Category: Instructional Strategies

The Art and Science of Scaffolding

Scaffolding is “a supportive instructional structure that teachers use to provide the appropriate mechanisms for a student to complete a task that is beyond their unassisted abilities” (Ray, 2017, p.14). The zone of proximal development (ZPD) is known as the space just beyond a student’s unassisted ability. Student ZPD may be discovered through who, why, what, where, and how questions posed by the teacher. The teacher analyzes student answers to the posed questions to determine at what point they begin to need assistances in completing the task. The number of questions that need to be asked and analyzed may be different for each student and task. This is usually dependent on teacher knowledge of task and student ability. Student ZPD a living entity that is always changing.

There are three stages to scaffolding process that require constant adjustments. The first stage is contingency. In this stage the teachers model how to complete the task. Teachers also differentiate instruction to meet student learning abilities. The second stage is fading. In this stage, teachers assist students in completing the task. This might mean answering a few questions. This might mean collaborating with the student. This might mean remodeling parts of the task. Students may spend more time in this stage. The third stage is transfer of responsibility. In this stage, students work independently to complete the task. Students may move back and forth between stages multiple times before they have true ownership of the task. At times they might move through to independent without going back and forth between the stages of scaffolding. This is dependent on student background, abilities, and personality or learning style.

Many teachers use the art of scaffolding in their teaching. Scaffolds are used intentionally and unintentionally at all learns levels. Scaffolds are used to assist students for varying reasons. Students may have gaps in their knowledge. Students may have gaps in their skills. Students may have a disability that inhibits them from learning at the speed of their classmates. For example, if you can ride a bicycle, you most likely used a form scaffolding to learn how to ride a bike. Your parent may have held the bike until you were pedaling and could keep the bike upright and moving forward. You may have also used training wheels until you felt comfortable enough to try the skill of riding a bike by yourself. You may have taken the extra wheels off and realized that you still need them to accomplish your goal. You might have needed more or less assistance in learning how to ride a bike than other individuals. Your parents and friends provided the scaffolding you needed to learn how to ride a bike. We use similar scaffolds in the classroom to assistance students.

  • Teachers might provide students with an alphabetic strip at their desks.
  • Teachers might provide students with a multiplication chart.
  • Teachers might provide students with a word wall.
  • Teachers might provide a dictionary.
  • Teachers might also provide manipulatives for math.

References

Ray, J. (2017). Tiered 2 interventions for students in grades 1-3 identified as at risk in reading. (Doctoral dissertation, Walden University). Retrieved from https://scholarworks.waldenu.edu/dissertations/3826/

van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Education Psychology Review, 22, 271-296. doi:10.1007/s10648-010-9127-6.

Why Differentiation of Instruction?

Most student didn’t receive the “full, normal load” of instruction during the 2020-21 school year. This means that students may not have ownership of the prior knowledge that is necessary to be successful at learning new tasks that teachers may present to them in the Fall of 2022. In college, students must have received and often prove that they have the prerequisite or prior knowledge necessary to be successful in their current class. With this in mind, teachers need to find a way to present new information without students having the necessary knowledge to be successful in the current lesson.

Differentiation is one tool that can be used to ease the absorption of the new knowledge without having the prior knowledge necessary to digest and own the new information. Differentiation sounds like a lot of work, but the tool is relatively easy to use. Most teachers already use this tool to successfully teach diverse groups of students. Each classroom of students usually includes students that function academically at different grade levels. Most classrooms have students a grade below or above, but some have students that function two or more grade levels below or above the standard for that grade level. This depends on the instructional policies of each state and district, and the current resources available to meet each student’s individual educational needs.

When differentiating student instruction, it is important to know student learning abilities and interest. Students will push through or work through the struggle of completing the assignment if the subject is of interest to them. Teachers can increase student interest through the introduction (attitude) of the lesson or subject. Teachers can also increase student interest in the lesson by the activities used within the lesson, such as allowing students to use their hands for exploration or take a walk to learn about components of the lesson or use a computer to research items of the lesson or allow them to work with a partner. These are all types of differentiation of instruction.

