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This chapter focuses on strategies to boost student motivation by using incentives and assessing reading interests. It also details the importance of promoting content literacy through varied teaching methods and creating a print-rich environment. The text offers guidelines on administering interest inventories and interpreting results to cater to individual student preferences. Techniques such as sustained silent reading, read-alouds, and seeking interdisciplinary connections are emphasized to enhance student engagement. The chapter advocates for providing choices to students and linking course material to their lives for effective learning outcomes.
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Agenda • Good News • Jeremy Warren Vann Scholarship • Educational Current Events: • Alisa Long • Steven Singletary • Chapter Portion: • Elizabeth DePriest P. 268-275 • Sally Batson P. 275-282
Factors that affect motivation • Expectancy • Certainty-When actual events are what students expect, arousal is low- present the unexpected • Time- Immediate expectancies are more likely to motivate than Intermediate or Remote. • Desirability- Valence—expectancy of pleasure
Relationship of valence to expectancy of success Valence Low High High Expectancy of Success Low
Factors that affect motivation • Incentives • Symbolic • Material • Psychological • Guidelines • Use a variety of incentives • Individualiz incentives • Don’t use incentives when they are not needed • Provide incentives as soon as possible after the desired behavior
Assessing Reading Interests • Use existing interests to attract students to your content • General interest inventory • Content interest inventory
Constructing a Content Interest Inventory • Make a list of interesting subtopics • Identify materials for each area • Add a few blanks at the end of the inventory-open ended • Word process the inventory • Decide what form students’ responses will take.
Administering a Content Interest Inventory • Make your purpose clear • Read the inventory aloud as students respond
Interpreting the results • Can be calculated like a GPA • Interpret same way-3.0 being a strong attitude
Promoting Content Literacy • No guarantees
Create a print-rich environment • Classroom library • Displaying books • Quote of the day
Give students a chance to read • Content area Sustained Silent Reading (SSR)
SSR Guidelines • Make the purpose of SSR clear • Define acceptable materials • Encourage students to select materials in advance • Announce the time limit • Prohibit studying • Enforce silence • Participate in SSR your self • Avoid accountability • Link SSR to the Content Literacy Interest inventory
Read alouds • Brief selections • Carefully chosen • Nonfiction bet but don’t rule out fiction
Vary your teaching methods • SLIGHT differences between what you do and what students expect can increase arousal • Varying methods-graphic organizer one day, feature analysis another
Look for links with the lives of your students • How does new material relate to student? • If no other connection, • relate to coming events (quiz). • Ask students why they think an objective is important
Provide choices where possible • Make sure all the choices lead to your objective • Advantages • Allows student to chose what has highest valence for them • Power transfers tot eh student • Urges active engagement of student
Look for interdisciplinary connections • Thematic planning-team • Can still be done alone
