Task 2: Motivating Students to Grow in Their Learning

Motivating students to use a growth mindset, set learning goals, provide quality feedback, and developing motivation.

1. Motivating Students Student School Class Instructor Date

2. Helping Students Develop a Growth Mindset

3. Fixed Mindset A fixed mindset has these following characteristics: Beliefs: Individuals with a fixed mindset believe that their abilities, intelligence, and talents are innate and unchangeable. Response to Challenges: They tend to avoid challenges, fearing failure and believing it reflects a lack of inherent ability. Reaction to Feedback: They often take criticism personally, seeing it as an attack on their unchangeable traits. Effort and Persistence: They may see effort as fruitless if they think they lack the natural talent, leading to giving up easily. Success of Others: They might feel threatened by others' success, viewing it as a comparison that highlights their own perceived deficiencies.

4. Growth Mindset A growth mindset has these following characteristics: Beliefs: Individuals with a growth mindset believe that their abilities, intelligence, and talents can be developed through dedication, hard work, and learning. Response to Challenges: They embrace challenges, viewing them as opportunities to grow and improve. Reaction to Feedback: They see criticism as valuable feedback that can help them learn and improve. Effort and Persistence: They understand that effort and perseverance are essential for growth and success, leading to a higher level of resilience. Success of Others: They find inspiration in others' success and learn from it, seeing it as evidence that they too can achieve and improve with effort.

5. Fixed vs Growth Mindset Summary Fixed Mindset: Sees abilities as static and unchangeable, tends to avoid challenges, and is more likely to give up in the face of setbacks. Growth Mindset: Sees abilities as developable, embraces challenges, and is more resilient and open to learning from feedback and failures. Dweck (2006) explains how understanding and cultivating a growth mindset can lead to greater personal development, higher achievement, and a more positive outlook on challenges and learning opportunities.

6. Growth Mindset Artifact One artifact that demonstrates how I help students develop a growth mindset:

7. Growth Mindset Reflection The activity shown in the previous slide can help students develop a growth mindset through the following: Awareness and Recognition: Helps students identify and become aware of their fixed mindset thoughts. Encourages Positive Self-Talk: Fosters the practice of positive self-talk, boosting motivation and resilience. Promotes Growth-Oriented Culture: Supports a classroom culture that values effort, persistence, and learning from mistakes. Empowers Students: Empowers students to take control of their learning journey by showing them that success is achieved through effort and strategies. Reinforces the Learning Process: Regularly revisiting and applying growth mindset statements helps students internalize and reinforce the growth mindset principles in their everyday academic challenges.

8. Guiding Students in Setting Appropriate Learning Goals

9. Developing Learning Goals (Part 1) Method: SMART Goals Doran (1981) explains how the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) is a commonly used method to help students develop clear and attainable learning goals. By guiding students to set goals that meet these criteria, teachers can ensure that the goals are well-defined and reachable within a specific timeframe. Specific: Clearly define what the student wants to achieve. Measurable: Establish criteria for measuring progress and attainment. Relevant: Align the goal with the student's interests and educational needs. Time-Bound: Set a deadline for achieving the goal. Achievable: Ensure the goal is realistic and attainable for the student.

10. Developing Learning Goals (Part 2) An Example: Instead of setting a vague goal like "I want to get better at math," a SMART goal would be, "I want to improve my math test scores by 10% within the next three months by practicing for 30 minutes each day."

11. Achieving Learning Goals (Part 1) Method: Regular Progress Monitoring and Feedback Hattie & Timperley (2007) share that the regular progress monitoring method involves frequently assessing a student's progress towards their learning goals and providing timely feedback. This helps students stay on track, understand their progress, and make necessary adjustments to their learning strategies. Frequent assessments: Use quizzes, assignments, and other assessments to regularly check students' progress. Constructive Feedback: Provide specific and actionable feedback to help students understand their strengths and areas for improvement. Adjustments and Support: Based on the progress data and feedback, adjust teaching strategies and offer additional support or resources as needed.

12. Achieving Learning Goals (Part 2) An Example: A teacher might use weekly quizzes to monitor a student's progress in math. After each quiz, the teacher provides detailed feedback on what the student did well and where they need improvement. This ongoing process helps the student stay focused and motivated, making incremental improvements towards their goal.

