Monday 13 August 2018

Presenter Information

Alison Davis, Vision Education, NZ

Start Date

13-8-2018 10:30 AM

End Date

13-8-2018 11:30 AM

Subjects

Student motivation, Self motivation, Case studies, Teaching methods, Self concept, Self efficacy, Goal orientation

Comments

Session 2E

Abstract

This paper explores the concept of motivationally anchored instruction, how it is practised in classrooms and the structure for teacher professional learning that supports its implementation. Participants will examine how teachers enact pedagogical practices that deliberately develop and grow students’ inner desire to want to learn. Content will draw on the analogy of learners driving their own learning by describing and examining deliberate acts of teaching that grow and develop the intrinsic motivation dispositions of our students. Research and practices that support a learning environment where intrinsic motivation creates internal drive and desire to do well are examined, and such instructional practices ultimately lead to improved student achievement. In order to raise achievement and accelerate rates of learning, motivationally anchored instruction is critical. The examples presented primarily draw on three projects lead by Alison: a cluster collaboration in Far North Queensland between three large urban secondary schools to improve writing across the curriculum; a schooling improvement project focused on acceleration of literacy outcomes for Maori and Pasifika students in New Zealand; and an Acceleration Literacy Learning inquiry project of which the author is a national leader.

Place of Publication

Melbourne, Australia

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742865119

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Aug 13th, 10:30 AM Aug 13th, 11:30 AM

Driving one’s own learning – full speed ahead! Motivationally anchored instruction

This paper explores the concept of motivationally anchored instruction, how it is practised in classrooms and the structure for teacher professional learning that supports its implementation. Participants will examine how teachers enact pedagogical practices that deliberately develop and grow students’ inner desire to want to learn. Content will draw on the analogy of learners driving their own learning by describing and examining deliberate acts of teaching that grow and develop the intrinsic motivation dispositions of our students. Research and practices that support a learning environment where intrinsic motivation creates internal drive and desire to do well are examined, and such instructional practices ultimately lead to improved student achievement. In order to raise achievement and accelerate rates of learning, motivationally anchored instruction is critical. The examples presented primarily draw on three projects lead by Alison: a cluster collaboration in Far North Queensland between three large urban secondary schools to improve writing across the curriculum; a schooling improvement project focused on acceleration of literacy outcomes for Maori and Pasifika students in New Zealand; and an Acceleration Literacy Learning inquiry project of which the author is a national leader.