Challenge: Motivation in the Classroom

Challenge: Motivation in the Classroom


One of the biggest challenges that we have as educators is motivating students to learn.  Teaching unlike other professions involves a diverse group of people who come from different backgrounds and progress in their learning at different rates.  As teachers we are up for the challenge!  The million dollar question is how do we overcome that challenge.

I recently moved from a high school band director position to a middle school band director position.  I still have the same expectations of my students as I did as a high school director, but the way that I motivate students has drastically changed.  I have just climbed to one summit and discovered that the journey has just begun.  So now what?  What are the ways that I can motivate students in order to help them understand their full potential and reach their goals?  Intrinsic motivation.

Wonderful article of actual activities to do in the classroom to build intrinsic motivation.  Thank you David Palank.

Strategies to Build Intrinsic Motivation  

Intrinsic motivation is the "buy-in" for students.  Students find this type of motvation creates environments that are interesting and rewarding.  There are three main ideas about intrinsic motivation that I refer to often in class taken from Daniel Pink's book Drive: autonomy, mastery, and purpose.

Autonomy can be a challenge in the classroom, especially with a class as large as a band ensemble.  It can be done though.  By using the learning goals and concepts, students are able to discover their own ways to figure out how to achieve.  This gives them ownership over what they are accomplishing, and enables the teacher to have a clear idea of level of profiency the student is at.

Mastery is something that I use often in the band classroom.  Mastery is not a complete understanding of everything in the world.  I see mastery as a complete understanding of a given topic.  Students are asked to play the correct pitches throughout a selection of music.  Did they get the rhythms all correct?  Perhaps not, but by mastering the pitches, they were able to celebrate their accomplishments, thus building a strong sense of confidence and a preparedness to go after the next challenge.

Purpose is where we as educators connect our students to the real world.  Often in music the real world exists instantaneously as we are in preparation for a real world concerts.  Students have an authentic experience as they showcase their skills to an audience.  I often Livestream concerts has well to create an even broader real-world experience.  The connection of the performance to purpose gets the students discussing other reasons as to why we are working towards particular goals.  Understanding purpose increases student motivation to work hard and achieve!

Side Note...
"I am motivated by fun!!!" Let's agree what fun is in our classroom.

Success/Having Fun: Learning takes active participation. Through learning there are many exciting and fun discoveries we make. Having fun no longer is a passive activity on the surface. It happens when we achieve our goals and objectives. Through contributing to our own success we are able to come to a new understanding of "having fun!"

Final Thoughts

In accordance with Daniel Pink, we as people have natural desires to learn, to create, and to make the world a better place.  By tapping into these natural tendencies in the classroom, we are able to increase intrinsic motivation thereby opening up endless opportunities for our students to achieve.

Onward and inward...

*Definition links reference: Oxford Dictionary

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Research

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Research

I am currently working on a Genius Hour Project involving standards-based grading in the instrumental music classroom.  My goal is to create an effective tool that can be used for self-assessment.  The tool is to be tangible and practical in the allotted time for the class.  It is my hope that students will strengthen their understanding of what they do in the classroom (perform/rehearse) with what they are being assessed on in a standards-based environment.  This blog post will give an overview of three research sources I have used in order to come to develop a successful self-assessment tool.   The first will outline the content used to create/perform understanding of a given concept.  The second will discuss successful assessment tools used in the instrumental music setting.  The final source will tie in standards-based assessment with the first two sources.  Onward we go!

The first source I will be using in my research is the Tradition of Excellence Comprehensive Method Book 2 Conductors Score.  This will directly correlate with the exercises and the pieces that the students will perform in order to learn the concepts.  The book also offers a scope and sequence that will work as a guide to be sure all necessary concepts are self-assessed in correlation with the appropriate skill level of the students.  This source will offer proficiency of standards addressed in class (not proficiency of attributes).

