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  • The Three Keys of Intrinsic Motivation

    The Three Keys of Intrinsic Motivation

    By Kyle McDonald 

    At the end of 2009, Daniel H. Pink wrote a book entitled “Drive: The Surprising Truth About What Motivates Us”. You can find him talking about his vision here. Within this book, Pink argues that businesses are not acting upon what we know about the human brain and what psychologists have known for a long time about motivation. The key message being that rewards and extrinsic motivators only increase productivity for straight-forward tasks. In other situations, these motivators may actually inhibit creativity.

    It is impossible to read the book as an educator without thinking about its impact upon the classroom and the little things we do in order to create an intrinsically motivated culture. I am particularly interested in this to discuss the impact that written and oral feedback can have as well as our questioning in the classroom.

    Pink proposes there are three things to strive for in order to promote intrinsic motivation:

    1. AUTONOMY – “the right or condition of self-government”
    2. MASTERY – “comprehensive knowledge or skill in a particular activity”
    3. PURPOSE – “the reason for which something is done”

    In the classroom, students will be motivated if they focus on these three areas. In particular, teachers can direct student focus to these three things through their feedback and questioning. Sarah Donarski has written a blog relating specifically to feedback and its motivational responses – I will try and take some ideas further, specifically in the context of Pink’s trio.

    Autonomy

    Autonomy in the classroom can take multiple forms. Pink argues that autonomy will improve engagement and will take over from compliance in the workplace – the same can be said of the classroom. With a truly autonomous student, a teacher can be confident that there is a prominence of engagement and a desire to carry out actions because they want to do them. Jang, Reeve and Ryan found in 2005 that high autonomy was one of the most important characteristics of a “satisfying” learning experience and low autonomy had an even more negative effect on the experience.

    The question then remains – how do we promote autonomy in our classrooms? Educators can create situations which require autonomy as much as possible. For example, an activity might require students to make a choice at the start and justify. We also must ensure our tasks are challenging enough that students want to engage with them. As students progress through school and are more skilled at making decisions, we may also set tasks which allow for preference and encourage students to think about why they are making these decisions to choose which activity. We cannot let the classroom become a free-for-all but we can slowly introduce these ideas as students are ready for them. The same can be said for classroom dialogue. Teachers can be flexible and allow a more “free” classroom.

    With a feedback hat on, which feedback allows autonomy to grow? Specific feedback with some ideas on how to improve on these specific topics in the classroom give this chance. Darren Carter (@mrcartermaths) has spoken previously about his homework (or lack thereof) “policy” and it strikes me that this is a great way to inspire intrinsic motivation. Of course we know better than the students about what they should improve and how they can go about doing this. This information should still be shared but we are allowing them to decide what to do and explaining why (which encroaches upon number 3). Spend time with students showing them excellent online resources; picking a specific chapter in a specific book or write some feedforward questions which allow immediate improvement. There is no expectancy of completion but all students realise that being active with feedback will result in improvement. Thus an intrinsically motivated action has some extrinsic reward also.

     

    Mastery

    This is particularly prevalent at the moment in the mathematics world but in this discussion, we are not talking about deeper knowledge about less subjects – we are interested in the idea that students feel better at a specific discipline. All children want to be really good at stuff – this is not up for debate – whether it is maths, English, sport, dance whatever. Everybody wants to be good. Teachers must tap into this innate part of a student’s make-up. How can we do this through feedback? We must be positive and we must be specific with this praise. See below for a tweet from Ben Ward I saw this week (@mrbenward).

    “We remember criticism because it is specific and personal.

    Whereas encouragement is general [so it] washes over us.

    Aim for ‘precision praise’”

    I love the idea of precision praise. It is a big part of sports coaching and every course I have been on in this domain has focused heavily on generic praise and its pitfalls (namely that nobody acts on it and it is wasted energy). Precise praise can mean a student knows they are further along the journey in mastering a topic than they were before. Specific praise on something you have asked them to improve in the past will have the added bonus of showing them that their choice of work has worked and been recognised (their autonomy is improving too). Too much praise can be a negative but using praise in the right scenario in a very specific context will improve student’s internal motivation and reaffirm their belief in themselves.