Differentiation of academic lessons may take more planning, as you should take into consideration: (a) the subject being taught, (b) student learning abilities, (c) student learning styles, and (d) the resources available to teach the lesson.  For example, if the lesson is about researching animal habitats. The lesson may be taught in a whole or small group setting. The lesson may also include hands on objects, videos, books, etc.  The gathering of information may include general note taking, drawing pictures, or answering progenerated questions. The lesson may include a trip to a natural habitat, which may be available on school grounds. The reporting of the information gathered might be an oral report, a tri-fold brochure, a written essay, or a PowerPoint presentation. The lesson may be about a particular interest of the students as a whole, or students may choose an animal of their interest to research.

When designing a lesson based on the academic background knowledge of students, you may need to add depth to the lesson or provide information to students before they can accomplish the lesson. For example: I was teaching a group of students that functioned academically between the of Grades 5 and 12, in the same classroom. The assignment was to analyze sentences and determine if the sentence is a fact or an opinion. Most students didn’t know the difference, nor understood how to analyze a sentence. I began the lesson by discussing the differences of the two different types of sentences, and then modeled to students how to analyze a sentence to determine fact or opinion—instead of handing the worksheet to students. The lesson was followed-up with additional practice and discussions.  Another example: I was teaching a group of Grade 2 students of wide-ranging abilities. The lesson was to research animal habitats. Students were given the opportunity to choose the type of animal habitat to research that could be located on a particular school computer application. The application had the text-to-speech ability for students who were struggling to read at grade-level. Students were also given the opportunity to read library books about their chosen animal’s habitat. I chose some student’s library books to feature and use for discussion about how to research and find information, this gave struggling students the opportunity to hear their book read aloud. Students used a brochure template to develop their report. The report was completed in student’s own handwriting using a pencil or colored pencils. This allowed students to write more or less sentences based on their academic writing ability. Students who struggled in writing could use more pictures to described the habitat. Students were also allowed to use the teacher or other students to help them research and formulate written sentences.

The teacher’s ability to differentiate curriculum and instruction may be one of keys to recovering from the academic pause of the 2020-21 school year.

Differentiation of instruction is taking the student ability and learning style of groups of students into consideration, when designing an instructional lesson (Tomlinson, 2010).

 

 

Structured Literacy Supports All Learners-Dyslexic, ESL

Structured Literacy Supports All Learners:  Students At-Risk of Literacy Acquisition—Dyslexia and English Learners

Abstract

Learning to read is a complex endeavor that requires developing brain connections. The brain connections for reading written words begins forming during the development of oral language. The maturing of oral language and reading instruction continue the growth of the necessary brain connections to read and write. Structured Literacy instruction helps to develop and strengthen brain connections for reading and processing written language. Structured Literacy encourages educators to teach the essential literacy foundational skills during the pre and primary school years, so students have a better chance of achieving and maintaining proficiency in literacy. 

This article was published in the Texas Association for Literacy Instruction Yearbook, Volume 7, September 2020, Chapter 5, p. 37-43, downloadable at  http://www.texasreaders.org/yearbooks.html.

Is Response to Intervention (RTI) for General or Special Education Students?

When I am discussing RTI with educators many seem to believe that the RTI model is special education. In a research article titled The Blurring of Special Education in a New Continuum of General Education Placements and Services, Fuchs et al. (2010) describes that the meaning of RTI is interpreted differently by regular education teachers and those who provide support for at-risk students. General education teachers usually reflect the RTI model through the lens of the No Child Left Behind (NCLB) Act (2002)/Every Student Succeeds Act (ESSA) (2015). Those working in general education usually define RTI as “a reformed service delivery that emphasizes early intervention and the unification of general education and special education, which in turn facilitates adoption of challenging standards and accountability for all” (Fuchs et al., 2010, p. 304). General education teachers support collaboration among teachers to improve student learning and focus more on assessment and instruction than cognitive abilities. This group also emphasizes problem solving and differentiated instruction.

