Guided inquiry as cognitive apprenticeship is an instructional model that has many exemplars, including project-based learning and UbD (Understanding by Design Framework). What kind of curriculum meets the demands of flow and the social contract to care, which we found to be prerequisites to motivation and engagement and, therefore, to all learning?
And second, students in the studies shared an implied social contract with teachers: This contract to care demanded that a teacher must work to know me (both personally and as a learner), care about me, connect to and address my interests and concerns in some way, assist me over time, never give up on me, be passionate about what we are doing together. First, learners seek the experience of “flow” (how people feel when they are completely engaged in an activity) in any activity, in school or out, before they will deeply engage. My colleague Michael Smith and I, deeply concerned about student motivation and engagement (but particularly for boys and young men) engaged in two major studies to understand 1) what is necessary to motivation and engagement, and 2) how to implement rich instructional models and practices that meet the conditions necessary for motivation and engagement. We’ve all experienced carefully planned lessons and units that fell flat, leading to a long, arduous, and painful slog through the Slough of Despond. What are the primary challenges of teachers? Certainly motivation and engagement are near the top of every teacher’s list. His latest book, Planning Powerful Instruction: 7 Must Make Moves explores the EMPOWER model:
He currently is directing a Dispositions of Democracy project supported by a National Endowment for the Humanities A More Perfect Union grant. Wilhelm is Distinguished Professor of Literacy Education at Boise State University.
I’m not sure if you’re going to find a more useful series of suggestions on student motivation than you’ll find in this series of posts, and today’s piece wraps it all up.
0 kommentar(er)