    In Sarah’s blog, she examines the idea of a positivity bias in which students focus on the good things you say or see overly positive messages in circumstances which might not be wholly positive.  She proposes that this can be a good thing for students and again specific, precise praise can let a student know that there is positives in what they are doing. This can only be a good thing at all ends of attainment.

     

    Purpose

    How many times have we heard “When will I ever use this?” about almost everything taught in the maths classroom? The answer of course is that almost everyone will not use the sine rule nor the area of a trapezium nor differentiating trigonometric functions from first principles outside of their maths lesson. In much the same way that students will not analyse the meter of a poem many times after GCSE English nor testing the pH of something. The point that students aren’t getting is that all of these should be ends in themselves. Carl Hendrick (@c_hendrick) has written a piece recently looking at the idea that education should not be a vehicle to prepare us for what comes after school. At the end he writes,

    “Students should study Shakespeare not because of what job it might get them but because it’s an anthropological guidebook that tells them how to live.”

    This same sentiment should be held by teachers in all subjects. You are not learning about pi because it will help you in some 21st century job yet to be created, you are learning about pi and its place in history because it shows you something remarkable which was at one point undiscovered. Yes, you will be able to use google maps to tell you how far away something is – that isn’t why we teach triangles but you should have some appreciation of size, number and shape. It is important that teachers highlight this purpose throughout all of their feedback and discussion. Teachers must live the idea that everything taught is purposeful and should not find themselves justifying existence.

    Moving forwards, I aim to incorporate these three ideas of internal motivation through all my student interaction. Any feedback given should look to promote at least one of these areas. Remember that feedback should be more work for the receiver than the giver.

  • Feedback, Mindset and Motivation – Linked?

    Feedback, Mindset and Motivation – Linked?

    By Sarah Donarski

    In the lead up to examination season, it is interesting to see different mindsets and ‘self-perceptions’ developing amongst the pupil body. Most notably, patterns of cognitive dissonances seem to appear into our students’ narrative: fragile students perceive themselves to be worse than they are; confident underachievers assert they are ‘fine’; and confident achievers seem too modest to admit they are making adequate progress. As the only feedback they get on their academic progress is through their teachers, it is interesting to consider the ways that our feedback can alter our students’ awareness of their ability. Such thinking has led me to (quite a lengthy) exploration into this question:

    To what extent does feedback affect a student’s mindset and, as a result, their motivation – or self-regulation – of knowledge?

    Or in other words: How does what we tell our students impact what they believe about their own ability? What I have found is that we need to start reconsidering the ways we give feedback depending on the ability of the pupil and the time of the academic course.

     

    Processing Negative and Positive Information

    It is important firstly to note that we process negative and positive information differently. Positive information enables us to affirm our beliefs about ourselves, and it is the information we often pass on to people that we want to see us as ‘our best selves.’ More complex than this, is that – depending on our emotional state – we have moments where we would much rather receive information or compliments that are positive or self-affirming.

    Moreover, avoidance tendencies towards negative information or threats are often ‘dominant’ and ‘hardwired’ as undesirable information usually coincides with undesirable emotional responses. Elfers and Hlava (2016) put this clearly in their book ‘The Spectrum of Gratitude Experience’ as they assert:

    Information coming into the central switching station of the thalamus is also processed through the amygdala to scan for potential threat or danger. Any hint of threat triggers an alarm bell”.

    Over time, these avoidance tendencies may lead pupils to develop a positive or negative bias about their ability.