Whereas the educators supporting students at-risk, such as resource, speech, special education, etc. view the RTI model through the lens of the Individuals with Disabilities Education Act (IDEA) (2004). Their view defines RTI as a model to promote early intervention and to increase the validity of identifying students who may have a learning disability (Fuchs et al., 2010). Educators supporting students at-risk place more value on cognitive, linguistic, and perceptual data to inform the type of intervention treatment. Educators working with at-risk students believe that students who are unresponsive to instruction in Tier 2 should be evaluated by a multidisciplinary team using student data. Fuchs et al. also noted that educators supporting at-risk students recognize that instruction should be evidence-based, explicit, and top-down or researcher determined. This group usually relies more on student data and effective research-based interventions.

The RTI model was designed for educators to develop a multitiered instructional system to deliver standards-based, grade-level, student-supported curricula and instruction based on the current needs of present students and the resources available to support the RTI model at their school. A healthy RTI model should reach most struggling students, freeing-up special education services for students who have the most severe learning needs.

I described a typical RTI model in an October 2018 blog post as having three tiers of instruction, some may have more.

  • Tier 1 instruction is taught using research-based curriculum and instruction that is differentiated to meet student learning needs. Tier 1 takes place in the general classroom, taught by a regular classroom teacher. Tier 1 should meet the learning needs of 80% of the students. Students who are struggling to meet the expectations of Tier 1 are referred for Tier 2 instruction, using universal screeners and classroom data. Students can skip tiers to better match individual learning needs.
  • Tier 2 instruction becomes more intense using explicit systematic instruction based on student learning needs. Tier 2 instructions can be taught by regular classroom teachers, paraprofessionals, reading specialist or special education teachers. Tier 2 instructions typically take place outside of the regular classroom, in a small group setting. Students are progress monitored, usually once a week to ensure that the curriculum and the intensity of instruction are meeting student learning needs. Data from monitoring is used to adjust curriculum and instruction. Students not showing progress after a specified time at Tier 2 are referred for Tier 3 instruction.
  • Tier 3 instruction becomes more intense and individualized. Some students may need more diagnostic testing to better pinpoint their particular learning needs. Tier 3 is usually taught in one-on-one settings by a paraprofessional, reading specialist or special education teacher. Tier 3 in some models is special education.

Each tier of the RTI model typically has a team of educators that support the instruction and movement of students in and out of that tier. Team members usually include the regular classroom teacher, reading specialist, special education teacher, and or the RTI liaison. Team members may also include administrators, parents, community liaisons, and other educational professionals, such as speech pathologist or psychologist.

 

References

Fuchs, D., Fuchs, L. S. & Stecker, P. (2010). The blurring of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301-323.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W.D. (2009). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades, a practice guide (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/publications/practiceguides/.

Kashima, Y., Schleich, B., & Spradlin, T. (2009). The core components of rti: A closer look at evidence-based core curriculum, assessment and progress monitoring, and data-based decision making. Center for Evaluation & Education Policy, 1-11. https:ceep.indiana.edu

Ray, J. (2017). Tiered 2 interventions for students in grades 1-3 identified as at risk in reading. (Doctoral dissertation, Walden University). https://scholarworks.waldenu.edu/dissertations/3826/

 

More Instructional Support Strategies for Dyslexic Students

Individuals with dyslexia have brain processing issues, because their brains did not initially develop the same highways and byways to process written language.  But many dyslexic students will have fluid oral communication skills.  This may be why it has taken many years for society to recognize dyslexia as learning disability.  Some students you will not recognize as dyslexic, others will jump up and down dyslexia.  Boys tend to be diagnosed or show higher signs of dyslexia as they seem to squirm louder than girls.

Dyslexic students usually work twice as hard to learn how to read than the average student, as they are developing new brain connections.  Teaching all students using rich Structure Literacy curriculum and instruction can reach most students.  Taking brain breaks or moments of rest can the increase student motivation.  My thought is that any students who is struggling to learn how to read and write should be supported in the process.  Each dyslexic student will need different types of supports to develop the necessary highways and byways, as student environment plays a role in the brain development process.  The earlier the intervention or supports are put into place the higher chance the student has to overcome the risk of literacy acquisition.  The following dyslexic instructional strategies can be effective for any student at-risk in literacy.

