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LEARNING OBJECTIVES

Motivation & Management: Library & Information Services to Students with Disabilities PRESENTED BY Dr. Ruth Small project enable summer 2011. LEARNING OBJECTIVES.

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LEARNING OBJECTIVES

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  1. Motivation & Management: Library & Information Services to Students with DisabilitiesPRESENTED BYDr. Ruth Smallproject enablesummer 2011

  2. LEARNING OBJECTIVES • Increase awareness of techniques that can be applied with diverse K-12 learner groups to motivate them in the acquisition of information literacy skills. • Improve working knowledge of motivation strategies that are effective for behavior management of diverse groups of students.

  3. DURING THIS PRESENTATION… • Feel free to ask questions or contribute great ideas at any point. • There will be designated times when I will do the listening and you will do the sharing of successful strategies you have used to motivate students with disabilities. OK, let’s get started!

  4. Why is motivation important? • When motivation is ignored, students can become: • FRUSTRATED • ANGRY • WITHDRAWN • DISCOURAGED • LEARNED HELPLESS

  5. Our Common goal To ensure that all students have equal access to information and an equal opportunity to learn. A motivation model can help move us toward our goal.

  6. THE ARCS MODEL of motivational design • Created by Dr. John M. Keller, FSU • Developed at Syracuse University • One of only two such models • Based on a number of motivation theories (E-V Theory) • Identifies four essential components (A-R-C-S)to motivating instruction

  7. The ARCS Model of Motivational Design ATTENTION: AROUSE CURIOSITY & INTEREST. • Promote active participation. • Provide variety. • Find ways to build on students’ interests.

  8. Promote active participation. • In group work, assign each student with a specific task that allows them to bring their strengths (knowledge, skills, experiences) to the effort. • Teach appropriate use of technologies and make them accessible for electronic interactions both in and out of school. • Be willing to modify instruction to ensure that all students can participate successfully.

  9. The ARCS Model of Motivational Design ATTENTION: AROUSE CURIOSITY & INTEREST. • Promote active participation. • Provide variety. • Find ways to build on students’ interests.

  10. Provide variety to address student needs and interests. Universal Design for Learning (UDL) • Multiple Means of Representation: present information and content in different ways (presentation methods) • Multiple Means of Action & Expression: differentiate the ways students can express what they know (ways to assess learning) • Multiple Means of Engagement: stimulate interest and motivation for learning (strategies that promote challenge, excitement, interest) (presentation style)

  11. Provide variety to address student needs and interests. YOUR TURN How could/do you provide variety to address the needs and interests of students with disabilities?

  12. The ARCS Model of Motivational Design ATTENTION: AROUSE CURIOSITY & INTEREST. • Promote active participation. • Provide variety to address student needs and interests. • Find ways to build on students’ interests.

  13. Pose questions or problems. • Ask (you) questions that are appropriate for student’s level and interests. • Encourage questioning (students). • Provide access to a range of compliant resources that help to answer questions and solve problems.

  14. The ARCS Model of Motivational Design RELEVANCE: DEMONSTRATE IMPORTANCE AND USEFULNESS. • Model appropriate behaviors. • Share expectations. • Provide choice.

  15. Model appropriate behaviors. • Model appropriate social and learning behaviors. • Acknowledge appropriate behavior in students. • Bring in outside models of behavior from community or beyond.

  16. The ARCS Model of Motivational Design RELEVANCE: DEMONSTRATE IMPORTANCE AND USEFULNESS. • Model appropriate behaviors. • Share expectations. • Provide choice.

  17. share expectations. • Collaboratively develop learning or achievement goals with students. • Provide evaluation criteria. • Be flexible about ways to assess learning.

  18. The ARCS Model of Motivational Design RELEVANCE: DEMONSTRATE IMPORTANCE AND USEFULNESS. • Model appropriate behaviors. • Share expectations. • Provide choice.

  19. Provide choice. Autonomy vs. Control Autonomy supportive environment: choice, respect for students’ needs and interests (more student-directed) Controlling environment: external rewards, pressures, controls (more teacher-directed)

  20. Provide choice. YOUR TURN In what ways could/do you provide choices to students with disabilities?

  21. The ARCS Model of Motivational Design CONFIDENCE: PROVIDE OPPORTUNITIES TO BUILD SELF-ESTEEM BASED ON SUCCESS. • Build competence. • Provide appropriate level of challenge. • Provide feedback.

  22. Build competence. • Provide a friendly, accessible physical and emotional environment in which students feel safe and secure. • Create an atmosphere of trust. • Insure each IEP includes the scaffolding and support needed for students to be successful in library and information tasks.