     

    Negativity Bias

    The self-deprecating (re)action to negative information is to draw emphasis to it.   According to Elfers and Hlava (2016) this forces the individual do develop a false positive:

    “There are a lot of false positives to the negativity bias, meaning that we are likely to see a lot of threats where none exist. False positives are an error that our ancient threat detection system is primed to take and so it operates on the principle that it is better to be safe than sorry. One false negative – that is, not seeing a threat when one is there – could have fatal consequences. Uncomfortable experiences have longer shelf life in memory. Learning occurs faster from painful experience, dislikes are learned faster than lines, and it the world of relationships, trust is easily lost but challenging to regain”

    If a student has invested a considerable amount of time and energy into their work, it makes sense that they may focus on the negative feedback you give them. It could feel uncomfortable and, as a result, be more quickly stored into their longer-term memory than their short term. It may explain why our studious students begin to develop the fixed narrative: “I’m rubbish at English” or “I’m never good at maths.”

    – and, as a result, why our students develop a negative self narrative (re: my first blog on the Importance of Understanding Self-Narrative) and why there is the need to equip our students with an awareness of their thinking and mind set.

     

    Positivity Bias

    However, why is it that students may feel over-confident or self-assured in a subject even when their grades suggest they are significantly under performing? The self-protective (re)action to feedback can cause the individual to develop (bear with me while I use the term) ‘illusory superiority’ – or, that an illusion that they are doing better than they are.

    The pupils who subconsciously ‘flee’ from negative information can develop illusory superiority; they avoid targets and will not remember our ‘critiques’. For them, it appears easier to focus on the positive information.

    But here’s the catch: having this positive bias may also actually be helpful in motivating some of our students to achieve as well.

    A recent study on illusory superiority – or positivity bias – found that it can be internally motivating. A study by Wehrens (2008) that explored how self-perception and bias may affect an individual’s motivation suggested the following:

    Screen Shot 2017-04-28 at 10.27.15

    As you can see above, positivity bias may affect students two fold. Figure 1 shows Student A (with positivity bias – and having repeated an academic school year) still under performing compared to Student B who has a greater understanding of their class ability. On the other hand, Figure 2 reveals the outstanding academic improvements that can be made through illusory superiority for students at the bottom end. In Figure 2, Student A engages with the same level of positivity bias as student B, however, was significantly more motivated by their positivity bias than a pupil who already has good academic performance.

     

    How this affects our feedback?

    Given the tedious and grey line between altering, building or affecting a pupil’s self perception, it seems the most effective way to give feedback has been propelled into the ether. However, I suggest the information above contains three clear implications:

    1. For reflective thinkers at the top-end, clear instructive feedback can be enough.

    Spending a long time on positive and encouraging comments may only be required in younger years, whilst more mature thinkers may ignore and/or be discouraged by vague, positive remarks. If we explore the same illusory superiority picture as earlier, it was clear that a ‘top-end,’ successful pupil was not as encouraged by positive comments and worked just as effectively with clear feedback.

    In fact, with some of my A Level and HL IB Learners, there seems to be a real thirst for clear feedback; they often skip the vague: “Wow! Olivia. What a fantastic essay! You’ve really shown a strong understanding of sophisticated language and writer’s craft.”

    I am not saying do not compliment them on their efforts. Of course, we have seen the detrimental effects that can occur when a student (or individual) begins to perceive that they are doing “nothing right”. However, perhaps we should reconsider how much time we are investing in these comments when all pupils want is intellectual, clear and instructive feedback; perhaps ‘2 stars and a wish’ becomes less relevant for our more academically minded pupils.

     

    1. For vulnerable learners, you might need to help develop some positivity bias to drive their internal motivation.

    The second implication is that it might be worth being more positive to our more vulnerable pupils. It is why articles like this exist. It is also how Dijk and Kluger (2011) ended up concluding the diagram below. In their study, they found that a student’s ‘Intention to Exert Effort’ was significantly impacted by the positive comments they were receiving. Pupils seemed to generate more ideas – significantly impacted by the level of positive information given:

    Screen Shot 2017-03-31 at 14.01.38

    Interestingly, of course, is that a pupil’s ability to notice when they were making errors decreased. This is where clear, instructive feedback is also important.

     

    1. All feedback must be engaged with.

    Most importantly, feedback must always be something that our students engage with. This is to stop more vulnerable pupils, and indeed, sometimes our top end pupils, from ignoring feedback and developing any bias at all.