  1. Use highlighters or a marking code. A highlighter is a tool that students can use for various tasks.  Students can use them to highlight important information that they may need for future tasks, such as writing or reading comprehension.  Highlighters can be used to note different parts of texts, such as topic sentence, detail, conclusion, parts of a sentence, etc.  Students can use different colors to signify different types of information.  Students can also use boxes, circles, underline, stars, etc. to note the same things when different colored highlighters are not available.  This technique is helpful to teach/model students by highlighting different parts of written language.  This technique can also assist early writers in proof reading their writing.
  2. Read the passage or words aloud at any volume. When students read the passage aloud, they are involving both their hearing and visual senses.  Most dyslexic students already have good oral communication skills—they can effectively process heard information.  Reading the passage aloud usually allows them to better comprehend the passage.  In addition, students are using their visual sense to build or strengthen their brain connections for reading using just their vision.  Whisper phones are a way for students to read written words aloud and not disrupt their fellow classmates.  Some students will grow out of the need to use both their visual and hearing to comprehend the passage, while others will need to occasional use both senses.
  3. Listen and follow along at grade-level. Students listen to a book on tape and read it with the tape or follow along.  This is a good tool for students who can orally comprehend at grade-level, but not read the words and comprehend at grade-level.  This strategy allows students to be exposed to grade-level information and it helps them to build and strengthen brain connections for reading to comprehend at grade-level.  This strategy should be used along with other strategies to increase student achievement level.  This strategy has been used for many years to teach primary students how to read.  Students listen to an oral reading of a book or passage and follow along.  Some of the computer programs have books or passages that can be read as the words are highlighted, but students need to follow along.
  4. Discussing information read. Developing an environment where all students feel safe to share is key for the success of this strategy.  Each student can bring their background/environment knowledge to the discussion.  Many dyslexic students have strong backgrounds of knowledge and good oral communication skills.  Discussing the read information can assist students in expanding their lexicon or student knowledge about a topic.  Student discussion(s) can also increase their information processing highways and byways.  This instructional strategy can also assist students in retaining the information read.  This strategy can also strengthen student ability to communicate orally.
  5. Encourage their interest, passion. When possible allow students to choose their topic of study.  This usually increases engagement and intrinsic motivation.  Some students will still “battle” the assignment or parts of the assignment.  I usually use science topics during the primary and elementary school years to increase student engagement in a task.  Most students can find an animal, insect that stirs their intrinsic motivation to read and write about.  The topic can be narrowed, to a particular aspect of the animal.
  6. Assistance in copying words from the board. Some dyslexic students struggle in copying words from the board or from a distance.  This could be due to vision issues, which is usually an additional issue—not dyslexia.  I usually lend them my notes or ask another student to assist them.  Most can copy from a paper that is placed right next to the paper that they are writing on.  Interactive word walls are excellent tools for students who struggle in copying from the board.

References

Gillingham, A. (1956). Remedial training for children with specific disability in reading, spelling, and penmanship. Massachusetts: Educators Publishing Service, Inc.

Hinshelwood, James. (1917). Congenital word-blindness. London: H.K. Lewis.

Instructional Support Strategies for Dyslexic Students

This post will reflect more dyslexic or at-risk instructional support strategies that assist classroom management to allow for literacy instruction and acquisition to take place.

Typically, there are, on average, three to five students in every classroom that are dyslexic.  Dyslexia is an inherited gift that can be passed down generation to generation or skip a generation or sibling within a natural family.  Dyslexia is also culturally blind.  Boys tend to be diagnosed or show higher signs of dyslexia as they seem to squirm louder than girls.  My thought is that any students who is struggling to learn how to read and write should be supported in the process.  The earlier the intervention(s) or support(s) are put into place the higher chance the student has to overcome the risk of literacy acquisition.

The dyslexic instructional strategies discussed below will usually also increase the literacy achievement rate of English Second Language (ESL) students.  Students diagnosed with dyslexia and students who are at-risk of literacy acquisition are often overwhelmed.  These strategies usually decrease the anxiety and allow students to fully focus on the lesson or task at hand, which allows students to begin developing or strengthening brain connections to increase fluidity of their literacy skills.