  23. The ARCS Model of Motivational Design CONFIDENCE: PROVIDE OPPORTUNITIES TO BUILD SELF-ESTEEM BASED ON SUCCESS. • Build competence. • Identify and provide appropriate level of challenge. • Provide feedback.

  24. Provide appropriate level of challenge. YOUR TURN In what ways could/do youidentify and provide an appropriate level of challenge to students with disabilities?

  25. The ARCS Model of Motivational Design CONFIDENCE: PROVIDE OPPORTUNITIES TO BUILD SELF-ESTEEM BASED ON SUCCESS. • Build competence. • Identify and provide appropriate level of challenge. • Provide feedback.

  26. provide feedback. Feedback: information about performance that leads to action to change or maintain performance. Two types: • encouragement(motivational) • advice (corrective) From D.T. Tosti, Feedback and Performance. http://www.ispi.org/archives/resources/FeedbackandPerformance_Tosti.pdf.

  27. provide feedback. Encouragement: lets people know what they’ve done well and recognizes or rewards them for it. Purpose: to encourage the person to continue or even increase the performance. Timing: Given immediately following performance to increase confidence and satisfaction. From D.T. Tosti, Feedback and Performance. http://www.ispi.org/archives/resources/FeedbackandPerformance_Tosti.pdf.

  28. provide feedback. Advice: lets people know what should be improved and how to make the improvement. Purpose: to advise the person about how to perform betterthe next time. Timing: Given immediately before the next performance to increase competence. From D.T. Tosti, Feedback and Performance. http://www.ispi.org/archives/resources/FeedbackandPerformance_Tosti.pdf.

  29. Provide feedback. • Give enough feedback. • Give useful feedback. • Give timely feedback.

  30. The ARCS Model of Motivational Design SATISFACTION: PROVIDE OPPORTUNITIES TO FEEL GOOD ABOUT ACCOMPLISHMENTS AND INCREASE INTRINSIC MOTIVATION. • Use appropriate rewards. • Allocate time for reflection. • Provide enrichment opportunities.

  31. Use appropriate rewards. • Rewards relevant to the task have a long lasting effect. • Tying rewards to effort and accomplishment is essential. • Acknowledgement of good work (by instructor, by peers, by others) is an effective reward.

  32. The ARCS Model of Motivational Design SATISFACTION: PROVIDE OPPORTUNITIES TO FEEL GOOD ABOUT ACCOMPLISHMENTS AND INCREASE INTRINSIC MOTIVATION. • Use appropriate rewards. • Allocate time for reflection. • Provide enrichment opportunities.

  33. Allow time for reflection. • Provide sufficient time for learning. • Build in stop points for students to think about/share what they are learning. • Help students reflect (teach them how) on the process and product of their learning.

  34. The ARCS Model of Motivational Design SATISFACTION: PROVIDE OPPORTUNITIES TO FEEL GOOD ABOUT ACCOMPLISHMENTS AND INCREASE INTRINSIC MOTIVATION. • Use appropriate rewards. • Allocate time for reflection. • Provide enrichment opportunities.

  35. Provide opportunities for enrichment. YOUR TURN How could/do you provide students with disabilities with opportunities for enrichment?

  36. The ARCS Model of Motivational Design Attention Relevance Confidence Satisfaction

  37. Questions & comments

  38. Resources used for this Presentation • Ford, M.E. (1995, Nov.). Motivation and competence development in special and remedial education. Intervention in School and Clinic, 31(2), 70-83. • Keller, J.M. (1987). Strategies for stimulating the motivation to learn. Performance & Instruction, 26(8), 1-7. • Reeve, J. (2003-2009). Autonomy Support. The Gale Group. http://www.education.com/reference/article/autonomy-support/#A • Tamasovich, E.C. Motivating High School Special Needs Students with Significant Reading Problems. http://www.otterbein.edu/education/JTIR/volumeI/Tamasovichfinal.pdf

  39. Some OTHER USEFUL RESOURCES • Kruger, K.S., & Stefanich, G.P. (2011). The school librarian as an agent of scientific inquiry for students with disabilities. Knowledge Quest, 39(3), 40-47. • McGill, C.L. Secrets of Effectively Addressing Motivation by Engaging Special Needs Students. http://www.michigantsa.com/downloads/2009%20Conference%20Presentations/McGill%20Breakouts/Motivation%20HNDT%20.pdf • Miller, S., & Atkinson, T. (2001). Cognitive and motivational effects of seeking academic assistance. The Journal of Educational Research, 94(6), 323-34.

  40. Thank you! REMEMBER: Always keep motivation in mind when planning library and information programs and services for students with disabilities.

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