This link has been bookmarked by 42 people . It was first bookmarked on 27 Mar 2008, by Lisa Thumann.
-
16 Mar 12
-
23 Feb 12
-
07 Nov 11
Emily RossThis is an article that talks about motivating students through the acronym "SCORE" (success, curiosity, originality, relationships and energy).
-
29 Oct 11
-
Engaging work, respondents said, was work that sti -
Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others -
Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others
-
-
06 Oct 11
-
11 Aug 11
-
10 Jul 11
ameena abdussamad"What do students want (and what really motivates
them)?"-
* Success (the need for mastery),
* Curiosity (the need for understanding),
* Originality (the need for self-expression),
* Relationships (the need for involvement with others). -
The concept of "score" is a metaphor about performance, but one that also suggests a work or art, as in a musical score. By aiming to combine achievement and artistry, the SCORE model can reach beyond strict dichotomies of right/wrong and pass/fail, and even bypass the controversy about intrinsic and extrinsic motivation, on which theories of educational motivation have long been based.
-
-
14 Apr 11
Molly CoxThis article is shares that students who are engaged in their work are energized by four goals - success, curiosity, originality, and satisfying relationships. It includes questions and suggestions.
-
05 Apr 11
Cathy BeachMotivating Middle School Students http://ht.ly/4oDRC
-
25 Feb 11
-
06 Jan 11
-
22 Dec 10
-
29 Nov 10
-
04 Oct 10
-
08 Sep 10
-
14 Aug 10
-
19 May 10
Susan Grasso"Students want and need work that enables them to demonstrate and improve their
sense of themselves as competent and successful human beings. This is the drive
toward mastery. But success, while highly valued in our society, can be more or
less motivational. People who are highly creative, for example, actually
experience failure far more often than success.
Before we can use success
to motivate our students to produce high-quality work, we must meet three
conditions:
1. We must clearly articulate the criteria for success and
provide clear, immediate, and constructive feedback.
2. We must show
students that the skills they need to be successful are within their grasp by
clearly and systematically modeling these skills.
3. We must help them
see success as a valuable aspect of their personalities."-
Students who are engaged in their work are energized by four goals - success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom?
-
Success (the need for mastery),
* Curiosity (the need for understanding),
* Originality (the need for self-expression),
* Relationships (the need for involvement with others). -
Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success.
Before we can use success to motivate our students to produce high-quality work, we must meet three conditions:
1. We must clearly articulate the criteria for success and provide clear, immediate, and constructive feedback.
2. We must show students that the skills they need to be successful are within their grasp by clearly and systematically modeling these skills.
3. We must help them see success as a valuable aspect of their personalities.
-
-
11 Apr 10
-
15 Mar 10
-
02 Feb 10
-
08 Nov 09
-
10 Oct 09
-
04 Sep 09
-
19 Jul 09
Tony RoccoUnderstanding what motivates students can make the difference between a successful educational experience and a failed one.
education teaching learning motivation school schooling teachers k-12 for:coreyblack101 for:sgreenla for:everywaywoman
-
28 Jun 09
Penny SporeHow can we ensure that our curriculum arouses intense curiosity? By making sure it features two defining characteristics: the information about a topic is fragmentary or contradictory, and the topic relates to students' personal lives.
-
27 Apr 09
-
30 Mar 09
-
26 Feb 09
-
12 Feb 09
-
09 Sep 08
-
06 Jun 08
-
Engaging work, respondents said, was work that stimulated their curiosity, permitted them to express their creativity, and fostered positive relationships with others.
-
As for activities they hated, both teachers and students cited work that was repetitive, that required little or no thought, and that was forced on them by others.
-
(1) they are attracted to their work, (2) they persist in their work despite challenges and obstacles, and (3) they take visible delight in accomplishing their work.
-
people who are engaged in their work are driven by four essential goals, each of which satisfies a particular human need
-
SCORE. Under the right classroom conditions and at the right level for each student, they can build the motivation and Energy (to complete our acronym) that is essential for a complete and productive life. These goals can provide students with the energy to deal constructively with the complexity, confusion, repetition, and ambiguities of life (the drive toward completion)
-
Intrinsic motivation, on the other hand, comes from within, and is generally considered more durable and self enhancing
-
provide clear, immediate, and constructive feedback
-
kills they need to be successful are within their grasp
-
Students then work together in groups, retracing the steps scientists took in weighing the available evidence
-
Students want and need work that permits them to express their autonomy and originality
-
Use the "abstracting" strategy to help students fully understand a genre and to maintain high standards
-
-
27 Mar 08
-
14 Mar 08
-
19 Aug 07
-
21 Mar 05
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.