Team 4 Action Plan Letter

Dear Mrs. Wormwood, 

Our names are Abby, Madison, Bethany, Payton, Elizabeth, and Kat, and we have been researching motivational patterns for the last several weeks. We have collected substantial evidence for our research from one of your students, Calvin. We are sure that you have felt some frustration with Calvin's motivational patterns, he has some issues with his motivation. In this letter, you will find suggestions for your teaching practice involving the curriculum, instruction, assessment, classroom management, one-on-one interactions with Calvin, and interactions with Calvin's parents. These suggestions are given through the lens of five essential motivational theories: Goal Theory, Interest Theory, Self-Determination Theory, Self-Regulation Theory, and Expectancy Theory. You do not have to have a lot of prior knowledge of these theories, but you can note that our suggestions are based on these theories. We hope these suggestions are helpful to you in teaching Calvin.

Curriculum: Abby

For designing your curriculum, it would be beneficial to gather student input and allow them to make some decisions where there is flexibility. In allowing students a degree of freedom to choose what they learn about, within reason, you will be fostering their interest and utilizing their intrinsic motivations to further their learning, participation, and engagement. There is also the added benefit of student self-regulation/monitoring which aids students in their educational journeys as they are more invested in both the processes and products of their learning. 

This might be done through open ended surveys, formal and informal, or simply preparing multiple options for an activity that the students may choose between on the day of. Class texts are also often flexible and a site for which choice may be implemented. For example, you might present two articles on different topics, but are from the same discipline. If the topic is Earth’s atmosphere, one article might be about volcanoes and the other might be about hairspray and the Ozone. In the case of Calvin, he seems to be rather interested in snowmen, so you might integrate information or units on the weather, snow, or spheres and geometry depending on the subject. 

Connecting student’s lives, world, and interests to the content is incredibly important for garnering interest and motivation in academic settings and for contributing to more meaningful and long-term learning. That being said, explicitly stating the relevance of information to non-academic contexts is important. If the goal is simply to pass a test or fulfill a standard, students will not be engaged. If we want to use the example of learning about geometry and spheres, it is important that you explicitly make the connection between the lesson to Calvin and his snowmen making.

Though assessments will be discussed in more detail later in this letter, it should be noted that taking into account student interests, strengths, as well as challenges, is important for designing both the curriculum and assessments, of which go hand in hand. When students are allowed choice, they can explore their interests and use it as a tool for which to build relational knowledge. Students who are interested are subsequently more motivated and invested in their own growth which is ideal for learners. Thus, a curriculum designed around the students and their interests serves as an extrinsic source of motivation (e.g. academic, social, and personal validation) that both leverages and expands upon intrinsic motivation, and when paired with new content, ultimately promotes growth and learning.

To end with Calvin, because he is so incredibly creative, designing a curriculum and corresponding assessments that support this creativity is imperative for his growth. This might manifest in allowing Calvin to record a snowman battle reenactment for a history project, or perhaps allowing him to design snowmen of different shapes for a geometry. Whatever the subject, it is vital for teachers to provide students choice in what they learn, how they learn, and how they express their learning. 

Instruction: Madison (Self-Regulation)

To best improve instruction in class to be beneficial to Calvin we believe you can add techniques from goal theory such as making  more connections to the real world to help Calvin see the importance in what he is learning.Calvin will learn more , remember more and make stronger connections when topics are placed with real world examples. Another recommendation from interest theory would be to start class off with some fun! Add fun activities such as games to add situational interest. We believe this would give Calvin the ability to find interest in class and truly look forward to being there. Having instructions relate to current events could also be beneficial to making connections to the real world to further add importance to the content.

 Under the self determination theory to best help Calvin with instructions is to add group activities and open discussions around assignment content. A suggestion could be adding group discussion into instructions about the content before staring the assignment. Calvin really needs some help with self regulation, and to help him improve with this skill it maybe helpful for Calvin to see his poor study habits, as well as adding time management skills into instruction for example "On day one we will complete this section of the assignment, day two the next etc" We believe this could teach Calvin the importance of getting things done on time and not getting behind. We also suggest Calvin setting personal goals for inside and outside of the classroom. For instructions it could be helpful to ask Calvin what his goals are for the assignments. For Expectancy theory we recommend that you consider Calvin's personal interest and and his skills when giving instruction and emphasize the relationship between effort, performance, and outcomes. 