The proficiency of standards will offer 2 main categories with which the students will self-assess each week.  The first will correlate directly with the Musicianship Standards.  Students will identify which standards are being addressed in a given activity.  The second will focus on the Objectives for Student Learning.  These are the concepts with which the students will label themselves in accordance with a 1 - 4 at what level of proficiency they are at.  Based on the area of study (and week), other concepts may be thrown into the assessment for additional reflection.

Reference: Tradition of Excellence by Bruce Pearson and Ryan Nowlin

The second source I will be using comes from Frederick Burrack from Kansas State.  He has written in-depth about band programs and student portfolios.  Within the student portfolio, self-assessment is a major component.  While most of the information in the source discusses the portfolio is "analogue" form, it is my desire to innovate wit this resource to bring the concepts and ideas to 21st Century Learning.

The assessment tool I am developing will use components and formats that Burrack mentions.  From the portfolio piece I plan on adapting his concepts of the assessment and put them into a format that will be both tangible and practical in my band classroom setting.  This includes replacing the paper form of assessment with the Google Form medium.  Reading through the research is helping me to make sure students are held accountable for their musical learning goals.

There are four main areas which are addressed in the research.  Once again as in the the previous source (Tradition of Excellence), this source will address the proficiency of standards versus the proficiency of the attributes.  The first area is the assigning of a specific scale, etude and section from piece being assessed.  The second area is where the student will record the assigned piece (as many times as they would like to get their best recording).  The third area is where the student will asses their performance.  The final area is where the student will submit the recording and assessment to the teacher in order to verify proficiency on a given learning standard.  All these concepts will correlate directly with the tool I am developing.  While perhaps not in the same format, similar activities will be present.

Reference: Frederic Burrack, Developing Students Portfolios in your Band Program

The third source of my research comes from a presenter at the First 2016: The Institute for Better Learning on June 16, 2016 in Fond Du Lac, Wisconsin.  The title of the session was called "Re-defining Accountability."  The presenter's name was Tom Schimmer.  He addressed the idea of assessment versus grading.  What does this look like and what does it mean in a school system?

Standards-based grading looked dividing up the learning into two areas, proficiency of attributes and proficiency of standards.  The idea of accountability related to the underlying concept that essential learning must be made mandatory.  Traditional grading lumped attributes and standards into one category.  The re-defining of accountability refers to empowering the students to know what the essential learning goals are and where they are at on the journey.  This is one of the main reasons why I have chosen to develop a self-assessment tool in my classroom.

Reference: First 2016: The Institute for Better Learning; Tom Schimmer

Bringing together the ideas of quality concepts and content, proven instrumental music assessment, and a definition of standards-based grading in my research has given me resources which will enable me to develop a tangible tool that is grounded in depth and innovation.

Onward!

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Reflection 1

Genius Hour and Standards-Based Grading in the Instrumental Music Classroom: Reflection 1

We are in the midst of a shift in how we as educators look at assessment and grades in the classroom (Educational Leadership Article by Patricia Scriffiny). The band class has always used a certain level of standards which continue to apply complexity as students become more proficient in particular concepts. The challenge is to build a deeper level of understanding and performance within the exercises being studied and the music being performed. How do we as music educators create tangible and practical opportunities for our students to build this depth?

I am working towards creating a tangible tool for students to use on a daily basis that focuses on self-assessment, standards, and concepts being covered in class. My level of understanding pertaining to this topic is at approx a 3 out of 5. I know what students are to learn, but my challenge is to create a link between daily activity in band and the broader picture of what standards are being accomplished. I also what to create a progressive path for students to recognize where they are succeeding and where more work is needed. I hope to keep it simple and keep it concise.

Onward we go...

"What is Genius Hour?" - Chris Kesler

Connected Educator... ...Chapter 10: A Reflection on Connected Leadership

Connected Educator... ...Chapter 10: A Reflection on Connected Leadership

The need to be connected is nothing new in education.  Since the beginning of time people have gotten fulfillment through being connected with others.  In the past many our connections were in the form of physical contact (F2F).  With the advancement of technology, the definition of connectedness expanded to include conversations on the telephone and the medium of television.  Now in the 21st Century we find ourselves again redefining what it means to be connected.  Having a 1990s super computer that fits in our pocket today, our ability to connect continues to grow.  The resources of the 21st century now allow us once again redefine what it means to be a connected.

