Curriculum and Motivation

Motivation

Hubbell (2008) explains that student motivation is one of the top reasons for using “21st century tools” (para. 1). She refers to Robert Marzano’s ideas on student motivation as she creates a list of steps for educators that can positively affect student motivation. She suggests providing students with:

· Feedback on their knowledge gain

· Tasks and activities that are inherently engaging

· Opportunities for students to construct and work on long-term projects of their own design (para. 5)

Hubbell (2008) emphasizes that schools should be exciting places for students and be 21st century learning environments accordingly, where:

· Games and activities (e.g. online tutorials/quizzes/games and whole-class activities using clickers) give real-time feedback to students (para. 7)

· Multimedia-rich resources and opportunities to collaborate with experts within and beyond the classroom exist; and that the tools are inherently engaging and emulate social interactions at home (para. 8)

· Teachers’ styles change as students take over and design long-term projects themselves (para. 9).

These views and suggestions also align with Turner and Paris’ (1995) Six C’s of Motivation, which include choice, challenge, control, collaboration, constructing meaning, and consequences (Wang and Han, 2001). As you consider the theories and views about motivation this week, make sure to attend to the following:

· The details about the Six C’s of Motivation presented at the Six C’s of motivation web site. Specifically, there are classroom examples and strategies for addressing the areas of motivation. See:  http://projects.coe.uga.edu/epltt/index.php?title=Six_C%27s_of_motivation

· The five lines of research and theory related to motivation described at Hubbell’s Research on Student Motivation web site, which include: drive theory, attribution theory, self-worth theory, emotions, and self-system. See:  http://erhubbell.wordpress.com/2008/01/04/research-on-student-motivation/

· The discussion stemming from Huffman’s Motivation-Intrinsic, Extrinsic, or Both? web site. The replies and comments posted include valuable perspectives about motivation by teachers and experts around the world. Visit the edutopia web page at:  http://www.edutopia.org/groups/personalized-learning/35517

Technology and Motivation

Reiners, Renner, and Schreiber (2005) conducted a review of the literature on technology and increases in student motivation, engagement, and interest. The concluded that “research demonstrates that the effective integration of technology into classroom instruction can positively impact student motivation, engagement, and interest in learning” (p. 3). A significant number of students report that computers make learning fun. The literature also revealed mobile devices, multimedia programs, software, laptops, interactive whiteboards, and games are effective learning tools.

If technology is so motivating and effective, why is not being used more? Chen (2010) writes that “when students are not motivated to learn, we owe it to ourselves not to merely blame those students and throw up our hands” (para. 2). Rather, he suggests that educators and concerned citizens should “conduct a closer diagnosis” (para. 2). Chen states that he believes “many students are bored because of the way they are being taught, with heavy reliance on reading textbooks, memorizing facts and figures, and listening to lectures over and over” (para. 2).

Chen (2010) claims that not only do students find digital learning to be motivating, but that today’s youth are “born digital” (para. 3). The digital and technology realm provides tools that make students active rather than passive learners; allow student choice in terms of “how to generate, obtain, and display information” (SRI International, n.d., para. 1); and offer authentic tasks; prompt goal setting and self-evaluation (para. 1). Moreover, SRI International (n.d.) states that in terms of technology use, “the most common-and in fact, universal-teacher-reported effect on students was an increase in motivation” (para. 4). Coupled with this is their observation that both teachers and students “are sometimes surprised at the level of technology-based accomplishment displayed by students who have shown much less initiative or facility with more conventional academic tasks” (para. 4). Further, SRI International (n.d.) find that effective technology implementation in the classroom leads to students’ higher self-esteem and success, increased collaboration and cooperation among students and teachers, students’ accomplishments of more complex tasks, and increased use of outside resources (e.g. satellite broadcasts) to enhance instruction.

One downside to technology is that students can get too entangled in issues, such as type font or audio clips, and “pay less attention to the substantive content of their product” (para. 15). But, educators can develop strategies and be more proactive in countering these kinds of time management issues. In technology-rich course environments, it clearly becomes necessary for the instructor to take on more of a facilitator role to structure, orchestrate, and assist learners in using technology. Students are motivated to be more active in the instructional process

For middle school aged students, McGraw-Hill Companies (n.d.) explain that they are motivated by experiential learning activities and “learn best when they are actively engaged with the content” (para. 3). They claim middle schools that “develop challenging curricula of an exploratory nature are emerging as models in the field of technology” (para. 2); and that “when students participate in hands-on, inquiry-based learning, they develop lasting skills that often translate into higher levels of student achievement” (para. 3). As for planning for success, McGraw-Hill Companies (n.d.) suggest teachers make sure:

· Lessons align with national and state standards

· Ample time has been allotted for instruction

· Necessary resources are available (e.g. computer lab, internet, etc.)

· Alternative assessments have been developed (para. 6)

Technology options include WebQuests, digital portfolios, and E-pals.

Notice the specific guidelines and rationales for implementing technologies as you read the entire article Using Technology to Motivate Middle School Students at the McGraw-Hill Companies Teaching Today web page. Visit:  http://teachingtoday.glencoe.com/howtoarticles/using-technology-to-motivate-middle-school-students  . Excellent details and explanations are provided for using technology to motivate middle school learners.

Curriculum and Inquiry

As you consider personalizing and individualizing instruction for learners, the notions of curriculum, standards, and benchmarks may seem in opposition. But, Powell and Kusuma-Powell (2011) clarify that “clear and coherent learning standards need personalization, and vice versa” (p. 81). They go on to elucidate:

High-quality curriculum ensures that what we are focused on in the classroom is worthy of student time and attention, that the content is meaningful and relevant, and that our approaches are intellectually challenging. Personalization ensures the invitation to access the high-quality curriculum is extended to all learners. Benchmarks of student achievement provide clear attainment targets for teachers; personalized learning provides a multitude of paths for learners to reach those targets (p. 81).

Powell and Kusama-Powell (2011) point out that the relationship between standards and personalization/differentiation is mutually supportive, but a “strong curriculum comes first” (p. 81).

As you read the Powel and Kusuma-Powell (2011) assigned chapter this week, this note chart may be helpful as you extract key points from the text.

CHAPTER 3 TOPIC	NOTES
Curriculum-Knowledge is Tentative
Curriculum-Too Much Content?
Curriculum Revolution
Teaching Primary Concepts
Framing Essential Questions
Planning Instruction-Backward Design
Inquiry Activities

Final considerations for curriculum include what to include and not to include. Powell and Kusuma-Powell (2011) espouse that some aspects of the curriculum are nonnegotiable. Based upon their points on p. 91-93, the following chart depicts what should and should not be personalized.

Nonnegotiable	Negotiable
Every student leaving high school should be able to write a well-organized and coherent essay	Individualized Education Plan (IEP)
Every student should learn to read (basic literacy and numeracy)	Assessment measures (but not assessment criteria)
AP or IB course exam should remain constant	Learning experiences
Every student deserves the richness and stimulation of primary concepts and essential questions