Module 5: Putting concepts into practice

CONCEPT 1: Motivation 

Summary

Woolfolk defines motivation on pages 462-63 in the text as "the processes that initiate direct, and sustain(ed) behavior." She furthers this concept of motivation as a set of processes by breaking it down into Intrinsic motivation (the natural human tendency to seek out and conquer challenges) - and Extrinsic motivation (when we do something to earn a grade, avoid punishment, please the teacher, or something else). Understanding how our students are motivated to complete work could mean the difference between success and failure. Woolfolk describes this idea saying that "teachers must encourage and nurture intrinsic motivation, while making sure that extrinsic motivates learning (Anderson & Anderman, 2014; Brophy, 2003)." 

Reflection

In light of everything going on, motivation has been hard for me to find. That's why I chose to focus on this aspect of the reading this final week. I think as the world evolves and expands into this new sense of normal, recognizing the idea of motivation is crucial. We may not get the same face-time with students that we are used to having, and I feel as educators we must learn to adapt with these students or risk losing them.

One thing I have seen during all of this are teachers struggling to motivate students, and a big part of this is because educators are not "nurturing and encouraging intrinsic motivation" in their students. The world is collectively experiencing a trauma: A Global Pandemic, the largest Civil Rights Movement in human history, and of course students intrinsic motivation is lacking during this time. Students are scared about their future, some (especially our black students) may be scared if they even have a future at all. I think Woolfolk hits the nail on the head by reminding us as educators to focus on these needs, and balancing them with the extrinsic side, which is built up more by praising and loving on our students for doing good work. We'll never get to that point, if we aren't first making sure our assignments make our students want to engage.

CONCEPT 2: Maslow & Bloom

Summary

Needs and Self-Determination, according to Abraham Maslow's theories, are what motivate students, however it should be noted that people don't "always behave by theory." However "criticisms aside, Maslow's theory does give us a way of looking at the whole student, whose physical, emotional, and intellectual needs are all interrelated"  this is demonstrated through his Hierarchy of Needs (465-66) Bloom and Maslow share a cognitive connection in their approaches, in other words "we must Maslow before we can Bloom"  - Blooms Taxonomy should be considered as a "hierarchy, with each skill building on those below" however "this is not entirely accurate, especially in subjects like math" (559). Both of these can be used as tools to help student build success habits inside and outside of the classroom.

Reflection

"You don't get to Bloom until you Maslow"! I found that referenced many times when searching these on my own outside of the text. One quote I found from a website said it this way: "The phrase Malsow before Bloom is popular in education circles. It is typically used to communicate how humans need their basic needs met before academic learning can be fully embraced" 

I feel this is crucial for us to remember as educators especially when talking about motivation. Simply our students aren't going to feel motivated to engage in learning, if we aren't first also meeting their basic human needs. If a child isn't eating, we know learning can become difficult. If a student isn't happy, experiencing depression or trauma, we know that learning becomes a difficult activity. Truly we must Maslow, before we can even look to Bloom.
https://www.exploringthecore.com/post/maslow-before-bloom#:~:text=The%20phrase%20Maslow%20before%20Bloom,learning%20can%20be%20fully%20embraced.

I think it is also important to remember that as we move into remote learning due to social distancing, that we as educators may benefit from the idea of Maslow before Bloom even more. If we are going the extra mile to ensure that our students basic needs are being met, it will be easier to motivate them to do the tasks at hand, even when their worlds may look different, and at times scarier, than before. 

CONCEPT 3: Assessment 

Summary

"Classroom assessments can take many forms - unit tests, essays, portfolios, group projects, performances, oral presentations, designs and plans, journals, or products such as artwork - the list is long." The key thing to remember is that an assessments "consists of many ways - quantitative and qualitative - to sample and observe students' skills, knowledge, and abilities" (pg 592) These is of course debate on the reliability of some types of assessments such as test scores. Woolfolk reminds us that "all tests are imperfect estimators of the qualities and skills they are trying to measure." Errors and preexisting conditions that occur such as "student mood, motivation, test-taking skills, and even cheating" (pg. 594) can all drastically change the outcome of a test score. And while "authentic assessment" strategies are available that allow students the opportunity to "apply skills and abilities as they would in real life" it should be noted that all forms of assessments have the possibility for bias. (pg. 595)

Reflection

Assessments can be a tricky subject, especially for an art educator, as these can often be subjective. We use a lot of "Authentic Forms" of assessments, and I appreciated how Woolfolk zeroed in on how "equity can is an issue in all assessments, and no less with performance and portfolios." (609)  I remember in high school participating in portfolio day, and having a wonderful time. I was really nervous and shy when first approaching schools, but toward the end I was excitedly showing up to any booth that looked interesting.

I can't imagine what this day must be like for a student who faces bias on a more overt level. As a queer person I have dealt with my share of hate and ignorance directed at me due to my identity, and I am sickened by the idea that educators at these events would misuse their power to shut out certain groups of people. I know it happens though. We all know it happens. Looking at current world events, we know it's happening. I hope that as an educator, that I can protect my students from these biases, though I know, I can't. Since that's a burden I can't erase from my students lives so easily, my next hope is that I can be a voice and support for them, and have the strength in these situations to do what I can for my students not to lose hope or motivation.