Education 3570 – Secondary

Motivation and Management of Diverse Instructional Environments

3 Hours   Old Main

Dr. Deborah Hill                       865-8628 (office)                    hilld@suu.edu

208-A Old Main                        865-7762 (home)

Office Hours: M/W: 1-4 and T/TH: 8 - 12

Course Description

        This course examines multiple perspectives on student motivation and the management of learning environments as bases for reflecting on educational practice.  Participants will learn contemporary perspectives on student motivation and proactive strategies for linking theories of motivation to instructional practice and classroom management.  At the conclusion of this course, the successful student will have acquired insight into the important psychological principles underlying student motivation and classroom management and each student will be ready to begin to apply them to his or her own teaching.  Emphasis will be placed on creating positive learning environments in which teachers respond to the personal and academic needs of individual students and the classroom group.

Targeted Standards

•          INTASC Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

•          INTASC Principle #5:  The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

•          INTASC Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

•          INTASC Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively seeks out opportunities to grow professionally.

Course Objectives

•          Teacher candidate will explain motivational theories.

•          Teacher candidate will apply theories of motivation into their instructional designs for diversity (LEP, ESL, exceptional children, etc.).

•          Teacher candidate will explain theories of behavior.

•          Teacher candidate will create a classroom management plan.

•          Teacher candidate will integrate motivation and management in instructional lesson designs for diversity (LEP, ESL, exceptional children, etc.).

•          Teacher candidate will explain time management, curriculum requirements, district responsibilities, and classroom behavior in the cultivation of a learning environment that encourages cognitive, social, emotional, and physical success for all students.

Course Content

            A central theme of this course is that teachers have a primary responsibility in education to help students cultivate personal qualities of motivation that can give them resources for developing aspiration, independent learning, achieving goals, and fostering resiliency in the face of setbacks.  Integrated into motivation is management of student behavior.   Foundational knowledge of why students choose to do something and then methods of management for structuring the learning environment to encourage appropriate choices will be a final outcome for this course. 

Required Text

Brophy, J. (1998). Motivating Students to Learn. Boston: McGraw Hill.

Emmer, E.T., Evertson, C. & Worsham, M.E. (2000). Classroom management; For secondary          teachers. (5^th Ed.).  Boston: Allyn Bacon.

Hand-outs in class.

 Additional References:

Alderman, M.K. (1999). Motivation for achievement: Possibilities for teaching and learning.        Mahwah, N.J.: Lawrence Erlbaum Associates

Stipek, D. (2002). Motivation to learn: Integrating theory and practice (4^th Ed). Boston: Allyn   and Bacon.

Wong, H.K. & Wong, M.T. (2000). How to be an effective teacher: The first days of school.      Mountain View, CA: Harry K. Wong Publications

Course Requirements/Assessments

Assessment:

            Selected Response:

                        Instructional Strategies - Motivation

                                    “In my classroom …..”  

            Essay Assessments:

                        Case Study for motivational issues in classroom 

            Performance Assessments:

                        Discipline Theorist Synthesis

                        Substitute Handbook (portfolio entry)

Grade Criteria:  Total Points = 21.25 (Scoring based on National Board of Professional Teacher Scoring Rubric)

Attendance taken by quiz or activity at the beginning of each class based on the readings OR by a Clarification and Insights (at end of class) designed to help you think about important points and reflect upon strategies you can use in your own teaching.  They are also opportunities to identify any lingering questions or issues needing clarification.   Score Range = .75 to 4.25

Selected Response/Application Assessment – Score Range = .75 to 4.25

                        Motivation – Due: October 4

Essay – Score Range = .75 to 4.25

                        Case Study – Motivation Due: October 11

Performance – Score Range = .75 to 4.25

                        Discipline Theorist Synthesis Due: November 13

                        Substitute Handbook (portfolio entry) Due: December 12

Point Scale to Grade

            20 + = A                                    16.5 = C+

            19.5  = A-                                  16 =    C

            18.5  = B+                                  15.5 = C-

            18     = B                                  

            17.5  = B-                                 

Tentative Schedule

Wed., Aug. 21                  Course Introduction/Requirements/Assessment/Schedule

Monday, Aug. 26             What is motivation?  Motivation Case Study Introduction

Wed, Aug. 28                  Brophy – Chapter 1

Monday, Sept. 2              Labor Day Vacation J                  Wed., Sept 4      Brophy – Chapter 1

Monday, Sept 9               Independent Work                       Wed., Sept 11      Brophy – Chapter 2

Monday, Sept 16              Brophy – Chapter 3                      Wed, Sept. 18     Brophy – Chapter 4

Monday, Sept 23             Brophy – Chapter 5                      Wed., Sept 25     Brophy – Chapter 6

Monday, Sept 30             Best Practice Handout                 Wed., Oct 2       Brophy – Chapter 7

Monday, Oct 7                Brophy – Chapter 10                   

Wed., Oct 9                   Organizing Classroom and Supplies - Chapter One – Classroom Management 

Monday, Oct 14               Room Design                  

Wed., Oct 16                  Choosing Rules and Procedures - Chapter Two – Classroom Management

Monday, Oct 21               Fall Break                                 

Wed., Oct 23                  Harry Wong/ Rules and Procedures

Week of, Oct 28             Managing student work - Chapter Three – Classroom Management                  

Week of Nov 4               First Days - Chapter Four – Classroom Management

Week of Nov 11               Discipline Theories

Week of Nov 18              Cooperative Learning Groups - Chapter Six – Classroom Management 

Week of Nov 25              Maintaining appropriate student behavior - Chapter Seven – Classroom                                                                       Management

Week of Dec 2               Communication Skills - Chapter Eight – Classroom Management