With the realization of the need to redefine what it means to be connected in education in the 21st century, we must become active and contributing members of this expansion.  We do this through leadership.  It is not enough as leaders to ride the wave of this new age of connectedness.  We must innovate and initiate our medium to better what we do as educators.  At the end of the day, we now have an opportunity to meet students where they are at, connect with them, and take them to beyond their potential.  There is no replacement for a great teacher.  Great teachers can now enhance student learning through connected leadership.

Twitter Realization

Connectedness comes in many different forms.  As an initial skeptic of Twitter, I was proven wrong on my perspective of the effectiveness in the educational environment.  The idea of using Twitter as a method for professional development seemed unattainable and mythical.  I have come to find that Twitter is a medium that can connect many different levels of my professional life.  This includes others from across the globe in my music content area, educators from other content areas, and professionals in the field outside of education.  I have found out that I have instant access to the educators and innovators that can open my eyes to new resources and trends in education.  Twitter on the personal social side I still don't buy in to, but in my professional life... ...GO TWITTER!


Google Enhancements

The Google world has engaged me in creative collaboration and resource building.  Google Drive has allowed me to share my files, resources, and even concert videos with the masses.  Through privacy and sharing controls I have also been able to restrict access to particular folks, or in many cases open access to the public.  I no longer fear privacy issues.  I have convinced myself that in order to fully take advantage of the connected world, you must openly immerse yourself in the connected world.  Google has allowed me the ability to do that.

Collaboration Micro/Macro


I truly have enjoyed collaborating with other educators, administrators, and students from all over the world.  Most of all I have enjoyed getting to work with my WSU Cohort.  As we continue this journey we are engaging in deeper and more meaningful conversations and projects.  We as a group are now tapping into the innovation side of being Innovative Instructional Leaders.  The world seems a bit more welcoming and friendly now thanks to the WSU Cohort folks.  I appreciate you and look forward to working with you in the future.  Together we are making a difference!

Final Thoughts

I believe in connectedness.  Not just our ability to connect in the digital age, but also connectedness all forms.  From physical F2F to video/audio to digitize chats and sharing.  I think connectedness is what we are called to do as human beings.  The Connected Educator Course has fallen comfortably on my lap of professional development.  I continue this mentality as I work towards becoming a better educator and leader.

Onward!

Connected Educator... ...Chapter 9: Connected Concerns

Connected Educator: Chapter 9... ...Connected Concerns

While being a connected educator brings about many positives, in this blog I wanted to look at concerns.  These include both as a colleague and as an educator.  Being on the fore-front of a new philosophy of education is unknown territory that can be scary and unknown at times.  Some of these concerns also deal with students and how they are to overcome particular hurdles in reference to being connected.  Remember, the grass may not always be greener on the other side.

1.) Too Much Tech

What is the balance that we have to achieve in order to be successful as an educator?  I am finding that there are few days where I will go tech free.  Yes we do discuss the idea of "unplugged" for a day but being connected in the digital world and reaping the benefits of that connectivity implies that we are needing to use digital technology often.  We are spending less time doing what we did and more time on digital devices.  What are the consequences?

From a student's perspective I am concerned about screen time and the lack of physical socialization.  While students may be living out their lives online, are they loosing out on the traditional activities of life from riding a bicycle to playing a musical instrument?  Only time will reveal the outcomes, but it is a concern.

Balance is what we strive for in the digital age and I think we as educators must remember that too.  When assigning activities which require digital connection we must be sure to put ourselves in the "shoes" of our students and that the pros are outweighing the cons.

2.) Can't Keep Up

I sometimes feel that the connected educator platforms in the digital world are vast and continue to change at such an extreme rate that by the time you learn how to fully implement the digital application it is obsolete.  There are apps that I would call fundamental (such as Twitter) when I think of being connected, but those even at times are becoming obsolete in the classroom.  If we are to truly become connected educators how do we keep up.