    Pupils see a target as encouragement rather than a threat when they engage with it. It changes how they think about your feedback – it becomes a goal rather than a critique.

    In the paper ‘Making Sense of Assessment Feedback in Higher Education,’ Evans draws on the importance that Braksick (2000) places on ensuring that there is clear delineation between positive, negative and constructive feedback.

    Braksick (2000) proposed that positive feedback is used to encourage desired behavior whereas negative feedback focuses on the “bad side” and does little to improve performance (p. 146). In this sense, negative feedback is likened to a form of criticism and is often directed at the individual rather than to the undesired behavior of the individual. As an alternative to negative feedback, Braksick (2000) suggests the use of constructive feedback. She asserts that constructive feedback is intended to, “discourage an undesired behavior and replace it with a preferred behavior”

     She continues:

    “When feedback merely indicated that a response was correct or incorrect; it resulted in a lower effect than when the feedback in some way informed the learner of the correct answer” (p. 232). The basic feedback and elaborate feedback manipulation implemented in this study closely parallels Bangert-Drowns et al.’ s (1991) definitions of feedback that was corrective and explanatory, respectively. Results from the current investigation suggested positive effects in both the basic and elaborate feedback conditions for each group. That is, improvement was observed on subsequent attempts regardless of the feedback type received suggesting possible practice effects. However, significant differences were identified between the BF Group and the EF Group. Overall, there was a significant difference in performance and learning gain for individuals who received elaborate feedback relative to basic feedback.

    Moreover, there are numerous more articles that confirm the claim that, unless interacted with, feedback can be forgotten. This is most likely due to a student’s reaction to negative information; their need and/or want to develop a positive bias.

    It seems that feedback is not only crucial for ensuring that our students to not develop any positive or negative bias but can further assist the motivation and self-regulation of our students. Biases that occur are a natural reaction to the way we receive negative information; some people will ignore it, and others will reflect too strongly on it. As a result, it becomes increasingly clearer that the level of positivity or negativity we use in feedback may differ depending on the ability, age and emotional maturity of our class. Most vital, however, is that feedback is engaged and interacted with as may assist all students in developing a more accurate awareness of their ability.

     

     

     

     

    Further reading:

    Making Sense of Assessment Feedback in Higher Education Author(s): Carol Evans Source: Review of Educational Research, Vol. 83, No. 1 (March 2013), pp. 70-120 Published by: American Educational Research Association

    The Role of Student Processing of Feedback in Classroom Achievement Author(s): Ellen D. Gagné, Robert J. Crutcher, Joella Anzelc, Cynthia Geisman, Vicki D. Hoffman, Paul Schutz and Lloy Lizcano Source: Cognition and Instruction, Vol. 4, No. 3 (1987), pp. 167-186 Published by: Taylor & Francis, Ltd.

    The nature of feedback: how different types of peer feedback affect writing performance Author(s): Melissa M. Nelson and Christian D. Schunn Source: Instructional Science, Vol. 37, No. 4 (JULY 2009), pp. 375-401 Published by: Springer

    Task type as a moderator of positive/negative feedback effects on motivation and performance: A regulatory focus perspective Author(s): DINA VAN DIJK and AVRAHAM N. KLUGER Source: Journal of Organizational Behavior, Vol. 32, No. 8 (NOVEMBER 2011), pp. 1084-1105 Published by: Wiley

    Wehrens, M. J. P. W. (2008). How did YOU do? Social comparison in secondary education s.n

  • Learning and Research Digest – April 17

    Learning and Research Digest – April 17

     

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    When are children happiest? When at school, research suggests  

    Data from the UK Household Longitudinal Study, which has tracked the ups and downs of 40,000 households since 2009 claims that children are happier when at school than during the holidays with the Easter break being the gloomiest time of the year.

     

    Social Media Use and Children’s Wellbeing

    A somewhat alarming study that suggests children who spend more time on online social networks feel less happy in almost all aspects of their lives. It may well be that unhappy students are more drawn to social media but the levels of use are concerning. Additional findings reported that girls suffer more adverse effects than boys.

