TOD 30/04/2021 Motivating Students and Focusing on the Learning Progression Framework for Reading

Motivation in Learning

Reading Reference, DRIVE; The Surprising Truth about what Motivates us. by Daniel Pink

How does this happen? What are the conditions that foster motivation in learning.

THREE MAIN PRE-REQUISITES TO FOSTER MOTIVATION IN STUDENTS

AUTONOMY. Who is in control, does the student have autonomy over any aspect of their learning, what they learn, who they learn with, who decides the next steps?

An interesting thing that cropped up in discussion was the potential level of autonomous learning in the class could be at least 20%. I believe that 20% of autonomous learning has to be just  that learning, students need to be able to articulate their new knowledge, skills or dispositions. I do have some difficulty reconciling the idea that the must do can do system really supports autonomy apart from limited choice.

MASTERY. What are they learning is it at the right level, ie Proximal Zone of Development. Mastery is the desire to improve. If you are motivated by mastery, you'll see your potential as being unlimited, and you'll constantly seek to improve your skills through learning as being unlimited. Someone who seeks mastery needs to attain it for its own sake.

For example, an athlete who is motivated by mastery might want to run as fast as she possibly can. Any medals that she receives are less important than the process of continuous improvement. 

CONNECTION. Why are the students learning this, does it have any connection to their lives, do they see the benefits to their learning.

People may become disengaged and demotivated at work if they don't understand, or can't invest in, the "bigger picture."

But those who believe that they are working toward something larger and more important than themselves are often the most hard-working, productive and engaged. So, encouraging them to find purpose in their work – for instance, by connecting their personal goals to organizational targets using OKRs or OGSMs – can win not only their minds, but also their hearts.

LPF's 

Moderated assessment of videos from student guided reading session. Teachers were asked to evaluate using the vocab aspect of the Learning Progression Framework. 

LPF,s

The LPFs provide a big-picture illustration of the typical pathways students take as they make progress in reading, writing, and mathematics.
There are three frameworks: reading, writing, and mathematics. Each framework comprises seven or eight progressions which describe the different aspects of reading, writing, and mathematics that should be considered to get a comprehensive view of students’ progress. Each progression includes the significant signposts that all students are expected to move past as they develop their knowledge and skills and apply them with increasing expertise from school entry to the end of year 10.

The LPFs are the frameworks used in PaCT.
Teachers locate students on the frameworks as they make judgments in PaCT. PaCT guides teachers to make best-fit decisions about their students achievement in each of the aspects of the reading, writing, and mathematics frameworks.

 

How can the Learning Progression Frameworks help me?

The LPFs give you a big-picture view of progress in reading, writing, and mathematics through the New Zealand Curriculum (NZC).
The signposts in each progression represent the conceptually distinct bundles of knowledge and skills that students are expected to develop and apply with increasing expertise from school entry to the end of year 10. This big-picture view of progress puts you in a stronger position to support students' growth, and gives you the knowledge you need to talk confidently to parents and whānau about how their child is progressing.

The LPFs support a shared understanding of progress in reading, writing, and mathematics.
The level of student expertise at each signpost is clearly described using sets of illustrations. The illustrations are student work that has been annotated to highlight how a student has used their knowledge and skills to respond to a specific task or problem. The illustrations were designed in this way to support a deeper understanding of what students' developing expertise looks like at significant signposts in reading, writing, and mathematics. These illustrations also support a shared understanding of reading, writing, and mathematics that enables effective and efficient communication within and between schools.

The LPFs help you understand the breadth and complexity of students' knowledge, skills, and attitudes in reading, writing, and mathematics.
The signposts and illustrations of the frameworks provide rich insights into the comprehensive sets of knowledge and skills that students need in reading, writing, and mathematics. They clearly show what students need to know and be able to do if their learning is to be successful. These sets of knowledge and skills are described in documents that should be familiar to New Zealand teachers, in particular the Literacy Learning Progressions and the achievement objectives for mathematics in the NZC.

Understanding the breadth and complexity of the frameworks helps you to ensure that your local curriculum is sufficiently comprehensive and challenging, so that students have the opportunity to develop and apply the knowledge and skills they need in reading, writing, and mathematics.

The LPFs highlight rich teaching and learning activities in everyday classroom programmes.
The illustrations show students using their reading and writing knowledge and skills in authentic, purposeful learning tasks across the curriculum. In the mathematics framework, the focus is on students using their knowledge and skills to solve mathematical problems. In reading and writing, the focus is on how students use their reading and writing to learn in all learning areas and key competencies.

The illustrations of rich learning tasks support you to select and develop appropriate and engaging tasks for your own students. The annotations in each illustration provide useful prompts about what to notice as you work with students.

The LPFs inform you, so you can support your students to learn what they need for success in senior secondary schooling, work, and life.
Reading, writing, and mathematics are important because they are the foundation for learning at and beyond school. An OECD international study in 2015 found that about half of New Zealand's adults don't have the literacy or numeracy skills they need to fully participate in today's information- and technology-rich society. Most of these adults have been through our education system. The upper signposts of the frameworks clarify the foundational knowledge, skills, and attitudes that all students need to draw on for success in senior secondary schooling and as adults.