Motivation - Final Reflections

Motivation

One beautiful summer …two classes…a teacher grudgingly dragged back to school by the need to re-certify…a serious lack of motivation to learn.

I did not begin this semester as a student eager to learn or as a teacher anxious to better myself and enhance my skills. “I have to do this so let’s get it over with” (complete with eye-roll and sigh), I was heard saying frequently. The first morning of EDM 310 was overwhelming. The work would be enormously time consuming, but I was mildly excited about the new skills I would be learning. Class #2 was much less intimidating, and down-right comfortable. Check off assignments A,B,C,D… get your points, make your A, done.

I dove right in with both classes, knocking out assignments ahead of schedule. For each EDM assignment I was given a general framework of what was expected, and then worked my way through it. There were technical complications, software malfunctions, time issues, and numerous questions that I encountered, always knowing that Dr. Strange was standing in the background, eager to help, but never interrupting my learning process. For class #2, every assignment was explained thoroughly, with numerous examples and resources handed to me, thus alleviating any discomfort the students may feel through the learning process. In EDM we were told “Do your work well and you will get you’re A, if you don’t, you won’t.” In class #2, every point was defined and categorized, and it was completely clear what must be accomplished in order to receive the grade you desire.

With every post and every project, it became clearer to me that others were reading and analyzing my EDM work. I received some empty flattery, some thought-provoking questions, and some true praise for the effort that I was putting forth. For every Class #2 assignment, I received … 10/10, or 50/50, and perhaps a “Good Job!” at the top of a paper. I did exactly what was required of me and not one ounce more. Now I must note here that I was learning from Class #2. The class discussions led me to ponder ways I can improve my classroom in the fall, and I truly wish I could have taken this class before my first year as a teacher. My discussion here has nothing to do with subject matter, as both classes were truly valuable.

My comparison of these two classes came into sharpest contrast as I prepared to write a final reflection paper for each. The requirements for the Class #2 paper were explicitly outlined, down to font size and margin widths. Knowing exactly how long it must be, I wrote an organized, well-structured reflection using expansive vocabulary and excellent sentence structure. It is well-deserving of the A it will receive, and is in all ways … completely boring. I personally hope I never have to read it again.

In contrast, my EDM final reflection has consumed my thoughts for weeks. How should I approach it? What questions do I want to answer? Should I treat this as a review of what I have learned, or express new thoughts and ideas? Will my professors and classmates read it hanging on each word, or skim to the end to make the obligatory comment? (That question remains to be answered.)

Throughout the summer, I have pondered student motivation. How can I stimulate it? Can it be taught? Where does it come from? Can it be developed in every student, or are some just hopeless? Is it intrinsic or is the teacher responsible for awakening it? As I pondered my approach toward writing these two papers, I realized I am a perfect case study. I am one student, taking two classes in the same time period, covering comparatively interesting and relevant subject matter, receiving the same grade for each class. The difference for me is motivation. I am driven to push into wee morning hours night after night, writing and rewriting, trying and editing, reading, watching, and thinking. I am following paths not required, and seeking to answer my own questions, all in an effort to be the best EDM student I can be. At the same time, I plod through each Class #2 assignment, meeting every deadline, and doing nothing more than what is required. What happened? Instructor #2 did everything exactly like our education classes tell us we should. I like her; I liked the text; I liked the classmates, many of whom were also taking EDM. I believe the difference may have been expectation.

As educators, we talk about the need for high expectations of our students, and find tragic examples of students failing under teachers who do not expect them to succeed. But I don’t think we really show teachers how to have high expectations. Guidelines and parameters are absolutely necessary in our assignments. We detail every instruction, and answer every question before it can be asked, trying to guarantee that every student will meet the criteria laid out and therefore succeed. But as we spoon feed our students, ensuring that no one falls, aren’t we also finding that no one soars?

I have seen incredible things this semester in EDM 310. Young students have discovered powerful insights and new technology users have created amazing projects, under the direction of Dr. Strange and his assistants. And I have seen many students, under the same instruction, fail to impress, or even measure up, for reasons that can’t be explained. Outside work, family responsibilities, and class loads seemed to play no role in which students were and were not motivated. Dr. Strange fully expected that some of us would impress, others would satisfy, and a few would fail. Instructor #2 ensured that we each had every opportunity to get our points, and, I am sure, hoped that the class would make us better teachers as well.