     

    New research reveals that college students study best later in the day

    Students learn more effectively between 11 a.m. and 9:30 p.m. than at other times of the day; “The basic thrust is that the best times of day for learning for college-age students are later than standard class hours begin.”

     

    Critical thinking instruction in humanities reduces belief in pseudoscience

    A recent study by North Carolina State University researchers finds that teaching critical thinking skills in a humanities course significantly reduces student beliefs in “pseudoscience” that is unsupported by facts.

     

    Teacher encouragement has greatest influence on less advantaged children

    Schoolchildren who receive words of encouragement from a teacher are significantly more likely to continue their education beyond the age of 16 than those who do not, a new study suggests.

     

    Sleep Docs Push for Later School Start Time

    A new position statement from the American Academy of Sleep Medicine (AASM) asserts that the school day should begin at 8:30 a.m. or later for middle school and high school students.

     

    Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice

    This study looks at a range of methods used to ‘flip’ learning and finds that aof all the methods evaluated from student presentations to video lessons, “the benefits of testing are robust and likely to enhance performance regardless of how it is carried out—something difficult to say about many techniques.”  

     

    ‘Ordinary working families’ won’t get access to grammar schools – and government data confirms as much 

    This piece from Becky Allen at Datalab suggests that the new government consultation on ‘ordinary working families’ actually undermines its own argument that grammar schools are a viable vehicle for social mobility.

     

    Blog Roll: 

     

    Should teachers use prequestions, by Daniel Willingham

     

    6 things to get right in every school, by Tom Sherrington

     

    What makes expert teachers?, by Harry Fletcher-Wood

     

    The questioning collection, by Alex Quigley

     

    SEND Governor matters, by Naureen Afzal

     

    Seminal Papers in educational psychology by Paul Kirschner.

     

     

    Reading is knowledge, by James Murphy

     

    The importance of connecting things in English, by Erin Miller

     

    Blooms taxonomy – that pyramid is a problem, by Doug Lemov

     

    Maths anxiety, by Jo Morgan

     

    Checking the climate in your school, by Stephen Tierney

     

    Get edtech right without blowing your budget, by José Picardo

     

    Stop fetishizing failure and success, by Martin Robinson

  • Research Digest – January 2017

    Research Digest – January 2017

     

    Practice with Purpose: The emerging science of teacher expertise 

    Why didn’t Assessment for Learning transform our schools?

    Will the Educational Sciences Ever Grow Up?

    Subject choices at GCSE may exacerbate social inequalities, study finds

    Who gets most distracted by cell phones?

    Education or Indoctrination: are textbooks biased?

    Study: Those Participation Trophies Aren’t Doing Kids Any Good

    Angela Duckworth: ‘A Passion Is Developed More Than It Is Discovered’

  • Independent learning and coaching

    Independent learning and coaching

    By Iain Henderson

    If there were a competition to find a concept most consistently misunderstood or misrepresented in education, independent learning would have a good chance of a gold medal.  Until recently, coaching might well have beaten it.

    So what do we mean by independent learning? 

    Firstly, it is far, far wider than just learning.  Narrowing the focus simply to learning is self-defeating.  It is about becoming more independent and able to be self-sufficient in all parts of life: independent thinking and coping as well as learning.  The concept of independence per se, or independence in a more holistic sense, seem far more realistic and productive ways to view it.

    Secondly, the development of that independence is a carefully supported but often unpredictable journey.  It requires teachers, tutors and leaders to be trusted to have a significant degree of autonomy, making decisions moment by moment in their classroom or in the way that they support those whom they lead, how best to help them both short and long term.

    It is not pupil-led enquiry, “go off and learn it yourself”, making the teacher redundant, or the utterly fatuous idea that, since most have the entire world in their pocket (the internet on a smartphone) they don’t need to “know” anything.

     

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    What do we mean by coaching?