13. Learning Goals Artifact One artifact that demonstrates how I help students achieve learning goals:

14. Learning Goals Reflection The activity shown in the previous slide can help students achieve learning goals and affects student motivation through the following: Clarifies Objectives and Tracks Progress: Helps students define clear, specific, and measurable goals, making it easier to understand and monitor their progress. Ensures Realistic and Relevant Goals: Guides students to set challenging yet attainable goals aligned with their interests and educational needs, making the learning process more engaging. Provides a Clear Timeline: Establishes time-bound deadlines, helping students stay focused and motivated to achieve their goals within a specific timeframe. Enhances Focus and Boosts Confidence: Maintains students' focus and direction, while achieving smaller goals boosts their confidence and encourages the pursuit of more ambitious objectives. Promotes Persistence and Self-Discipline: Encourages students to persist through challenges by emphasizing the relevance of their goals and promotes self-discipline through effective time management.

15. Analysis of Timely and Specific Feedback

16. Frequency and Timing (Part 1) I provide feedback frequently and in a timely manner throughout the entire learning process. This includes providing the following feedback strategies inspired by Brookhart (2008): Immediate Feedback: Right after an activity or assessment, to address errors and reinforce learning. Ongoing Feedback: Throughout the lesson, during class discussions, group work, and individual tasks. Summative Feedback: After major assignments or tests, summarizing overall performance and areas for improvement.

17. Frequency and Timing (Part 2) An Example: Instead of saying, "You're naturally good at this," I would say, "Your hard work and practice really paid off here. Your use of [specific strategy] was excellent." Attributing Success to Efforts: When giving feedback, I emphasize the students' efforts and strategies, rather than innate ability. This approach helps students understand that their success is a result of their hard work and dedication, fostering a growth mindset.

18. Improving Feedback (Part 1) Method: Use of Formative Assessment Tools Black & Wiliam (1998) describe how incorporating formative assessment tools, such as exit tickets, quizzes, and digital assessment platforms, can enhance the practice of providing timely and specific feedback. These tools allow for quick assessments of student understanding and provide immediate data to inform feedback. Exit Tickets: At the end of a lesson, students write down one thing they learned and one question they still have. This provides immediate insight into their understanding and areas that need further clarification. Quizzes: Short, frequent quizzes can help gauge student comprehension and provide opportunities for timely feedback.

19. Improving Feedback (Part 2) A A Digital Platforms: Tools like Google Forms, Kahoot, or other educational apps offer real-time results, allowing for instant feedback. An Example: Using exit tickets at the end of each lesson allows me to quickly assess what students have learned and identify any misconceptions. I can then address these in the next class, ensuring that feedback is both timely and specific to their needs.

20. Helping Students Develop Intrinsic Motivation

21. Developing Intrinsic Motivation (Part 1) Strategy: Providing Autonomy in Learning Choices Deci & Ryan (1985) emphasize how allowing students to have a say in their learning process can significantly boost intrinsic motivation. By giving students choices in what and how they learn, they feel a greater sense of ownership and control over their education. This autonomy fosters a deeper interest and engagement in the subject matter.

22. Developing Intrinsic Motivation (Part 2) An Example: In a literature class, students could choose between different books to read or select topics for their projects. By having the freedom to pick subjects that interest them, students are more likely to be engaged and motivated to explore the material deeply. Contribution to Student Success: When students are intrinsically motivated, they are more likely to engage with the material, persist through challenges, and achieve higher levels of academic success. Their motivation comes from a genuine interest in the subject, leading to better retention and understanding.

23. Improvement of Intrinsic Motivation (Part 1) Method: Incorporating Mastery-Based Learning Guskey (2007) highlights how mastery-based learning focuses on students achieving a high level of understanding before moving on to the next concept. This approach emphasizes the importance of mastering content rather than just completing tasks for grades. By focusing on mastery, students are encouraged to understand the material deeply, which fosters intrinsic motivation.

24. Improvement of Intrinsic Motivation (Part 2) Setting Clear Learning Objectives: Clearly defined goals help students understand what they need to achieve and why it matters. Providing Opportunities for Revision: Allowing students to revise their work based on feedback helps them learn from their mistakes and improve their understanding. Celebrating Mastery: Recognizing when students have mastered a concept can boost their confidence and motivation to continue learning. An Example: In a math class, instead of moving on after a single test, students are given the opportunity to retake tests or redo assignments until they achieve a thorough understanding of the concepts. This reinforces the idea that learning is about understanding and mastery, not just getting a grade.

25. Sources Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102 Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer. Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36. Dweck, C. S. (2008). Mindsets and math/science achievement. Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education. Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery.” Journal of Advanced Academics, 19(1), 8-31. https://doi.org/10.4219/jaa-2007-704 Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487