  1. Use a different colored folder for each subject of study. This is easier to orchestrate in Grades 3 and up, but can be accomplished in younger grade classrooms.  The different colored folders should help students to find what they need a little faster than rummaging through their desk or cubby for their reference material or assignments.  This also takes away some of the anxiety of remembering where it might be.
  2. Post the schedule for each day. All students like to know how their day may unfold.  This strategy is important for all grade levels.  The schedule should be visible so that all students can view it from their seats, this usually increases student engagement.  Schedule changes are hard for all students, especially students who are struggling to keep up academically.  My schedule usually will show the time and topic.  Sometimes I will include the actual name and details of the assignments.  This will depend on your group of students and how you wish manage your classroom.  It is also good to note future upcoming events.  Developing and posting a schedule can also assist the teacher in lesson preparation.
  3. Develop a routine. Routine is closely related to the schedule.  The routine is what usually happens at the same time every day or on a set day of the week.  The routine may include scheduled bathroom breaks, snack, and topic focused classes, like PE or tutoring that take place outside of the regular classroom.  Routine helps students to stay engaged in the topic at hand, as they do not have to worry about when, where, and how lunch or snack may take place.
  4. Develop reminders for you or the student(s). The strategies that you may use for the reminder may be different with each group of students. I tend to set alarms and at times backup alarms in the classroom if something has to be accomplished by a certain time, such as library time or students who need to go to another classroom.  I also like to write assignments and due dates on the board.  I also remind students to turn in their assignment or projects.  Students can also serve as a reminder for other students.  Students may have daily planners that they can use to write down the assignments and due dates.  If students are overwhelmed with the assignment, they may need a one-on-one follow-up to accomplish the task.
  5. Give brain breaks. A brain break allows the brain to relax from the intensity of learning or practicing of a skill.  All students usually need brain breaks, especially dyslexic or students at-risk of grade level achievement.  The type and length of a brain break may differ with each student.  Some students may enjoy reading, while others may need to stretch.  Breaks that include movement of more oxygen to the brain usually increases engagement in the classroom.  Many teachers include brain breaks into their normal schedule; some students may need more.
  6. Set goals. Goals can be established for various reasons, such as writing for 10 minutes or staying in their seat during instruction.  Ideally, students should be involved in the process of setting the goal(s).  This can be accomplished through conversation.  It is good to write down the goal and to have discussions about the movement towards the accomplishment of the goal.  This saves later arguments and misunderstandings.  You may have to set goals based on your observation of student ability, such as once you finish this worksheet you may draw for 10 minutes.  Some teachers give brain breaks as incentives for working or accomplishing a goal.

My next blog will focus more on instructional literacy strategies for dyslexic students.

Defining Scaffolding in Relation to Instruction

Educators seem to enjoy the tussle of how to define the different elements of instruction. This could be rooted in their historical-cultural background. This could also be rooted in the need to be heard. Whatever the case, it can become confusing to individuals trying to find a solid definition of a term. Hopefully this post will help you to better understand scaffolding in relation to instruction. I have presented six definitions of scaffolding in relation to instruction, the first five definitions assisted in the development of the sixth. Each definition reflects Vygotsky’s 1929 cultural-historical theory of psychological development in relation to scaffolding.

The first definition of scaffolding is “support given by a teacher to a student when performing a task that the student might otherwise not be able to accomplish” (van de Pol, Volman, & Beishuizen, 2010). In the same article van de Pol, Volman, and Beishuizen describe scaffolding as a process that includes contingency, fading, and transfer of responsibility. “Contingency is the tailored, adjusted, and differentiated responses or support that a teacher gives to a student during instruction. Fading is the gradual withdrawal of the scaffolding or contingency support. Transfer of responsibility is the completion of the fading stage, when students can independently process the task” (Ray, 2017, p. 26).

The second and third definition of scaffolding were found in an article titled, Scaffolding Students’ Comprehension of Text. The second definition is “what teachers say and do to enable children to complete complex mental tasks they could not complete without assistance (Pearson & Fielding, 1991, p. 842.” The third definition is “a temporary supportive structure that teachers create to assist a student or a group of students to accomplish a task that they could not complete alone (Graces, Watts, & Graves, 1994, P. 44)” (Clark & Graves, 2005, p. 571). In the same article Clark and Graves discuss scaffolding as a process of gradual release of responsibility that includes three key components: a) all teacher—modeling and instruction, b) joint responsibility—guided practice, and c) all student—practice and application. The article also states that scaffolding allows the teacher to “chunk” the assignment into smaller manageable parts while maintaining the integrity of the whole.

