, elaborated, moderately difficult, and proximal that can be reached in the near future. Specific and elaborated goals provide the students with clear objectives that guide them in achieving those goals. Moderate goals may be difficult for some, but there are those who like the challenge. Proximal goals are good so that students feel they are accomplishing something (pg. 470).

     Goal orientation is why we achieve those goals. Woolfolk states there are four main goal orientations, mastery (learning), performance (looking good), work avoidance, and social (Dweck, 1986; Linnenbrink-Garcia & Patall, 2016; Schunk et al., 2014). Mastery (task, or learning) goals are the most common. Students who set mastery goals are more committed and persist even if faced with challenges (pg. 471). Work-avoidance learners are those who simply don't care to learn or do the work. Social goals are when a student tries to fit in with peers which are associated with a student's emotional well-being and self-esteem (pg. 472). 

     Learned helplessness is when one doesn't even try because they feel defeated already and believe they will fail. It can be devastating and if well established, it may be difficult to reverse. Students who feel helpless lack motivation which may cause cognitive deficits, and eventually emotional distress like depression and anxiety (pg. 480). 

     Self-worth is probably the most important trait and emotion one can poses. Woolfolk states that there are connections between, attributions, mindsets, ability, self-efficiency, learned helplessness, and self-worth. There are three factors that determine those traits. Mastery-oriented students, Failure-avoiding students, and failure-accepting students. 

     - Mastery-oriented students tend to set moderately difficult goals, but are self-confident and not fearful of failure, which makes for successful learning and positive self-esteem (pg. 480-481).

     - Failure-avoiding students don't challenge themselves. They tend to take the easy route with fewer risks because they fear failure which tends to self-handicap them that is more damaging all to protect their self-esteem (pg. 481). 

     - Failure-accepting students believe they lack the ability therefore they don't try. They adopt self-handicapping and self-defeating strategies, but Woolfolk states that teachers can develop learning tools or adjusting tests to help those who feel this way in order to avoid them becoming failure-accepting. 

Chapter 14: Teaching Every Student

Summary: 

     In Chapter 14 Woolfolk asks, "Are there particular characteristics that distinguish effective teachers from ineffective ones" (pg. 551). Teachers are designers, they create learning environments, develop teaching strategies, and activities, set goals for their students, and assess their learning progress (pg. 551). 

     Barach Rosenshine and Norma Furst (1973) received studies of teaching and they concluded that clarity was the most promising characteristic for effective teaching. Also, research has shown that enthusiasm are correlated with student achievement gains (Mkeller, Newmann) (Pg. 553). 

     Woolfolk tests research on Teaching strategies. They include:

     - Communicator

     - Effective use of time

     - proactive and caring

     - dear explanations

     - teaching meaning & guided independence

     - frequent checks for understanding 

     - curriculum aligned with learning goals & assessment

     She also discusses the classroom climate; 

     - Affective-Instructional Support - Emotional Support - Positive climate

     - Cognitive-Instrucitonal Support - Concept development 

     - behavioral-classroom organization - Behavior Management

     Grant Wiggins and Jay McTighe (2006) say you need a goal for your students. Simply having an instructional design with actively focused teaching but no goal may lead to learning being lost. Teachers need to be clear about why they need to learn the material (pg. 558). 

     Also, discussed were teaching approaches 

     - Rosenshine's six teaching functions

       1. Review and check the previous days' work

       2. Present new material

       3. Provide guided practice

       4. GIve feedback and correctives based on answers.

       5. Provide independent practice.

     Instruction:

     - Direct Instruction / explicit teaching

     - teaching basic skills, clearly structured knowledge, and essential skills

     - applies to essential subjects, science, math, computations, reading vocabulary, and grammar  

        rules (pg. 563). 

    

     Whether it be evaluating direct instruction, independent classwork, homework, or asking questions or deep questions, the most effective or best pattern for younger students and those who have lower abilities are simple questions that allow for a high percentage of correct answers. This provides the students with praise and encouragement. 

     For high-ability students, harder questions provide a challenge that stimulates their minds. Woolfolk also talked about group discussion, flexible grouping, adaptive teaching, technology, and differentiation (pg. 564-571). 

Chapter 15: Classroom Assessment, Grading, and Standardized Testing

Summary: 

     Assessments are "procedures used to obtain information about student performance". Measurement is an evaluation expressed in quotative (number) terms. Measurements are a derivative of assessments. They are scores, ranks, and ratings of those assessments (pg. 592-593). 

     There are many different types and levels of assessments. Classroom tests, unit tests, essays, portfolios, group projects, performances, oral presentations, videos, design, plans, journals, artwork, or clothes design (pg. 592-593). 

     Formative assessment occurs before or during instruction and the purpose is to guide the teacher in planning and adjusting instruction and to provide feedback to improve learning" (pg. 593).

     Interim assessments are regular intervals to "determine student progress and growth in an objective way (pg. 593). It is helpful in determining whether the student is progressing satisfactorily or needs further assistance (pg. 593).

     

     Summative Assessment, "occurs at the end of instruction. The purpose is to measure the students'  level of proficiency to determine whether they have learned the context and skills throughout the year (pg. 593).