Transcript Expectancy of Success

Chapter 13
Student Attitudes: Encouraging
Content Literacy
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
High
Valence
The student wants
to succeed and
expects to.
Low
The student
knows that he or
High
she can be
successful but
Expectancy
of Success
does not care.
The Student wants
The student
to succeed but
doubts that he or
Low
does not expect
she can succeed
to.
but does not care.
Factors that affect motivation
•
Incentives
–
–
–
•
Symbolic
Material
Psychological
Guidelines
1.
2.
3.
4.
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
1. Make a list of interesting subtopics
2. Identify materials for each area
3. Add a few blanks at the end of the
inventory-open ended
4. Word process the inventory
5. 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
1.
2.
3.
4.
5.
6.
7.
8.
9.
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