4- Build Background

3- Key takeaways
1. Intrinsic motivation creates more authentic learning than extrinsic motivation.
I changed the way I viewed classroom management years ago after reading the book on Daily 5 (Which is a literacy framework that instills behaviors of independence.). It offered not only ideas for my literacy block, but also for managing my classroom.  I took away my behavior system (which would move students from green-yellow-red levels) and students earned prizes or rewards for their behavior, to a more developmental approach.  It was amazing how different the room felt and I’ve never looked back.  The thinking behind the developmental approach is the same- students shouldn’t be motivated to make good choices because they’ll get a prize.  We want them to make good choices because making good choices is just what we do.  I also offered choices at the Daily 5 time (like the book intended) instead of rotating my students among activities myself.  I’ve always been impressed at how students have used and managed their own time when offered a bit of structure vs control. When students decide to create their own book or want to read a story together, they do it without me needing to look over their shoulder. It’s one of their favorite parts of the day. These articles/videos confirmed how I’ve felt during this time of my day, but also made me think of other ways I can offer more choice and independence.

 2. We need to shift how we think of management not only at school but also in the workplace.
Covid forced us as a nation to stop and rethink some of the ways we have always done things. For my classroom work, since I knew students were in various places with what they would/could accomplish at home, I offered choices of projects that could grow with the child.  What they came up with was awesome when given the opportunity and now I’m thinking of ways I can continue that type of work next year, even when we’re in class together 5 days a week.
It also changed the way many office jobs started doing business. I know several family members of mine that are still working at home and love it.  They have worked more, worked harder, and are happier because they are in charge of their time more than before. So all of these readings/viewings just reinforced what the last year has shown us.  Now we have more proof.    

3. I found all the levels of motivation very interesting.  Although I didn’t have the language before, I can think of many past students who would work so hard to please me, rather themselves (introjection).  I would love to reflect more on this over time as a faculty.

 2 Questions  ( I have 3!)
1. How can I provide freedom but also enough structure, especially for young learners, to help them make and obtain their own goals (especially if this is their first opportunity)?  
2. How can we provide more opportunities for…
- Teachers to continually learn new ways of offering intrinsic motivation?   (more classes, PD, training, time in meetings, etc.)  
- Designing curriculum around this model?  
- Teachers to have time to continually share ideas & learn from each other? (There are so many cool things happening in various classrooms, but we rarely have the time to share ideas with each other!)  
3. How to fit in the time- especially when students are pulled so much? Our lowest/neediest students that could really benefit from these types of experiences and different learning opportunities are the least likely to get the time (or enough time) because they are taken out of our rooms.  

1 Thing I'd like to try...
Something I might like to try We are doing an opinion unit and usually incorporate book recommendations. I was originally thinking all students could do a Google Slide and we could then upload them to Padlet, so they could view and make comments on their peers' work.  But now I’m thinking I should back up a bit and instead of telling them that this is their end project, we brainstorm a bunch of ways they could share their opinions about books (digital or hard copies of posters, Flipgrid, Google Slide, etc.). Then we could upload all that to a Padlet for a shared experience…?    

Three takeaways
1. Students feeling ownership of their education and making decisions regarding the process by which they learn is a shift that will be difficult, but is worthy of attention and thoughtful consideration by educators and administrators. When students are invested in their own learning, they will feel the value of intrinsic motivation. The idea of FedEx day, or time to pursue your own interests sounds like a possibility for secondary ELA. 
2. The value of "the arts" in education has held a position at the bottom of the hierarchy for far too long in the American education system. Preparing students for the workforce is not what is was 200 years ago. The idea of academic inflation was something I hadn't really considered, but I see Robinson's point about the current value of a college diploma in today's market. His discussion of intelligence being diverse, dynamic and distinct is what we should consider as we design curriculum in the 21st century. The workplace is forever changed with new technology and even more so with the effects of Covid. The diverse skills and talents of a diverse student body are needed more than ever. Creativity is as important as literacy in today's workplace. 
3. Inquiry learning and students choosing to investigate problems allows for creativity and collaborative learning to be a valued part of curriculum. Problem solving is a desirable skill and is something we should encourage and develop in our students. Instead of asking students for known answers to prescribed questions, we should be developing their growth mindset and allowing them to focus on the creative process, collaborative partnerships, and reflection.
Two Questions
1. How will we ever find the time to make these practices a regular part of our curriculum? Considering that New York state has found it necessary to give assessments in such a year as this, I can't imagine how we'll get away from the current style of instruction for more than a unit or two.
2. How will I be able to utilize the peer assessment or mentorship that is suggested in the last reading? I have so many students who are shy and unwilling to share their thoughts or ideas. I have tried many of the traditional styles of collaborative partnerships, even very short term ones like think/pair/share. 
One thing I'd like to try
1. I would love learn more about interactive notebooks and how students could create their own as an end of unit project. 


 

3 Takeaways
- Obviously the importance of intrinsic motivation and the effects intrinsic motivation has on learning. 
- Letting the students be creative and how schools/ settings can sometimes prevent this creativity by imposing restrictions on students 
- I also thought I was a good motivator, but it turns out a lot of this motivation I provide is extrinsic and although works in the short term, may actually hinder motivation and learning in the long term 

2- How to tap into intrinsic motivation for primary age students, when they are still so dependant on teacher assistance?
- What technology/ resources can best assist primary age students with learning about and explaining their learning on topics of interest? 

1- I would like to explore ways for students to record their learning to share with their parents. I had success with this in the past on Seesaw, but I would like to explore different platforms for the students to try this. 

3-Getting students to be engaged in their learning (feeling intrinsically motivated) by utilizing their curiosity to discover new ideas so their learning becomes something sustainable that they build upon as they grow.
2-How can I develop this type of learning in a structured manner for my middle school students who need the structure (time table, setting deadlines) without interfering with their discoveries?
  -What other types of resources are being developed for this type of learning that doesn't necessary rely on technology?
1-Something I would like to try: Flipgrid, Book creator

3 Takeaways 
- There has been a focus on shifting from a school environment where students have to learn to an environment where students want to learn, but maybe this is not the ideal end goal. We should be moving towards an environment where students feel empowered to take control of their own learning to help them become creative, empowered critical thinkers. 
- Students should feel intrinsically motivated, rather than extrinsically, meaning their motivation should come from within instead of because they feel like they "should", they "have to", or to please someone other than themselves. 
- Allowing students to be creative and to actually create as a means to an education can allow us to have both of these shifts mentioned above. 

2 Questions
- I love all of these ideas and this shift in thinking, but what does that actually look like when you are given a curriculum to follow, assessments to give, and student data to compile?
- What does this actually look like for our youngest students? What does allowing students to create and guide their own learning look like for a 2nd grader?

1 Idea to try
- I would love to be able to use that list of "ways students can create digital content" to incorporate into my classroom, empowering students to create something that shows their learning.  I think many things on that list wouldn't necessarily work for 2nd graders, but many would, such as creating a video, a digital poster, a slideshow, designing a book cover or movie poster, etc.  I might have students make a movie poster digitally for a book they have read recently, or create a book using Book Creator to explain something they have learned about recently.