Was one right and the other wrong? Was the difference really just me and my personal learning style? I don’t know. But I was fascinated at the difference in my own approach to these two final assignments. I am not sure I am any closer to understanding where motivation comes from, but I have witnessed it blossom in myself and seen how Dr. Strange’s expressed high expectations of me, produced work of which I can be proud.

Final Presentation : Blogging

Teach Someone

Laura Kate and I Working on Multiplication Tables

PLN

I finally feel ready to post regarding my PLN. I am using my iGoogle page to organize my PLN. There are a number of blogs I am following, primarily authors of videos and posts we have responded to over the last 7 weeks. My new twitter account is up and running. My facebook, calendar, and gmail all feed to my iGoogle page also, while my Delicious account is filling up with links I have found and plan to revisit again.

...I may be adding to this post frequently. Twitter might just change my life as an educator. EDM 310 opened my eyes to a whole new world of educators collaborating towards common goals, and twitter just kicked that into hyperdrive. In less than two days I have corresponded with dozens of people, explored fascinating new blogs, googled and investigated fascinating webinars and conferences such as NZ google barcamps (fascinating) and the like. And things move and change so quickly. I drag myself away from the computer, wondering what's going on there while I am away. Time will tell whether this is life changing or a short term fad for me (I hope it's the former).

fablab4teachers

I finally have something that is directly applicable to my job as a mathematics teacher. The Fablab videos are fascinating to me. I had to google digital fabrication and learned it is the process of making a 3-dimensional object of some kind from a 2-dimensional design and material.
I went on to learn more watching three videos about the manipulation of "nets" using the software program, ModelMaker. Nets are frequently used in mathematics to aid in the study of surface area of cylinders, cones, prisms, and pyramids. I researched the software and printer requirements and found it to be somewhat cost prohibitive, but perhaps in the future it could be an investment my school might be willing to make.


FabLab ModelMaker: Change a Shape Net's Permutation

FabLab ModelMaker: Break Apart or Separate Shape Nets

FabLab ModelMaker: Making Shapes with a Hole

C4K 4

Great animation! is this a free web tool or a program purchased by your school? For what ages would this be appropriate? This was very creative storytelling and the details were impressive.

C4T 4, 5, &6 Morgan Bayda

I am including links to several blog posts by Morgan Bayda, a new teacher in Saskatchewan, Canada.

An Open Letter To Educators

My response:
Morgan,
Last week I read several of your posts about your Summer in South America. I can tell the experience changed your life and I enjoyed reading your thoughts and reflections. This week Dr. Strange assigned our EDM 310 class to read your “Open-letter…” post and write an essay comparing our experiences and thoughts to yours. My essay can be found on my blog but I want to share one thought with you here. I agree with everything you wrote in response to the Dan Brown video you shared. Our system is ineffective, it needs to be changed, it interferes with true learning…
However, university classes have been taught this way for hundreds of years, and it was NEVER an effective way to learn. Pick any point in the last 150 years and tell me how memorizing history facts was an essential thing on its own. In the past, there was no way to retain those facts without memorizing them, unlike today, but WHO NEEDS FACTS unless you are taught how to analyze that information and synthesize it into new scenarios and apply it to current events. The system never worked and yet it has always been done. Those who can learn despite the system have, and those who cannot have not. I absolutely believe and agree that our present educational environments are ineffective and that they must be changed, however, the piece of paper (degree) still has value and will continue to and Dan Brown may be harming only himself by tossing his books back in the face of “the system”. What do you think?


Something Somewhere Sometime – Stop Motion Final Project

My response:
Great job on the video! I love that you took your idea and improvised a new way to make it happen when you hit limitations (the camera). Thanks for the application tip on teaching the science of motion. When you see great projects, it always makes us teachers think “How can I use this in my classroom?”


Tension Between Teachers and Parents – How does this affect my practice?

My response:
I have read several of your posts lately as part of my EDM 310 class for Dr. Strange with the University of South Alabama. From other posts I read previously, I had surmised that you were a recent graduate, starting your first year of teaching in the 2010-2011 school year. Therefore, in the tense situation you described above, were you a student teacher, or an employee of the school system. That may have had some affect on your co-workers attitudes towards your willingness to challenge the status quo. I think you are very on track with your ideas of bonding between teachers and parents and creating a true classroom community.