The fourth definition of scaffolding is “a ‘process’ that enables a child or novice to solve a problem, carry out a task or achieve a goal which would be beyond his unassisted efforts” (Wood, Bruner, & Ross, 1976, p. 90). In the same article Wood, Bruner, and Ross describe the scaffolding process to have six key functions or strategies within the process:
1. recruitment – creating engagement of the learner
2. reduction in degrees of freedom – simplifying or narrowing the process
3. direction of maintenance – motivating student towards the goal
4. marking critical features – noting the relevant components of the task, like a rubric and interpreting discrepancies of correct and incorrect production
5. frustration control – providing assistance that creates a learning environment of less stress to the learner
6. demonstration – modeling task for student to emulate
To reach independence or have ownership of a task, Wood and his colleagues believed that students must have some ideas of how to solve the task before they can systematically solve or produce the task themselves.

The fifth definition of scaffolding is found in Vygotsky’s (1929) cultural-historical theory of psychological development, particularly in relation to cognitive development and the zone of proximal development. Vygotsky emphasized several components of scaffolding. The first component is collaboration between teacher or person of higher cognitive ability and the student to solve an issue or complete a task (Vygotsky, 1935). Vygotsky believed that interaction between the student and the teacher must involve a process of removing the scaffolds in order to allow the student to complete the assessed skill using his or her own abilities (as cited in Gredler, 2009). The second component is constantly asking the student to explain the task, these responses help students develop the ability to ask questions and explain concepts. The third component is constantly modeling and explaining tasks, teacher modeling of the ideal form should change to match the current maturation level of students (Vygotsky, 1934/2002). Vygotsky believed that instruction, in the form of teacher modeling, should take place just beyond the tasks that a student can accomplish on their own. The fourth component is assessment to find ideal instruction point or the zone of proximal development. Vygotsky proposed four strategies that teachers could use to scaffold assessment of student capabilities, which included (a) demonstrate how to complete a task and observe the student mirror this demonstration, (b) start a task and ask the student to complete the task, (c) ask the student to complete a task in collaboration with a higher functioning student, and (d) demonstrate metacognition in solving the task (Gredler, 2009). Vygotsky believed that each student has a unique ideal learning level that is based on past interactions of adults, peers, culture, and natural environment and biological factors.

With the previous in mind, a sixth definition of instructional scaffolding was developed “a supportive instructional structure that teachers use to provide the appropriate mechanisms for a student to complete a task that is beyond their unassisted abilities” (Ray, 2017, p. 14).

References
Clark, K., & Graves, M. (2005). Scaffolding students’ comprehension of text. The Reading Teacher, 58(6), 570-580. https://www.jstor.org/journal/readingteacher
Gredler, M. (2009). Learning and Instruction Theory into Practice. Upper Saddle Creek, New Jersey: Pearson Education, Inc.
Ray, J. (2017). Tiered 2 interventions for students in grades 1-3 identified as at risk in reading.
(Doctoral dissertation, Walden University). Retrieved from
https://scholarworks.waldenu.edu/dissertations/3826/
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Education Psychology Review, 22, 271-296. doi:10.1007/s10648-010-9127-6.
Vygotsky, L. (1929). The problem of the cultural development of the child II. Journal of Genetic Psychology, 36, 415-434. Vygotsky Reader, Blackwell. Retrieved from https://www.marxists.org/archive/vygotsky/works/1929/cultural_development.htm
Vygotsky, L. (1934/2002). Thought and Language. Cambridge, MA: The MIT Press.
Vygotsky, L. S., & Kozulin, A. (1935/2011). The dynamics of the schoolchild’s mental development in relation to teaching and learning. Journal of Cognitive Education and Psychology, 10(2), 198-211. http://ia-cep.org/journal/jcep
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17(2), 89–100.