I think the solution to this will come naturally.  The digital market place will find quality over quantity and place particular programs at the forefront of connected education.  While we may always have to decipher what is best for our own classroom, I do believe there will be a clear and proven standard to digital education.

3.) Access

The buzz is loud and proud in many districts about tech across the US, but there are students who struggle not because of capability, but because of access.  Currently our city, state, and federal internet infrastructure does not support connected learning.  There are particular elements that exist to aid students in school, but what about at home.  How can we expect students to maintain connectivity and put learning into practice if we are not supplying them with internet access and the devices necessary to complete the tasks?

This is one of my biggest concerns.  As teachers we need to be sure once again we are putting ourselves in the students perspective.  Public education presents itself as an equalizer.  This is not the case pertaining to internet access in homes.  While someday this may change, for now a connected educator must always know the limitations of his/her students.

As we tap into the unknown in the digital age of connected education, it is important to meet our concerns head on.  While pretending they are not there will no doubt lead to disaster, confronting our greatest fears I know will lead to success.

The Challenges of Raising a Digital Native | Devorah Heitner, Ph.D. | TEDxNaperville

The Question (Please respond in comment area)

What concerns you most about being "connected?"

Connected Educator... ...Chapter 8: What Motivates Us to be Connected?

Connected Educator... ...Chapter 8: What Motivates Us to be Connected?

The 21st Century has arrived!  With it has come a change in how we are motivated as educators.  One of the most interesting books I have ever read on motivation is Drive by Daniel Pink.  In it he discusses the extrinsic and  intrinsic motivations that we have in our lives and how those motivations influence our decisions.   Society is changing and whether we know it or not there is a strong motivation to be connected digitally.

Motivation applying to teachers falls into a category all of it's own.  As a young high school student (never thinking of being in the role of a teacher) I had the perspective that teachers taught because they only had to work 9 months out of the year and the rest of the time was "vacation."  I also thought that teachers taught because they wanted to have power over other people (students).  As I graduated from college and began to teach I discovered a whole new motivation to why teachers teach.  I teach to make a difference!  I teach to connect with students!  I teach because I see potential in people.  Being an educator is one of the only jobs where your success is based on the performance and execution of others. It was always hard to explain to non-teachers why I am willing to take a pay cut.   I will never financially make what some will, but I know that I make a difference in the world... ...for the better.

Check this video out!

Taylor Mali: What Do Teachers Make?

So where does being connected fit into the whole idea of why we teach.

1.) How.
Educators are life-long learners and experts at professional development.  We do not settle for good-enough.  We are always striving for something better.  We can't do this alone and the expectations on teachers continue to grow on a daily basis.  Not only do we have to teach, we have to prove to everybody outside of the classroom that our teaching is effective.  The add-ons seem endless.  But there are ways to go about doing our job better.  New ideas and broader perspectives are only a click away.  By sharing our ways how to teach with others we are opening doors that lead to endless potential for our students.  We strive to thrive!

2.) Support.
While I often teach in a room filled with 50-70 students, I often feel alone.  We need to have a professional learning network and a support system to reassure us that the risks and chances we take are well worth it.

3.) Innovate.
There are new and better ways of educating our students out there and before we were connected, we didn't even know they existed.  Being connected gives us the power to innovate with our students on a level where we can make an impact with more people in the classroom.  By connecting with others I am able to discover different perspectives on particular topics.  This brings me to look through a new lens and drives me to innovate and share my discoveries.

4.) Fun.
Being connected is fun.  Through being connected in our social lives we are creating endless relationships.  We don't have to go to the coffee shop to find out the latest and greatest, we just jump on connected digital technology and are able to discover the latest and greatest.  Being connected digitally bridges the gap between social and professional.  I continue to observe educators building relationships socially and turning those interactions into new learning opportunities.

There are reasons why we continue the digital trend of being connected. The time and energy that it takes must be worth it as so many people are "drinking the water."

