Module 5: Chapter 12, 14, and 15

 Chapter 12: Motivation in Learning and Teaching

                Concept 1: What is Motivation?

                           Summary: "Motivation is the processes that initiate, direct, and sustain behavior...motivation focuses on how and why people initiate actions directed toward specific goals" (Woolfolk, p. 501). This quote summarizes what motivation looks like within a student and how certain motivations can help a student want to reach a goal/skill set. There are two types of motivation - intrinsic and extrinsic. Intrinsic is wanting to reach goals for own personal reasoning and accomplishments. Extrinsic motivation is wanting to attain something for what lies outside of the actual activity. This could mean money, rewards, or some sort of praise from others that isn't directly connected to the goal. Finally, there are six current explanations for motivation. These are "...discussion of needs and self-determination, goals, expectancies and values, attributions, self-beliefs, and interests, curiosity, and anxiety" (Woolfolk, p. 501). Understanding what exactly motivation is, what forms it takes on and how it can look in a student is important for teachers to know in their classroom. 

                                        Reflection: Something I took time to reflect on is the forms motivation can take in a student and in me. Intrinsic and extrinsic motivation is something I knew basics of but didn't put labels to or thought in much extent. I think motives can be right or wrong within wanting to achieve a goal. A student could be wrong or right in both intrinsic and extrinsic forms of motivation. In intrinsic motivation they might only want it to benefit their own growth and not helping others. They might also do it for the benefit of others and what the goal was made for. In extrinsic motivation, student might solely seek rewards for goals which is not right, but they also might seek the rewards to benefit others in seeing what is done. There are so many sides to it and it will definitely be something I continue to reflect on. 

Chapter 14: Teaching Every Student

                   Concept 2: Teaching Approaches

                                    Summary: There is a lot that goes into how a teacher approaches his/her classroom. For one, how and when should she/he use direct instruction as opposed to group work. How much homework should get sent home each day, if any? What type of questions should appear verbally, in formative assessments, and in tests? What is the wait time for a student/the classroom altogether? Should there be a group discussion/partner discussion every day or just sometimes? All of these aspects go into how a teacher presents themself and the way their classroom will work overall. 

                                         Reflection: I have actually thought quite a bit of how I will approach my classroom. I know that my approach needs to be individualized based on the students I have and their abilities, but as a general statement I have some ideas. I know direct instruction is important, but I'd prefer to do modeling and then have students work corporately with me rather than me always having every word of the discussion. I want my students to engage in their learning and not just listen. I want a lot of group discussions and a lot of divergent questions that will have multiple answers. I feel like this will cause my students to think further than the question and not just say "yes" or "no." I want my students to feel as if their learning is in their own hands and I am there is coach and help them progress. 

Chapter 15: Classroom Assessment, Grading, and Standardized Testing

                    Concept 3: Basics of Assessment

                                   Summary: There are key features to assessments teachers must learn before giving their students any type of assessment. First of all, there is a difference between measurement and assessment. "Measurement is the description of an event or characteristic using numbers" (Woolfolk, p. 629). "Assessment includes measurement but is broader because it includes all kinds of ways to sample and observe students' skills, knowledge, and abilities" (Woolfolk, p. 629). Another important thing to know is the difference between three main types of assessment. There is formative, interim, and summative assessment. Formative assessment is ungraded and is a way to check in with students during a lesson to see where they are. Summative happens at the end of a week, or unit and it is cumulative; usually summative is graded and a way to see progress. Interim (growth) are done regularly in an unbiased way that will just monitor progress throughout the year. Finally, teachers need to know the difference between reliability and validity. Reliability is when a test is stable and consistent. Validity is related to "content, criterion, and construct" (Woolfolk, p. 629). Every one of these aspects needs to be research by teachers to best help their students grow and progress throughout the year in a meaningful way. 

                                        Reflection: Knowing the difference between measurement and assessment is important because assessments don't necessarily have to be graded and measured with a percentage but can be informal.  I have heard of formative and summative assessment before, and I have written lesson plans containing these. I have not heard of interim assessment before, but I see how it can be useful in monitoring progress and helping students and I plan to research it more. Reliability and validity are important in creating assessments because it will best help the students. I plan to do further research and practice on creating assessments that will best help my students.