Introduction - Avery
Dear Ms. Wormwood,
We understand that you have been having difficulty motivating a student in your class named Calvin. We have been observing your classroom, and using a combination of Expectancy Beliefs Theory and other motivational theories (including Self-Regulated Learning, Interest Theory, Achievement Goal Theory, and Self-Determination Theory), we have developed a plan to address Calvin's needs in every area of your classroom. This plan would involve adjustments in instruction, assessment, parent communication, curriculum, and individual interactions. We hope that you are able to use these suggestions to make your class more engaging for Calvin and every other student in your classroom.
Instruction (SRL) - Nadine
Instruction towards Calvin should be done in a way that makes him feel okay about failure. According to expectancy beliefs theory, learning about why we failed instead of getting down on ourselves is much better. When a student feels they can't succeed, their expectancy for success goes down. Instead of a fixed mindset, Calvin needs to adopt a growth mindset and flip his negative thoughts. Another important part of EBT is process praise. When a child does well in your class they get a smiley face sticker, however when they don't succeed the first time they get a frown face sticker. Instead of contributing to this fixed mindset, it would be helpful to find something to say that will uplift Calvin and other students to make them feel that they can do better next time.
Self regulated learning theory also has many ideas you can integrate into class instruction. Calvin doesn't find motivation in school however there are many things he is interested in. Instructing in a way that involves students interests can really cause a student to become more engaged in the subject matter. Allowing Calvin and other students to take ownership of their schoolwork and make choices can also improve motivation. After instruction having students collaborate with one another and talk about the subject matter has many benefits. The students can answer each others questions, work together, and creates a sense of peer support. All of these ideas come from cognitive engagement strategy of SRL. Integrating these strategies into classroom instruction can increase motivation and success with Calvin along with other students struggling in your class.
Assessment (AGT and EBT) - Matea
The achievement goal theory helps students to focus less on whether they succeed or fail and more about the goals they have in mind when they're learning. It is important to note that the three main goal types of the achievement goal theory including mastery goals, performance goals, and performance-avoidance goals. All of these goals are important to consider prior to assigning assessments to the class because all three goal types indicate what motivates a student to do well on an assessment or task, whether that be through mastery goals (learning, improvement, growth, effort, understanding), performance goals (demonstrating ability compared to others), and performance-avoidance goals (focus on avoiding failure and judgment). By understanding the achievement goals of your students you can create an assessment that best helps the learning of a student, that still allows them to be motivated in comparison to others, and to help them avoid failure and judgment. The kinds of assessments that should be used when assessing Calvin are assessments that connect to Calvin's vivid imagination and curiosity. For example, math problems on an assessment can be framed around Calvin being an astronaut who has to calculate rocket trajectories. Calvin could also be given permission to choose between assessment types, such as a presentation or a multiple choice test because giving him limited but meaningful choices lets him feel ownership. Giving him autonomy will increase his motivation to do well on assessments as well as will help him feel more responsible for his learning and the outcomes of his assessments. These assessments should be used and discussed with Calvin to motivate him to continue to do well on assessments. Past assessments could be discussed with Calvin using praise for Calvin's persistence or creativity opposed to scolding him for the answers he got wrong on the assessment. Recognition around effort and progress builds a mastery-oriented mindset rather than reinforcing competition and avoidance.
Considering expectancy belief theory, opposed to learning being assessed through memorization of dates and facts, it should be assessed using more creating and meaningful assessments, which would help to play to Calvin's strengths and interests and as a result would give him more internal attribution of his success or failure. How learning is being assessed can increase the value of the assessment in Calvin’s eyes because it could potentially give him something he feels more confident and motivated at doing well on. The types of assessments that could be used are assessments involving Calvin’s interests, such as questions of the assessment involving dinosaurs. If assessments involved more of Calvin's interests he would feel that he had more control over and investment in the assessment, and as a result would learn more from it. Calvin is deciding not to try on assessments because he doesn't value them or think he can succeed. He checks out of schoolwork and decides to spend his time on other things instead. While he is interested in learning, his learned helplessness prevents him from seeing school as an opportunity to learn new things or gain useful skills. Assessments where Calvin's creativity is valued can also be very beneficial. Assessments should be used and discussed with Calvin in a way that does not shut Calvin down. Calvin sees himself as less instrumental in determining outcomes. As a result he would be less likely to view difficult circumstances such as an assessment, as surmountable or in other words he will likely be less motivated to complete tasks due to his feelings of helplessness or due to being shut down. Instead of shutting Calvin down, it could be expressed to him that failure is okay. Although being told to work harder is a good example of supporting Calvin's growth and letting him know that he can continue to improve, it doesn't provide any additional support to help him improve. "Work harder" is not tangible advice, and instead if Calvin was given specific strategies for studying and test-taking, it might make success feel more achievable. Another way these assessments could be discussed with Calvin is by focusing more on praising Calvin's effort and creativity or encouraging him to attribute his successes to his own positive traits. We never see Calvin being praised, but there are several moments when he could be. When he asks meaningful (if unexpected) questions, he is responded to by being shut down instead of encouraging him to continue thinking. Because of this, he doesn't believe that he can succeed in school, and develops a fixed mindset. He detaches himself from his work instead of taking responsibility for his successes and failures. If Calvin's effort and creativity were to be built up and supported, it may help him take accountability for his learning and be invested in the outcome of his assessments and other school work.
