Msjwright2's List: Math: Professional Development Ideas

• Butler's Effects on Intrinsic Motivation and Performance (1986) and Task-Involving and Ego-Involving Properties of Evaluation (1987)
• Butler and Nisan expected that students who received feedback in the form of simple positive and negative comments (without elements of praise or grading/ranking) would remain motivated, while students who received grades or no feedback would generally become less motivated.
• only students consistently scoring higher, on average, in Session 3 than in Session 1 -- were the students who received comments.
• attitudinal benefits for the comments group, who indicated they found the tasks more interesting and were most willing to do more tasks
• comments would promote task involvement, while grades would promote ego involvement
• be careful to focus on task-involved comments whenever possible. Because students aren't likely to get this kind of feedback from standardized tests or computer-based learning systems (i.e., Khan Academy), it takes a teacher's touch to carefully craft the kind of feedback a student needs to sustain their motivation.

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• (1): Using praise lavishly
• (2): Allowing learners to discover key ideas for themselves
• (3): Grouping learners by ability
• (4): Re-reading and highlighting
• (5): Addressing issues of confidence and low aspirations
• (6): Teaching to a learner’s preferred learning style
• (7): Active learners remember more than passive learners

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• EnCoMPASS stands for Emerging Communities for Mathematical Practices and Assessment and its a grant project started by the Math Forum