These ideas, exerises and concepts may take time for Calvin and your other students to understand, we have faith that these concepts will work when given time and concistancy. Calvin can be a very motivated child outside of the class room he has intrest to learn more on various topics such as snakes, building thing, and doing experments. Calivn also asks questions and shows a true since of curiosity, don't loose faith in this student. Calivins passion can be harvested from outside the classroom to inside the classroom. 

Assessment: Bethany (Self-Regulation)

You can help Calvin stay motivated by recognizing his strengths and challenges with assessments. Through this recognition, you can adjust how you assess Calvin and help better prepare him for the assessments you give. You can also help him by providing problem-solving strategies, this will help him be better prepared for your assessments. Calvin has a lot of interests outside of school. By using targeted learning for the content, you can assess him on topics that are interesting and relevant in his life which will help with his engagement on assessments. Another strategy to help Calvin with assessment is teaching ways for him to calm down before being formally assessed. This will help Calvin maintain focus throughout the assessment which could help improve his grade. You can also allow Calvin to explore a topic that he is interested in to express his learning in a more enjoyable way. This will help Calvin make connections to his life and the world around him, and the learning will stick with him longer. For example, he could explain the impact of climate change on his army of snowmen. This would help him make outside connections to the learning that you are doing in the classroom. You can provide Calvin with several options for assessments, such as a project, presentation, or a game (like Calvin Ball), to help motivate him to complete assessments. This allows for multiple forms of expression, and Calvin can choose the option that feels the most interesting to him. This will help him stay engaged, and he will be able to demonstrate mastery of the content while being interested in the assessment.

You can also improve Calvin’s motivational patterns by using assessments that are associated with lower point values. Assessments with high point values are higher stakes which makes them have a bigger impact on self-reaction. This can decrease Calvin’s self-esteem, which results in a closed mindset. You can also help Calvin with his motivation by allowing time for Calvin to go over assessments in class and structure self-reflection. This can be done by using a form that Calvin can fill out regarding his performance on assessments. This will allow Calvin to reflect on his performance and start a better cycle by allowing him to plan to be more successful during the next assessment. Assessing Calvin through the lens of Expectancy Theory involves evaluating his motivation, effort, and performance by focusing on multiple aspects of assessment. One way to assess Calvin would be to have him set his own learning goals and regularly track his progress toward these goals. By using progress checks or checkpoints throughout the course to help Calvin, he can see the connection between his efforts and his progress. In addition, encourage self-assessment by asking Calvin to reflect on his own motivation and expectations. Recognize and reward Calvin for his achievements and efforts. Another way that will help you as a teacher when it comes to assessment is to acknowledge Calvin's successes in a way that reinforces the connection between effort and outcomes. Lastly, provide constructive feedback in a timely manner this will help Calvin improve his performance and build his confidence.

Classroom Management: Payton (Goal Theory) 

Classroom management is a key component in assuring students have a solid learning environment. This is a daunting task for any level of educator. However, your approach to classroom management could use some adjustment. While one can understand that students' behavior often impacts the learning environment, educators can actively take steps to encourage the structure of their classes. One suggestion would be explicit instruction! Simplify and solidify what you expect of students. Discuss content and instruction before dispersing for various reasons (group work, end of class, "free time", etc.). We encourage you also to take time to understand students on an individual level-for example-Calvin. Some students have various needs and learn in various ways, so incorporating differentiation can help students grasp the same material in different forms. Calvin displays high energy, so positively using his energy to benefit him and the class is better than putting him down, public embarrassment, or immediate referral to the principal's office. 

Asserting authority will also establish expectations and standards you hold students to; choosing not to neglect and deflect immediately can also show students you see the good in their ways and that you know they can improve in the class without condemning them. Perhaps utilize positive reinforcement, a reward and disciplinary system that holds students accountable while recognizing their strengths and contributions. However, be consistent and considerate of the ways you approach this system. Consider offering extra resources or personalized time to understand student learning needs and style, which may motivate a student to engage in class and with assignments. Foster collaboration or choice boards that allow students to self-regulate their learning.