Communication with the parents (IT) - Dominick R
I would love to recommend to ask his parents start teaching Calvin or go over some of his stuff at home. Trying to connect his interests to school work due to his lack of interest. Slowly building a better understanding will take a while, but it would truly benefit Calvin in the long run. Even as his teacher maybe giving the class a worksheet about things that interest the kid's who are having a hard time paying attention. Such as dinosaurs for Calvin, or dolls for Suzy, just litte images that can help the kid's understand. They are doing amazing raising a kid! But as for his schooling they could try to make sure he's not just ditching his homework and truly understanding the material and finding some sort of interest school whether it be recess with friends, a favorite class, a teacher he looks up to, ect. Little things like that can change everything for a kid who experiences a lack of motivation. There is also a conversation every teacher dreads to bring up but maybe giving Calvin extra help outside of school or even during classes to see if it's ok he goes into another class where they go over everything to make sure he's not falling too far behind.
His self confidence is also somethng that can be worked on tremendously. As his teacher saying things such as "You got this Calvin!" or "Great job!" little things like that can helpn him understand the work he's doing doesn't make him less than the other students. Having that conversation with his parents about encourging Calvin when he does his homework or anything he does so he can slowly build that confidence. Also reminding the parents that if he doesn't do something or purposefully do his work then there will be some sort of consequence such as taking away his toy's for a few hours, not being able to go oiutside to play with friends till he finishes his work. Even during class there could be consequences from you such moving his pin down the chart, time out for a minute or two, taking five minutes off of his recess time. These minor threats will result in him striving to do better in class and make sure he has all of his work done.
Curriculum (SDT) - Vaughn
In order to create an intellectual and engaged classroom, the curriculum should be fostered by interest and student autonomy. Calvin is not motivated by the idea of learning; however, he does have intrinsic interests, as do all your students. When making your lesson plans, try to incorporate a variety of activities that cater to your students' interests outside of the classroom. Students place value on activities that they are intrinsically motivated to do, meaning having a curriculum that is engaging can boost interest in learning as well. However, not every student will be interested in every activity. When a student, such as Calvin, does not find an activity interesting, focus on the utility value of the topic. Sympathize with the student and explain why the activity is important for the future. For instance, understanding how to do this activity will help teach how to do a more engaging project. Structure is important when creating a curriculum. Classes are often broken up into units, but instead of just lecturing and note-taking class material, mix in both class discussions and creative projects. When possible, encourage autonomy through integrated regulation. A productive and stimulating way to do this is through creative-choice projects. At the end of a unit, have each student write a short story, make an art piece, or create a book report about the unit. Although not every student is intrinsically creative, having the autonomy to delve into the topic deeper that they find more interesting will motivate them to learn. Having the creative-choice project also deemphasizes grades, as it can replace a standard test. The mix between intrinsic motivation and extrinsic integrated regulation will allow students like Calvin, who do not have intrinsic motivation for school, to understand and even have fun learning the curriculum.
One-On-One Interactions (EBT and AGT) - Avery
Calvin currently has a performance-based view of learning. He is quite influenced by the views of his classmates (for example, being embarrassed by receiving a barfing-face sticker), and has no interest in being able to improve at and master any academic skills. Instead of encouraging this mindset by framing students as "smart" or "dumb," you should focus on all students' ability to improve, and help Calvin see that his failures aren't defining characteristics, they are stepping stones to improvement. This would also encourage him to develop a growth mindset, instead of his current fixed mindset. Right now, Calvin thinks that being bad at school is a fixed trait that he has. He does not perceive academics as something he can control or change. Process praise would be a great tool to shift this mindset. Instead of telling Calvin that he did good or bad, it would be better to praise his effort and contribution (thank you for your effort, I appreciate your participation). This lets him know that his academic success isn't dependent on a fixed trait, and that he can continue to improve with intentional effort.
In addition to his mindset, Calvin struggles to see value in his learning. Along with this, he is not motivated by mastery. An effective way to combat this viewpoint would be to let him ask, "why?" "Why did I fail?", "Why is this important?", "Why should I care?" Encourage Calvin's natural curiosity to help him gain a mastery-based approach to learning. Mastery-based approaches will come hand-in-hand with intrinsic value and achievement value. Additionally, letting him ask why learning is important (and helping him find an answer) will let him build utility value to his learning, and understand why it will be relevant in the future.
So, what does this look like in practice? When grading and handing back Calvin's work, make sure to provide specific feedback. Instead of labeling his work as good or bad, point out specific areas where he can improve. When you notice Calvin participating and putting in effort, let him know! Stop by his desk to praise him for his learning process. Again, make sure you aren't praising him for fixed traits (calling him smart), but for his interest and effort towards learning. When Calvin asks you questions about the usefulness of your teaching, encourage those questions. Guide him along the exploration of how mastering this information could be beneficial for him personally. Give examples of when he might use these skills in the future.
Conclusion - Vaughn
Mrs. Wormwood, in order to teach Calvin properly, we recommend that you enable a classroom environment built on structure, communication, relationships, and interest. The curriculum should be a balance of structure and student autonomy, with a variety of activities that allow students to learn through their personal interests. Self-regulation theory and expectancy-belief theory support the idea that students like Calvin would benefit when they can easily communicate with their peers and teachers to discuss clear expectations and collaborate with others. Having a relationship with Calvin and keeping the line of communication open when it comes to instruction and feedback will open his mindset and hopefully get him out of his fixed ways. Finally, talking to his parents to encourage growth is interesting outside of the classroom will make the adjustment from fun to learning easier. We believe making these changes will make Calvin a more cooperative and successful learner!
Sincerely,
EBT