CSS: General | Presentation

CEP 910 Notes

Tacit goal is often fostering long-term commitment to desirable behavior, not just completing the current task

Questions p. 2-3, Brophy

1.

• Playing games (challenge, novelty and discovery, escapism and identity projection, playing with others, studying design, stories, humor, relaxation)
• Reading fiction (novelty and discovery, escapism and identity projection, stories, surprises, studying storytelling, idea experiments, relaxation)
• Watching movies (escapism and identity projection, stories, studying storytelling)
• Playing with my daughter (teaching her, love, getting to know her, watching her grow).

2.

• Some parts of some of my jobs (delayed gratification on activities above; a sense of purpose and influence; long-term goals)
• House chores (habit; get it over with; pride in home; it will just get worse if I don't)
• Communicating with certain people (necessary for other goals; sense of duty/responsibility)

3.

• Certain themes and idea experiments appeal to me
• I like strong choices, not genre incrementalism
• I like fantastical stories, not real-world stories, especially not rape, molestation
• Certain archetypes appeal to me

4.

• Often, when I'm good at something, I enjoy the sense of accomplishment
• Whether it will obviously be useful in my future
• Less and less interested in math; less and less convinced that statistics are useful for individual practitioners
• Whether I can exercise my strengths: improvisation, communication, creativity

5.

• Break it down into smaller steps
• Some each day
• Allow enough time for breaks ("carrots")
• Remind myself of the bigger picture and long-term goals

6.

• Confidence in me
• Love of the subject
• Apparent investment in the class (esp. organization, follow-through)
• Big picture vs. minor details

7.

• Yes, as a child I was more influenced by others' plans and desires for me.
• I've become more focused on what's intrinsically motivating for me.
• Believe that people should do things that they
  • Are good at
  • Enjoy
  • Make the world a better place

8.

• Yes. In my experience, I have a particuarly eclectic, unique combination of interests and tastes. I have more self-discipline than many people, so that's a real advantage in self-motivating.

9.

• People of any age might not have the same mental clarity on goals and paths.
• Good to focus on small steps
• Good to foster that mental clarity
• Good to encourage people to find things they're good at, enjoy, and make the world a better place

Check out Dweck, attribution retraining

Have to fight any entity definition from learners, regarding why they can't do something; have to focus (and focus them) on what they can change

Dweck analyzing boys and girls praised and criticized

• Praise intellectual quality only, quality + form: Boys 94, 6%, Girls 81, 19.
• Criticize intellectual quality only, quality + form: Boys 54, 46. Girls 89, 11.
• (those stats may be wrong)
• Hasn't been replicated

Optimal motivation, not maximal motivation (too much pressure and/or anxiety interferes with performance) (a curvilinear relationship)

sufficient ability and reasonable effort

Goal disengagement, re-engagement: need to differentiate between relatively great and small goals at different points of life (learning to snowboard, becoming associate dean)

An uninformed interviewer may help validity, because he doesn't know what he's looking for

___ check out Frank Bajaras' website

think: people's personal theories about probability interacting with their efficacy/expectancy beliefs

thinking about competition: whether there should be high scores in TE 150 games

Trying to beat Microsoft by designing something better

Big ideas as the basic for authentic activities

Brophy says don't conflate disciplines with K-12 curriculum subject areas

the three pressures on curriculum: enduring knowledge (including the disciplines), students, society

So the curriculum has to be negotiated, and prioritized

Looking at behaviorism and extrinsic rewards

• what is/isn't extrinsic, intrinsic rewards
  • maple bars in middle school
• self-regulation, modifying your own behavior; identified regulation through a different lens
  • motivation to learn, valuing learning (cognitive) v. general motivation, fun, enjoyment (affective)

The overjustification effect

Retroactive self-explanations about why we do stuff

Separating extrinsic and intrinsic scales; it's not a teeter-totter

===

Scaffolding choice-making ability, helping students see the learning opportunities in challenge

"buyer's regret"

Students making choices about courses in high school and how that affects their future choices in the long-term

risk and choice go together. Real choices mean real risk, yet choices must be real to have significant motivation benefits

Connect choice to the 4 square that includes Authoritative parenting: the value of caring and structure

From Waterman et al. (2003), people may choose activities based on criteria other than balance of ability and challenge, to why we need the value side to explain some choices and behaviors (e.g., not pursuing a "professional" path because of qualitative differences between the experience/lifestyle of hobbyist vs. pro)

Brophy would equate relevance cues with socializing motivation to learn, establishing connections to outside contexts

Mayer et al. 2004, personalizing boosts learning

2005/03/29

impulsive vs. cognitive style

recall Emmons Lake and their emphasis on multiple intelligences

multiple mentors, Becky Packard

2005/04/05

self-verification

Speech and ed tech: two areas with knowledge, skills, literacy, and fluency, but taught "within" other areas. Better to teach these directly, e.g., teach the content or teach the technology

Considering this course if only women or if only men: gender balanced, suppressed voices