By Michael F. Opitz
During this e-book, you will discover what Michael F. Opitz and Michael P. Ford have came across approximately making plans classes that have interaction scholars and allow them to actually take pleasure in studying. The authors define key findings from examine on motivation and engagement and provide real-life instructing examples from a variety of grades. They exhibit how you can systematically propel scholars to take pleasure in utilizing their minds each day--and to view themselves as convinced rookies able to tackle the demanding situations of the world.
Engaging Minds within the school room is a must-read for any educator who knows that constructing scholars' love of studying is the catalyst for success at each point.
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Additional info for Engaging Minds in the Classroom: The Surprising Power of Joy
A s s e s s i n g a n d Ev a l u a t i n g J o y f u l L e a r n i n g 41 Learner’s Affective Dimension Profile Learner: ___________________________________ Date: _________________________ Dimension Rating Scale Do learners think they can succeed? Weak identity Strong identity 1 2 3 4 Belief in general ability Helpless Competent 1 2 3 4 Belief in specific abilities Helpless Competent 1 2 3 4 Expectation of success Avoids failure Expects success 1 2 3 4 Identity Total score for this question: __________/16* Why do learners want to succeed?
A review of the research in motivation shows 17 potential affective outcomes for learners that impact motivation, engagement, and joyful learning. When assessing learners, we need to consider and evaluate these dimensions: learner identity, belief in general abilities, belief in the ability to complete specific tasks, degree of expectation for success, degree of curiosity, desire for recognition from others, desire to comply with others, ability to stay involved with learning, attraction to challenge, the importance of learning, competition against self and others, value of social involvement, personal interests, sense of locus of control, internalized reasons to engage self in task, self-regulating behaviors, and prosocial behaviors (Pugh, personal communication, October 2012).
Instructional implications/response Wanting to succeed Design instruction and activities that help students see the value in succeeding on given tasks. When they see how learning connects to their lives, students are more likely to want to succeed. Thinking they can succeed Focus on strengthening their identities and raising expectations. Many times the language we use with our students sends the best subtle messages to them that they are learners and can do this. Knowing what they need to do to succeed Focus on teaching explicit strategies that provide learners with what they need to move themselves forward.