Additionally, take time to help students with high energy to get their jitters out. Turn their energy into a positive connection to the material being taught. Dedicate personal interest in what your students share to be of interest to them! Offer fair and consistent expectations, rules, and rewards while demonstrating understanding and compassion. Implementing these examples and strategies may be very beneficial to connecting with students and growing as an educator, especially for Calvin!

One-on-One Interaction: Elizabeth (self-determination theory)

Something that can get lost in all the material you have to share with your students is focusing on one-on-one interactions. On top of everything else you, as a teacher, have to handle, it can seem like an unnecessary step away from delivering the information to your students. For some of your students, just teaching them the material might work, but for Calvin to possibly do better in class you have to connect with him. I'd like to share with you some things that I have recently learned that might help you with your Calvin issue.

First, let's take a step back and look at just your classroom overall, and not focus exclusively on Calvin just yet. I want you to reflect on your classroom environment. Ask yourself if you have an environment that is welcoming to an open mindset, do you have positive reinforcement, and if you give constructive criticism. Now let's zoom in a little to the students (still not on Calvin). Do you give your students individualized feedback to help them identify their strengths and weaknesses? If you notice any place that you might need to make adjustment feel free to do what needs to be done, while keeping the best interest of your students.

Now let's look at Calvin. Calvin seems to have trouble gaining interest in the material being taught in the classroom. Something that might help is learning about him as an individual. This can seem like an overwhelming task, but just try to focus on his interests. If you start there he is guaranteed to be hooked into the material at least a little bit. Remember small victories are a great way to start. Once he's got some interest in the information you can move onto helping him grow as a student. This means that you can help him think about and create individualized goals for himself that are both short-term and long-term goals. He doesn't seem to like having adults tell him what to do, so incorporating more peer driven activities might make him more open to new information. I could also benefit him to have some time to self-reflect on his new knowledge instead of you lecturing him about what he should know. 

Focusing more on Calvin as a student on a personal level might be the best way to go. This may also be true for other students you may have struggles with. Look at your classroom environment as a whole and then work your way in to the individual student to form those one-on-one connections.

Communication with Calvin’s Parents: Kat

I wanted to share some insights and recommendations on how to communicate with Calvin's parents and how they can help support him in his educational journey. To begin, Calvin's parents should be encouraged to have a clear understanding of his individual learning goals. By discussing his specific goals with them, they can align their support to ensure that Calvin's educational needs are met. Additionally, we suggest that Calvin's parents inquire about his interests  like his love for superheroes and strengths. This information can then be incorporated into the class instruction and curriculum, making learning more engaging for him. To further enrich Calvin's learning experience, it would be beneficial to provide his parents with external resources such as websites, books, and information on relevant events related to his interests. These resources can empower them to support his educational journey beyond the classroom. Calvin's parents can also implement a reward system at home,  upon his behavior and what he has learned at school. This incentivizes him to actively participate in class, stay attentive, and take a interest in his studies and properly participate in class . Collaboratively, they can construct a plan to help Calvin set educational goals and ensure he follows through with determination. It's important for Calvin's parents to maintain an awareness of their own expectations and motivations concerning Calvin's education. Consistent communication with them allows Calvin to bridge the connection between his dedicated efforts and the positive outcomes they desire. To facilitate this communication, Calvin can express his commitment to his studies by saying, "I'm working really hard on my homework, so I can perform well at school." He can also explain, "If I do well in school, I'll earn praise from my teachers and maybe even get some extra playtime with Hobbes." Regular updates on his achievements, such as sharing good grades or successful projects, will serve as a reinforcing link between his hard work and the rewards that ensue. By nurturing a partnership between Calvin's parents and the school, we can ensure that he receives the essential support and motivation to thrive in his academic journey. I deeply appreciate your dedication to Calvin's education, and I firmly believe that through collaborative efforts, we can help him reach his full potential.

Thank you for your commitment to your students and for considering these recommendations, which stand to greatly benefit Calvin.

Sincerely,

Abby, Madison, Bethany, Payton, Elizabeth, and Kat (Team 4)