Motivation and Engagement
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Student Motivation and Engagement in Literacy Learning
U.S. Department of Education (AdLit.org)
Teachers can help students build confidence in their ability to comprehend content-area texts, by providing a supportive environment and offering information on how reading strategies can be modified to fit various tasks. Teachers should also make literacy experiences more relevant to students' interests, everyday life, or important current events.
Increasing Motivation and Engagement
- Establish meaningful and engaging content learning goals around the essential ideas of a discipline as well as the specific learning processes students use to access those ideas.
- Provide a positive learning environment that promotes students' autonomy in learning.
- Make literacy experiences more relevant to students' interests, everyday life, or important current events.
- Build in certain instructional conditions, such as student goal setting, self-directed learning, and collaborative learning, to increase reading engagement and conceptual learning for students.
Potential Roadblocks and Solutions
- Some teachers think that motivational activities must entertain students and therefore create fun activities that are not necessarily focused on learning.
- Some students may think that textbooks are boring and beyond their ability to understand.
- Many content-area teachers do not realize the importance of teaching the reading strategies and thinking processes that skilled readers use in different academic disciplines and do not recognize the beneficial effects of such instruction on students' ability to engage with their learning.
- Adolescent students who struggle in reading do not expect to do well in class.
- Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
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by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes
Chapter 1. Student Motivation, Engagement, and Achievement