Disney Profiler Form Response

Blog Post 11

I had a lot of trouble loading Ms. Cassidy’s skype session with the EDM class, but after several attempts I was able to watch the entire video and was so glad I did. She did not begin as a technology specialist, or a software designer, just a 1st grade teacher looking for a better way to engage her students and facilitate learning. And now she is what I would call an authority on enhancing classroom learning through technology. As I listened to her speak, I jotted down questions I have for her and other teachers of like talents. Ms. Cassidy at one point prompted one of Dr. Strange’s students to ask how blogging would be a useful tool for a physical education instructor, then she detailed how a class blog would expedite communication with students in the upper grades and provide a location for disseminating information to those students. I was struck with how effective this would be for me as a middle school math teacher. I intend to ask Ms. Cassidy for suggestions on the best host for a class web page, in which I can communicate with my students and parents. My class page can display daily assignments and homework, test schedules, review materials, and I even feel that I could now record podcasts of my classroom instruction and post for students who are absent.
I am so fascinated with the blogs of the young students at the Pt. England school in New Zealand and in Ms. Cassidy’s class. I’m anxious to begin seeking fellow teachers in my school who are ready for new ideas and sharing some of what I have learned. The possibilities for a middle school English class are just limitless. Thank you to Ms. Cassidy for taking the time to share her expertise with students.

Interview with Dr. Lewis

PLE...PLN...My Sentence

PLE of Wendy Drexler's 7th grade science student



This is a very articulate young lady reporting on her PLE. I am very impressed with her organizational skills and those of the instructors directing her education. Wendy Drexler is doing amazing work with the target audience with which I will be working next year. This students explanation of the usefulness of Evernote particularly impressed me. In my exploration of that site, I did not fully understand the benefits and capabilities of this tool. I wish I had used it in creating my google presentation, as I found quotes and pictures, then had to re-find them to document my sources.

The sentence assignment

My sentence

“I am using the wisdom and intellect God gave me to accomplish every purpose He has for me and to touch the lives He puts in my paths.”

Fifty Years...Only Two Remain
by Andrew P.
8th grade
Mr. McClung's class


Andrew,
Excellent post! Your thoughts were communicated very clearly and I enjoyed reading about your incredible year in basketball. I have been teaching junior high students since 1997 and have NEVER taught a 6′4″ 8th grader; you were made for basketball.
Your post was pleasant to read primarily because of your varied sentence starters. So many young writers begin every sentence with “I”, but yours were interesting and showed great communications skills. Good luck with future writing and shooting!

Kimberly Tharp
University of South Alabama
EDM 310
My Blog

An Open Letter to Educators by Morgan Bayda

Morgan,
Last week I read several of your posts about your Summer in South America. I can tell the experience changed your life and I enjoyed reading your thoughts and reflections. This week Dr. Strange assigned our EDM 310 class to read your "Open-letter..." post and write an essay comparing our experiences and thoughts to yours. My essay can be found on my blog but I want to share one thought with you here. I agree with everything you wrote in response to the Dan Brown video you shared. Our system is ineffective, it needs to be changed, it interferes with true learning...
However, university classes have been taught this way for hundreds of years, and it was NEVER an effective way to learn. Pick any point in the last 150 years and tell me how memorizing history facts was an essential thing on its own. In the past, there was no way to retain those facts without memorizing them, unlike today, but WHO NEEDS FACTS unless you are taught how to analyze that information and synthesize it into new scenarios and apply it to current events. The system never worked and yet it has always been done. Those who can learn despite the system have, and those who cannot have not. I absolutely believe and agree that our present educational environments are ineffective and that they must be changed, however, the piece of paper (degree) still has value and will continue to and Dan Brown may be harming only himself by tossing his books back in the face of "the system". What do you think?


This was the comment I left for Morgan Bayda. I have been removed from the world of education for the last few years, and EDM 310 has been my reintroduction to what is happening in the world. I love new ideas and have absorbed a great deal. In the first few weeks of class I felt myself becoming passionate and almost panicky about the need for change in the way we are teaching. The feeling of responsibility has been enormous when I hear powerful statements such as “We are currently preparing students for jobs that don’t yet exist…using technologies that haven’t been invented…in order to solve problems we don’t even know are problems yet.” By Karl Fisch in the Did you know video. But then I was somewhat grounded recently when sharing this quote with a family member who responded “Right, but it has always been that way!” And she is right. Educators have always been preparing students for future jobs with new technologies solving entirely new problems and developing new creations. We wouldn’t have any of the technology we have, if we hadn’t been finding ways to circumvent “the system” and create thinkers and students who can adapt and find new ways. The problem seems more in your face now, but it is the same problem that education has always faced. How do we make thinkers and learners, not just fact spewers?

Collaborative Smartboard Movie