ILA 2018 Book Choices and the Process of Writing

The International Literacy Association (ILA) released their book choice list for 2018, during a literacy session at their 2018 annual conference in Austin, Texas.  The session featured Jeff Zentner, author of The Serpent King, which was a 2017 ILA book choice.  Mr. Zentner discussed how he wrote The Serpent King.  It was interesting to hear how he developed the theme, the characters, the plot, and actually wrote the book.  He stressed that the process of writing the book took several months.  He also stressed the need for boredom or time to think.  He shared that much of the book was written in his head during the pre-writing process before actually committing words to paper.  Mr. Zentner came up with the theme by meshing a couple of songs that he had written while playing in a band.  He allowed the characters to come alive in his head, their personality, their actions, and their verbiage.  He typed the words that flowed like a river on his cell phone in just 25 days.  Much of the typing took place during his lunch break and on the subway to and from work.  The writing process for him seemed like a hobby or a stress release from his intense position as a prosecuting attorney.  He has written two other books, Goodbye Days (2017) and Rayne Delilah Midnite Matinee (2019).

This session reminded me that as educators we should consider the following when developing writing lessons:

  • the importance of the pre-writing process or the foundation of the written passage
  • writing is a higher cognitive processing skill that needs time to process or blend and bake
  • importance of background knowledge or student’s natural environment
  • the skills needed for each genre of writing, which may be different
  • writing takes time; the time needed may be different for each student
  • the first draft usually needs editing
  • students need time to free write or practice getting words on the paper without the fear of being wrong
  • students may need to learn how to develop a topic
  • what are the requirements of this writing assignment
  • who is my target audience
  • collaboration may strengthen the writing process
  • the importance of time spent reading

ILA’s book choices for 2018 can be found at https://www.literacyworldwide.org/

Membership is not required to access the booklist.

 

 

 

Using Intrinsic and Extrinsic Motivational Strategies in Instruction

When designing curriculum and instruction educators should include strategies that motivate students to participate in the learning process.  Instruction should move and increase natural or intrinsic motivation.  Students are motivated through touching, smelling, hearing, seeing, and tasting.  Students are also motivated through social connections and activities, such as friendships and group work.  Students are also motivated through organized purpose, such as assembling and preserving things.  Motivation begins, McClelland (1985) argued, with the initial stimulation or attention grabber.  Students also use their past academic histories to formulate the type of response and involvement level that they give to the lesson.  Students will seek opportunities and activities that lead to academic success and to avoid those that lead to failure or shame.  It is important to understand the difference between intrinsic and extrinsic motivation.

What is intrinsic motivation?  Intrinsic motivation is student’s internal drive.  Students are born with natural or intrinsic motivation—curiosity, ambition, and emotions (Wilson & Wilson, 1921).  Intrinsic motivation changes as students mature.  Students environmental interactions can have an effect intrinsic motivation.  Intrinsic motivation usually determines student academic achievement.  Gambrell (2011) suggested that reading instruction can increase intrinsic motivation levels through:  a) access to multiple genres, (b) choice, (c) time, (d) success in advanced level texts, (e) collaboration regarding the text, (f) relevance to the reading assignment, and (g) incentives.

What is extrinsic motivation?  Extrinsic or external motivation is the components within our environment that stimulate action.  Extrinsic motivation is dependent on the past and current learning environments of students.  Each student will have different extrinsic motivators that can be used to enhance the learning process in the classroom, for example a student who traveled to China can share their experience adding to the curriculum knowledge of the lesson.  The location of the instruction can impact the lesson.  Students who are presented a lesson in a noisy hallway may be less engaged in the lesson.  A student may enjoy writing using computer software better than using a pencil and paper.  Students may be more willing to listen and focus on the lesson if they know that their recess will be shortened.  Extrinsic motivation can be used to develop intrinsic motivation.

The following instructional strategies have shown to increase student motivation towards participation in the learning process:

Schedules and Routines. Develop classroom schedules and routines to increase student motivation and achievement.  McClelland (1985) argued that children from homes where parents follow consistent schedules, such as when to eat and use the bathroom, have higher achievement rates in school.  Children begin to learn how to regulate their needs through regular schedules.  Weiner (1974) also argued that reinforcement schedules assist students in developing higher levels of cognition.  He believed that reinforcement schedules enforce positive behaviors and redirect negatives behaviors.