The Question (Please respond in comment area)

What motivates you to be connected?

Connected Educator... ...Chapter 7: Attitude and Opportunity in the Digital Age

Connected Educator... ...Chapter 7: Attitude and Opportunity in the Digital Age

Skeptic: According to the Oxford Dictionary, a skeptic is "a person inclined to question or doubt all accepted opinions."

I lately indulged myself in the book The Professor and the Madman and discovered that I myself am a skeptic.  I make assumptions of validity until I am convinced otherwise by cold and hard facts (or that which I define as truth).  In now considering myself a "Connected Educator," I no doubt have shifted my thoughts on connectedness and technology in the digital age a 180 degrees.  What once was wrong is now an opportunity.

We as educators find ourselves traveling in canyons, up mountains, and back again when considering professional growth and opportunity.  What does it take for us to drastically shift our way of thinking?  I argue that it is attitude.  If we are looking for deception and void we will find it.  If we are looking for opportunity and possibility, we discover that we only know what we know.

There are 3 different circumstances which have led me to defining myself as a connected educator.  Some seem trivial while others seem prolific.  I leave you to judge.  First a connection with "the madman."

The Professor and the Madman tells the story of the greatest human contributor to the Oxford dictionary.  After reading this book I will never "read" another dictionary the same way again.  The "madman" as he is termed in the book takes the attitude of a philanthropist in his darkest time.   Jailed, insane, and alone, he uses the opportunity to follow a calling to contribute to an unrewarded project in which he desires no recompense.  This leads to a mystery in which opportunity leads to greatness.  What is the setting of our professional life?  Where do our opportunities lie?  What is our attitude?

Out With the Old and in With the New

Courtesy of www.123rf.com

One of my first opportunities to dive into the digital age had to do with a yellow notepad.  I took extreme care to always take notes and have my yellow notepads with me at all times.  What I didn't realize is the opportunity knocking at my door with the introduction of the Ipad.  I took notes, drew pictures, planned out lessons, and even sketched marching band formations on my yellow notepads.  They were near and dear to me, but I needed more.  While I indulged in my yellow notepads there was an entire digital world waiting to be discovered.  I knew for my own sake if I was going to make the change I needed to let the yellow notepads go entirely and completely give myself over to the digital age... ...and I did just that.  Five years later with little regret, I continue to use digital devices to record my notes, drawings, lessons, and even sketches.  With opportunity came reward (yes I still have all my old yellow notepads, but just as keepsakes).

What's a Tweet?

Another digital opportunity that I recently took advantage of is Twitter.  I have always been an extreme skeptic of Twitter as the media often presents it as a way for celebrities to express themselves universally.  I didn't want that on my plate.  But now... ...I discover that with a positive attitude and an open-mind I am able to see the benefits of participating in a Twitter environment.  The endless amount of connections one can make opens doors and opportunities for a life time.  I have discovered that I have so much more to learn from other music educators, general educators, administrators and even students via Twitter.  In our digital connected society we do what we need to do to make a difference and connect.  Twitter has become a practical and profound resource in my professional development.  What's a Tweet?  An opportunity.  Who knows, some day we may even be able to get our news from Twitter.  (check out the link below from the Wall Street Journal)

Let's Share: Google Drive

"Hey Mr. Mangan.  Where's that file?"  One of my most constant forms of organization in my professional life is Google Drive.  Once a skeptic of security breach and intrusion by Google, I now find myself constantly developing new methods to better organize and share files.  I developed a method in which I can access anything I've ever wanted to reference in an endless pool of data through Google Drive.  The opportunity to have resources digitally and at my fingertips brought me to the realization that information equals value and I need to organize my value through a system.  The paper cuts and many hours of filing are over.  With a productive attitude and willingness to take advantage of a product I once found skeptical, I now find myself with the substance I need to be successful.


Meet Google Drive


I have found that my attitude limits my advances in opportunities in the digital age.  While skepticism is sometimes a necessary characteristic for survival.  I am finding more and more that attitude and a willingness to try often lead to success.

Onward!