Motivating students

Motivation Is a Symptom, Not a Cause

Categories: Instruction

Based on Behavior: The Forgotten Curriculum

We want students to care, to be engaged, to be self-motivated, to have intrinsic motivation. Let’s allow them to be engaged and motivated.

Consider this quote from Carol Dweck, Gregory Walton, and Geoffrey Cohen: “When noncognitive factors are in place, students will look—and be—motivated. In fact, these noncognitive factors constitute what psychological researchers call motivation, and fostering these mindsets and self-regulation strategies is what psychological researchers typically mean by motivating students.” Read more

Interest, reflection, anticipation

A Lesson in Teacher Efficacy from a Rock Loving Three-Year-Old

Categories: Instruction

Recently waiting in a security line at the airport, between consulting opportunities with two districts in two states, I noticed a young couple and their two children behind me, both boys under the age of three. The scene is familiar. Stroller, backpacks, carry-ons, and this mom’s “purse” filled with toys, snacks, and tissues. The three-year-old boy had that typical energy and anticipation as he prepared to fly on an airplane. He, like so many other children, wasn’t super keen on waiting in line, though. Read more

Devoting PLC team time to extending learning

Integrating Question 4 into Collaborative Team Time

Categories: Instruction, PLC

We have recently been studying, writing, and implementing strategies about the often-forgotten fourth critical question of a professional learning community. Educators from all over the country have shared with us that they feel confident in knowing what they want students to learn, determining how they will know if they have learned it, and what to do if they haven’t learned it. However, due to time constraints, priorities to areas where students struggle, and lack of knowing what to do for students who already know it, question four is often discarded.

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Writing Activities to Demonstrate Understanding of Text

2 Writing Instructional Strategies to Demonstrate Understanding of Text

Categories: Instruction, Literacy

In The New Art and Science of Teaching (2017), Bob Marzano provides a comprehensive model of instruction that represents a more expansive and updated version of his original 2007 text The Art and Science of Teaching. The title indicates that “research (in other words, science) must certainly guide good teaching, but teachers must also develop good teaching as art” (p. 18, 2018). Read more