Raising teacher expectations, changing beliefs and enhancing

student achievementWorkshop 4

Welcome

Questions/ queries

Outline of the day’s programme

Workshop 4: Motivation, evaluation and student responsibility for learning

9.05: Review of last workshop 9.15: Implementing changes 9.40: Motivation, evaluation and student

responsibility for learning: General evidence 10.30: Morning tea 11.00: Goal setting: the evidence 11.40: Goal setting in practice 12.30: Lunch 1.00: Planning for change 1.30: Where to next?

Plan for the day

Teaching resource◦ Class climate ideas you might use

Action plan◦ Changes you have planned/ implemented this

term◦ Have you tried anything new?◦ How are the innovations going?

Review of last workshop

What do high expectation teachers say?

What does the research evidence say?

How can we put it together in our classrooms?

Motivation, evaluation and student autonomy

Heather: “I just think that having mixed ability with the ability is really important so that they have all got a contribution to make and their skills, their particular skills are valued this way because if you have a pecking order in the class, motivation can go out the window and you won’t see star charts and stuff like that in my room. I am more interested in intrinsic motivation than extrinsic so I don’t have them.”

Fostering intrinsic motivation

Helen: “I’m always looking to see what interests children.”

Holly: “I have a couple of really low kids who aren’t interested in maths and just don’t like it, but they love cricket so we found some batting averages activities and they just loved it and they worked on that problem for 40 minutes until they worked it out…Sometimes it’s finding activities that they are interested in, rather than just doing something they are not into.”

Using student interests

Heather: “Well I think they have to know what they can do… Actually knowing what it is that they are learning to do is really powerful and potent. So it’s easy for the children to know what they are working on and I try to always be specific about why we are doing it because I just think that’s educationally sound. I think they need to know when they have made personal progress.”

Motivation and feedback

Regular monitoring Setting goals, re-setting goals

◦ Heather: “The lessons are needs-based in that I give a lot of feedback to children and in the talking you know about them, and the watching, observing, that’s the time when I actually identify their learning or lack of learning and what skill they need to sharpen next, so then I weave that into whatever I am doing.”

Self-monitoring Learning intentions

Evaluation and feedback

Holly: “The children can choose the activities they do so they are not grouped for actual activities.”

“ I just sort of give them an idea of where we are going, how we are going to get there but I actually let them take some ownership of the process. How do you want to do it? Do we want to use overheads? Do we want to make a video of what we are doing?... But I actually let them take some ownership of the process.”

Student autonomy and choice

Helen: “There are activities that they can go to by choice. There are computer activities…”

Holly: “I basically give them a choice to a point and as long as they are going in the right direction that I want them to be going in…So often I try and let them decide on their own learning experiences.”

Hannah: “I might give them a range and say we could work on this, or we could work on that, what would you like to work on? So that they have got to take ownership of it.”

Student autonomy and choice

Mastery and performance goals What are they?

Impact of mastery goals

School policy and traditional culture

Performance goals◦ Performance approach◦ Performance avoid

Why do some people perform better on work tasks than others?

When is goal-setting effective?

Goal-setting

Conditions required

Processes involved

Consequences

Goals:Capacity to meet goals

Create a discrepancy between current and desired action or outcomes

Higher performance and learning

Commitment to goals

Motivate persistent goal-relevant behaviour

Sense of purpose and priority

Specific and unambiguous goals

Focus attention and effort

Increased sense of self-efficacy and self-management Increased enjoyment of task

Higher levels of performance

Greater satisfaction

Importance of feedback

Challenging goals

Based on learning intentions

Feedback provides the basis for setting goals

Feedback should emphasise progress

Goal setting and feedback

Self-efficacy and motivation

Self-efficacy and teachers

Goal setting and self-efficacy

Setting proximal goals

Promoting self-motivation

Goal setting as motivation

Specific

Challenging

Competitively self-referenced

Self-improvement based

Personal bests

Goal-setting enhances self-directed behaviour; sustains motivation; enhances self-efficacy

Goal setting bridges the gap between learning intentions and success criteria

Summary

Key factors: ◦ Motivation◦ Attention◦ Challenge ◦ Feedback ◦ Self-efficacy ◦ Self-regulation ◦ The proximal versus the distal nature of the goal◦ Self-set versus teacher-assisted goals

Effective goal setting

Individual learning pathway

What next?

Progress chart

asTTle and goal-setting

Specific

Measurable

Achievable

Realistic

Timely

SMART goals

Teach about goal setting

Teach strategies for setting personal goals in relation to a pre-test they have had

Teach how to set and write goals

Goal setting and the teacher role

How will I introduce goal setting into my classroom?

How could the goal-setting booklet be adapted for my classroom?

How will I use asTTle to set goals with my students?

Planning for change

Project partners Journal surveys Research timetable

◦ Expectation survey late June◦ asTTle tests – late June/ early July◦ Videos: August◦ Teacher beliefs questionnaire: November◦ Student questionnaires: November◦ asTTle tests: November◦ Evaluation of the first year: late November

Where to next?

After school meetings/ workshops?

Mentoring of colleagues?

My availability

Other suggestions?

Where to next?