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Thursday, September 24

Saturday, August 1

Thursday, July 30

  1. msg inquiry driven versus project. message posted inquiry driven versus project. I think you're right; inquiry as a process exists outside of projects (e.g. finding more informatio…
    inquiry driven versus project.
    I think you're right; inquiry as a process exists outside of projects (e.g. finding more information on a topic that interests you); the projects that create the most personal meaning and authentic learning for students are designed with inquiry in mind.
    7:20 am

Wednesday, July 29

  1. msg inquiry driven versus project. message posted inquiry driven versus project. Can something be inquiry driven without being project-based? I am thinking so..am I wrong?
    inquiry driven versus project.
    Can something be inquiry driven without being project-based? I am thinking so..am I wrong?
    6:37 pm
  2. msg flow message posted flow I will think on that.:) Not sure.
    flow
    I will think on that.:) Not sure.
    6:35 pm
  3. msg compliance versus intrinsic message posted compliance versus intrinsic "However, when students are ready to do that, we should let instrinsic inquiry take over and s…
    compliance versus intrinsic
    "However, when students are ready to do that, we should let instrinsic inquiry take over and structure authentic tasks to connect students postivie, intrinsic motivations with their learning. I think it's okay to begin with compliance, but our goal should be to foster intrinsic learning through coaching, modeling, and strucures. We shouldn't be satisfied with complaint students; neither should we rush a student into "independence" before he or she is ready. There's a lot of differentiation by time, as well as process and product, in authentic engagement." LOVE these words.

    I am so in-line with this thinking. My goal as a teacher has always been to let students experience the joy that comes from intrinsically motivated learning. I also know that for some it does not come within the year that I have with them, and it is important that they continue to move along, nevertheless. It seems much of what we do in schools aligns with cultural norms about what school and learning are, rather than these ideas.
    6:33 pm
  4. msg compliance versus intrinsic message posted compliance versus intrinsic This is a fantastic conversation to have - thanks, Bonita! It's great to collaborate with you here…
    compliance versus intrinsic
    This is a fantastic conversation to have - thanks, Bonita! It's great to collaborate with you here.

    I agree that our actions seem to lie on a spectrum from completely compliant behavior to completely intrinsically motivated behavior. Glassers's Choice Theory has challeneged me to do a lot of thinking about coercion, however, and about the hows and whys of compliance and cooercion.

    Glasser contends that we choose to be cooerced to fulfill needs like survival, power, love, beloning, freedom, and fun. I now believe that while we can choose to be cooerced, we do it to meet our needs. I also believe that we can all learn to fulfill our own needs through behavior, relationships, interests, actions, occupations and vocations.

    I think it's part of our job in creating authentic engagement with learning to help students find what motivates them as learners, and then to appeal to those intrinsic motivation. We can match up needs with the dimensions of engagement: survival with safe classrooms, power with choice, love with affirmation, belonging with affiliation, freedom with authenticity, and fun with protection from adverse consequences.

    If our goal is to create self-directed problem-solvers who lead fulfilling lives and contribute to their communities, than we can use authentic engagement to break our habits and kids' habits of coercion and compliance. Do I want the kid about to throw a desk to comply with my command to stop? Absolutely. However, aside from outlier situations, I feel like its incumbent on me to shift students' executive funtioning and attention on learning from me as the director to their own learning with me as the facilitator.

    Everyone can be motivated to comply through cooercion; we can design instruction to prodive students with rewards and punishments. For example, a teacher might say finish this worksheet for a good grade (a sign of your power and my love and perhaps the key to your survival at home) or (I'll limit your power, belonging, and freedom by saying) you have to come here during lunch to finish it. In this case some students will choose to comply to fulfill their needs, and others will resist to fill theirs. By designing instruction in a discrete and coercive way we preclude the possiblity of authentic engagement and we cut off extra time the student might have spent in measningful exploration of the content.

    We should definitely support students by giving feedback and direction until they learn from our modeling how to ask the next question, as well as where to look for the next answer. However, when students are ready to do that, we should let instrinsic inquiry take over and structure authentic tasks to connect students postivie, intrinsic motivations with their learning. I think it's okay to begin with compliance, but our goal should be to foster intrinsic learning through coaching, modeling, and strucures. We shouldn't be satisfied with complaint students; neither should we rush a student into "independence" before he or she is ready. There's a lot of differentiation by time, as well as process and product, in authentic engagement.
    5:48 am

Tuesday, July 28

  1. page home edited ... This design link reinforces what we worked on in the June 2009 Edustat conference with Jay McT…
    ...
    This design link reinforces what we worked on in the June 2009 Edustat conference with Jay McTighe's book "Schooling By Design."
    "What Did You Do in School Today?" a report on middle and high school students' engagement from Canadian Education Association.
    "Flow States and Student Engagement in the Classroom ," by David Shernoff, PhD
    (view changes)
    3:59 pm
  2. page home edited ... Phil Schlechty on Design This design link reinforces what we worked on in the June 2009 Edust…
    ...
    Phil Schlechty on Design
    This design link reinforces what we worked on in the June 2009 Edustat conference with Jay McTighe's book "Schooling By Design."
    "What Did You Do in School Today?" a report on middle and high school students' engagement from Canadian Education Association.
    (view changes)
    3:45 pm

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