Incentives and Goals. Incentives and goals can increase intrinsic motivation.  Incentives can increase students’ intrinsic motivation in learning how to read (Gambrell, 2001).  Tangible rewards should be relevant to the activity, such as giving a book to a student in order to honor his or her reading achievement.  Students are usually more motivated to meet a goal with a checklist of requirements for the goal or assignments (Servilio, 2009).  The checklist gives students a road-map of what should be accomplished and what has already been accomplished. When using a checklist, students learn organization and responsibility skills.  Students with a goal and purpose have a higher level of motivation towards learning skills that are difficult to them.

Collaboration in Small Groups. Research suggests that student motivation often increases when students collaborate with others in small group settings.  Student motivation increases when students collaborate with and assist their classmates in exploring, analyzing, and reflecting on their chosen topic (Hsiao, Lin, Fang, & Li, 2010).  Students with higher interpersonal skills benefit more from working in small groups than from working alone.  Mihandoost, Elias, Nor, and Mahmud (2011) found that small group work increases student motivation in reading for students with dyslexia.  Intrinsic motivation improves when students use technology to complete assignments in small groups that consist of one student and one instructor or two students (Reed-Swale, 2009).

Student Choice. Student motivation increases when students are given choices within the instructional lesson (Chu, Tse, Loh, & Chow, 2011; Gambrell, 2011; Mihandoost, Elias, Nor, & Mahmud, 2011; Schiefele, Schaffner, Möller, & Wigfield, 2012; Servilio, 2009).  Researchers argued that student achievement in reading comprehension increases when students are given the opportunity to read literature of their own choosing.  Students’ engagement in reading instruction increases when students are given the opportunity to make choices about how to complete the assignment during differentiated instruction (Servilio, 2009).  Student motivation in reading increases when students are given the option of choosing the reading texts (Gambrell, 2011).

Relatable and Relevant. Teachers should select literature that is relatable.  Students can better relate to characters through drama.  Students are more motivated to understand the meaning of a literature passage when they are given the opportunity to recite and define the literature passage.  Wilson and Wilson (1921) believed that students are motivated to strengthen their reading skills when they learn about different subjects they are interested in, such as baseball or bugs.  Wilson and Wilson also suggested that oral reading or songs and games can motivate students during English language arts lessons.

The right instructional strategies can improve student motivation towards learning.  Instructional strategies should be developed to increase ownership of the lesson.  Instructional strategies should energize and spark interest of the topic.

 References

Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011).  Collaborative inquiry project-based              learning: Effects on reading ability and interests. Library & Information Science                            Research, 33(3), 236-243.  doi: 10.1016/j.list.2010.09.008

Gambrel, L. (2011).  Motivation in the school reading curriculum.  Journal of Reading                          Education, 37(1), 5-14.

Hsiao, H.-S., Lin, C.-C., Fang, R.-T., & Li, K.-J. (2010). Location based services for outdoor            ecological learning system: Design and implementation. Educational Technology &                    Society, 13(4), 98-111.

McClelland, D. (1985). Human motivation.  New York, NY: Cambridge University Press.

Mihandoost, Z., Elias, H., Nor, S., & Mahmud, R. (2011).  The effectiveness of the                              intervention program on reading fluency and reading motivation of students with                   dyslexia. Asian Social  Science 7(3), 187-199.

Reed-Swale, T.W (2009). Engaging digital natives in a digital world teaching more than             web design. Synergy Learning, 22(128), 22-25. 

Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading                         motivation and their relation to reading behavior and competence. Reading Research               Quarterly,47(4), 427-463.  doi: 10.1002/RRQ.030

Servilio, K. (2009).  You get to choose! Motivating students to read through differentiated          instruction.  Teaching Exceptional Children Plus, 5(5), Article 5.  Retrieved November 7,             2012 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art5

Weiner, B. (1974). Achievement motivation and attribution theory.  Morristown, NJ:                     General Learning Press.

Wilson, H.B., & Wilson, G.M. (1921). The motivation of school work. Cambridge, MA: The                  Riverside Press.

 

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