Montana resident; married 19 years; have three daughters; currently enrolled at Ashford University's MAED program; currently work in private school in Montana; goal is to be a motivational educator.
What We Can Learn About Differentiation From UDL :Educational Strategies. For teachers working to incorporate an integrated curriculum into their classrooms, understanding the pedagogical philosophy of Universal Design for Learning (UDL) may help reinforce the need for differentiation.
The notable tenets of UDL are that the pedagogy emphasizes the need to benefit all students (universally) and provide individualized learning strategies for each student to optimize their education. On the surface, this sounds like common sense; however, implementing differentiation strategies throughout a school or district can take a significant amount of time and effort. However, as more districts adopt the idea that educational technology is essential, they will likewise have to acknowledge that each student has a unique way of learning. Moreover, this philosophy has also been expanded to cover professional development for educators themselves. Overall, differentiation needs to be broadly recognized and utilized to create fully blended classrooms. What is UDL? Tollefson00. Educational Leadership:The Positive Classroom:Seven Strategies for Building Positive Classrooms. The Positive Action program shows that we can promote academic achievement and build students' character.
Every day as millions of students go to school, their parents and caretakers hope these young people will be treated with care, valued, inspired, and educated. Students hope they will get along with their peers and teachers, have their work measure up, and enjoy the process of learning. These hopes define positive classrooms for parents and students. Unfortunately, the accountability requirements of No Child Left Behind have created a different definition of positive classrooms for many educators. For them, positive classrooms have come to mean places where students arrive at school ready to learn; work diligently to master academic standards (particularly math and reading); go home and accurately complete homework; and return to school the next day eager to learn more. Education has to work for all stakeholders. 1. 2. 3. 4. People need to feel good about themselves. 5.
Teaching Concepts: Motivation. Goal Setting | Motivation | Cognitive Strategy | Cooperative Learning | Assessment Motivation Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997.
Definition of Motivation (p. 399) Behavioral Views of Motivation (pp. 399-402) Cognitive Views of Motivation (pp. 402-406) The Humanistic View of Motivation (pp. 406-409) The Impact of Cooperative Learning on Motivation (pp. 416-417) Suggestions for Teaching in Your Classroom: Motivating Students to Learn (p. 422) Resources for Further Investigation (pp. 433-434) Definition of Motivation Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. Many factors determine whether the students in your classes will be motivated or not motivated to learn.
Top Behavioral Views of Motivation Operant Conditioning and Social Learning Theory. Virginia Commonwealth University Training and Technical Assistance Center Newsletter. Motivation.
A word frequently used in the field of education. Parents and teachers often report, “He/she lacks motivation.” For a term so commonly used, what exactly does it mean? Why is student motivation so important and what can you do to increase it? What strategies would you use to motivate these students? According to Princeton University’s (2010) dictionary, motivation is “the psychological feature that arouses an organism to action toward a desired goal,” (para. 1). Why should motivation matter to you as a teacher? You want students to be engaged in learning, yet the National Research Council and the Institute of Medicine (2004) found that upwards of 40 percent of high school students reported being disengaged from learning, inattentive and bored with school.
What does motivation look like in the classroom? Our level of motivation is highly influenced by the environment (Mitchell and Daniels, 2003). Figure 1 Four Dimensions of Motivation Usher, A., and Kober, N. (2012). Competence. Intrinsic motivaiton in the classroom. What Montana School Leaders are Saying About the Common Core 2. The Dangers of Common Core. Common Core Essentials: What You Need to Know (Intro)
Week 6 final EDU692. Effective Lesson planning & design. Differentiating Instruction through Technology: Meeting the Needs of All Students.