    The terms coaching and mentoring were almost interchangeable for many until even 2 years ago, and while many still don’t know the difference, there seems now to be a growing appreciation of the role of both.  Coaching is a dialogic process in which coaches raise awareness in coachees, shift their perspectives and enable them to take action.  This happens via excellent listening; effective, powerful, open and often challenging questions; and intuition.  Coaches hold their coachees accountable to themselves in completing those actions.  The shift, change, progress or transformation is powerful and lasting by being fully connected to the coachee’s own motivations, values, dreams, fulfilment and passions – what is, in other words, important to them.  There is no advice given, and the coach must often consciously leave aside their own experience in order to be most effective.  Indeed, it can often be helpful for a coach not to be an expert in the area that their coachee wants to improve.

    Mentoring is also dialogic, supportive, respectful and developmental, but it requires the mentor to be able to pass on useful suggestions, advice, wisdom, experience or idea.  It is valuable in many spheres, and it is successfully used for new teachers, new subject leads, and new heads.  In some organisations, especially tech companies, reverse mentoring is used successfully too.  This is so that the young newcomers with fresh ideas educate those at the top of the hierarchy who might otherwise be out of touch with the newest trends.

    How can coaching help?

    There are three obvious ways in which learning how to coach effectively can improve practice and develop independence:

    • You arrange to coach someone in a formal or semi-formal way. That person has something that they would like to improve or move forward, and the conversation may take anything from 5 minutes to 2 hours.  Being able to unlock untapped potential in your peers or students is of great value to them, to the school, and ultimately a big part of the reason why many teachers even entered the profession: they believe in the capacity of others and want to make a difference.  Beware of hearing things like “S(he) needs coaching to improve X” this might be mentoring, or it could be telling with a couple of questions thrown in to make it appear less directive, but it’s not coaching.
    • You have more coaching interactions, where rather than telling people things, you learn to ask questions so they go off and do it themselves. Seeing a student around school and having a moment to ask one question, listen to the answer and ask one more question takes no longer than telling them something.  The impact is greater if they are beginning to think more effectively for themselves.
    • You become more coach-like in what you do. Your heightened sense of the nuances of language when asking questions, your appreciation of the impact of silence, and your intuition about what is unsaid, become significant assets in interactions with parents, students and colleagues alike.  This is, for most who learn how to coach, the way that coaching integrates into their classroom practice.  Harkness teaching is one of many areas where the quality of questioning has a direct and obvious impact, but, as a Biology teacher, the benefit of coaching to the interactions I might have with a group doing a practical on enzymes is equally significant.

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    The helping continuum

    In improving our coaching training of hundreds of teachers and leaders, both at Wellington and in many other schools, we have made explicit a notional continuum of human helping.  On one end, there is pure directional instruction – “this is what you do”.  At the other, would be coaching in its cleanest form, where there is no advice or guidance, but only questioning.  The best teachers and leaders are to some extent intuitive about where they are along that continuum at any one time, answering for themselves the endlessly repeated question “what do I need to do for this person/group/class right now that would help them the most?”

    To illustrate this, the analogy of learning to drive a car works for many.  Drivers need to learn to control the car, the laws of the road, how to read the enormous number of fleeting stimuli every second, and how to respond safely and appropriately.  There is a reason why we learn from a driving instructor: at the beginning, we must know some seriously important information.  The consequences of getting this wrong are so serious that we must have it explained very clearly, and good instructors bring clarity and simplicity to something very complex.  They know when to give which information, how to relate things together, when to slow down delivery or add more detail.

    However, the number of possible situations that you can encounter while driving is infinite, because the number of variables is so high and almost all of those are continuous.  Therefore, to rote learn responses is impossible, and the best driving instructors navigate seamlessly into asking questions to enable their pupil to start learning the skills of self-sufficient driving proficiency. They also – and this is a critical parallel with what we might hope to achieve in schools – instil a desire and humility to want to learn further once the test is passed and the ties are cut.

    If the analogy is valuable, it shows what we know to be true about education.  It is a lengthy and complex process, in which huge quantities of important knowledge and understanding are developed, and strung together to make connections.  The ways in which we do that must be relevant to the learners in front of us, and we have a desire and responsibility to help them become more self-propelled beyond that as well.