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http://www.ocali.org/center/udl

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ohio center for autism and low incidence

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OCALI | Universal Design for Learning Center

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Ohio Center for Autism and Low Incidence

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http://bit.ly/2zot7Gu

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AnswerGarden " Why are questions the new answers?

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AnswerGarden is a new minimalistic brainstorm tool for online brainstorming, real time audience participation and classroom feedback.

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http://amorebeautifulquestion.com

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A More Beautiful Question by Warren Berger

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Home Overview ~ A More Beautiful Question by Warren Berger

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The latest from Warren Berger, featuring the new book A MORE BEAUTIFUL QUESTION and articles on innovation in business, education, and daily life.

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http://www.cast.org/

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.

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http://www.udlcenter.org/aboutudl/whatisudl

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About Universal Design for Learning - CAST

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Learn more about the UDL framework and the UDL Guidelines, developed and maintained by CAST.

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https://www.mentimeter.com/

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Staff

The Right Question Institute values the perspectives and experiences of people from varying backgrounds. That value is reflected in our leadership and their stories. The Right Question Institute is led by Co-Directors Luz Santana and Dan Rothstein, who are part of the founding core of the organization. For speaking engagements, contact us.

Luz Santana, M.A., is the co-director of the Right Question Institute and the co-author of Make Just One Change: Teach Students to Ask Their Own Questions (Harvard Education Press: 2011). In the late 1980s, as a parent of children in the Lawrence, MA, public school system, she began to work with other parents as part of a drop-out prevention program. At the time, she was also traveling a path that led from her own personal experiences coming from Puerto Rico and then navigating the welfare and other public systems and continuing on to getting an associate's degree to a bachelor's and a master's degree from Springfield College School of Human Services. One of the founders of the Right Question Institute, she is now a nationally recognized educational innovator, facilitator, and keynote speaker in English and Spanish who has designed a wide range of participatory learning curricula in many fields, including parent involvement, adult education, social services, health care, immigrant advocacy, neighborhood organizing, and voter engagement. Her work is frequently referenced and is featured in national and international press, and various National Public Radio programs. (email: Luz at rightquestion dot org)

Dan Rothstein, Ed.D., is co-author, with Luz Santana, of Make Just One Change: Teach Students to Ask Their Own Questions (Harvard Education Press: 2011) which first introduced the Question Formulation Technique and led to its enthusiastic adoption by over 100,000 teachers in the U.S., Canada, and around the world. Dan's work focuses on honoring and supporting the work of educators who are driving a movement in urban, suburban, and rural communities to help students learn to ask better questions and take more ownership of their own learning. His active learning keynotes and seminars have engaged many audiences, including statewide rural education organizations, large urban districts, the Library of Congress, Harvard Medical School, and others. His work has appeared in a wide range of publications and has been featured on National Public Radio. He is the Co-Author of a new book on the Right Question School-Family Partnership Strategy (forthcoming ASCD: September 2016). (email: Dan at rightquestion dot org)

Andrew P. Minigan is RQI's Director of Strategy, Education Program. As a part of his work with RQI, he is leading the Sir John Templeton Foundation funded Million Classrooms Campaign. The campaign aims to ensure that the Question Formulation Technique is used to nurture student curiosity and to develop students' critical thinking skills in a million classrooms by the year 2020. He is currently a co-principal investigator on a National Science Foundation funded research project. Andrew has designed empirical studies and has published in the field of developmental psychology and education. In addition to his work on how individuals learn to ask and use their own questions, he has studied theory of mind and autobiographical memory. He conferred an Ed.M. in Human Development & Psychology from the Harvard Graduate School of Education and a B.A. in Psychology from the University of New Hampshire, where he was a Student Fellow in the College of Liberal Arts. (email: Andrew dot Minigan at rightquestion dot org)

Sarah Westbrook is RQI's Director of Professional Learning. A major part of Sarah's work at RQI is advancing the Million Classroom's Campaign, which aims to expand the use of the Question Formulation Technique (QFT) to one million classrooms by 2020 by leveraging the outstanding work of educators who are using the QFT to drive student curiosity and learning. As a high school teacher, Sarah saw firsthand the tremendous positive impact on student engagement, empowerment, and agency when students feel comfortable generating their own questions. During her six years of teaching in the Newton and Brookline Public Schools, Sarah developed a passion for advancing equity and success for all students and a deep appreciation for the innovative, dedicated work fellow educators do every day that often goes unseen. She's excited to learn from, support, share resources, and highlight the work of the more than 200,000 educators around the world who are teaching students how to ask and use their own questions. She holds a M.A.T. in English Education from Tufts University and a B.A. in English from Bryn Mawr College. (email: Sarah dot Westbrook at rightquestion dot org)

Siyi Chu is RQI's Program Associate. She works closely with Co-Director Luz Santana on advancing the School Family Partnership Strategy and on supporting its adoption and use in New Hampshire. She also provides support across the organization, and assists with RQI's education program work and the Million Classrooms Campaign. As an international student from China, Siyi accumulated extracurricular and professional experience in her work with various nonprofit entities serving children in many countries around the world, in fields including social services, international education, special education, and child welfare programs. Siyi recently graduated from Tufts University as a member of Phi Beta Kappa with a bachelor's degree in Child Study and Human Development, as well as Philosophy. With a broad interest in understanding the intricacy of human nature and serving children and families, she devoted her undergraduate work in topics in philosophy, developmental theories, child welfare, adoption research, and philanthropy. She is very excited to now contribute to an organization that offers a simple strategy which could help advance the work in many of her fields of interest and beyond, and she is eager to learn about the deep thinking that lies behind the strategy. (email: Siyi dot Chu at rightquestion dot org)

​Tomoko Ouchi is RQI's International Program Specialist. Her work concentrates on promoting international adoption and use of the QFT, and supporting the work of all educators who are using the QFT. Tomoko has observed QFT facilitation in classrooms in the U.S. and Japan and enjoys learning about each teacher's unique adaptation of the strategy. She previously worked for an international organization and a Japanese research institute in the field of education development in developing countries. She is passionate about working towards closing opportunity gaps among children and believes in the power of education. She is excited to learn from educators around the world and share their work. Tomoko holds a M.A. in International Development from the Graduate Institute of Policy Studies in Japan and B.A. in Education from the University of Tokyo. (email: Tomoko dot Ouchi at rightquestion dot org)

Board

The Right Question Institute Board provides strong support for the work of RQI staff to develop a new model for building capacity in low-income communities, for identifying ways for systemic integration of RQI methods and for the development of the concept of Microdemocracy. The Board includes a former Head Start parent, professionals in various fields, and all bring with them a wide range of civic expertise.

Executive Committee

Mary Wendell, President: Mary Wendell is a volunteer for various non-profit organizations. She currently chairs the Board of Trustees of the Forbes House Museum in Milton, MA and serves on the Board of Overseers for the Epiphany School in Boston. She is a former trustee of Middlebury College of which she is an alumna.

Diane Englander, Vice-President: Diane Englander is an artist whose previous work was as a management consultant to non-profits, both independently and on the staff of Community Resource Exchange in NYC. She is a graduate of Harvard College and Harvard Law School.

Members

Agnes S. Bain, Treasurer: Professor of Government, Suffolk University

Macky Buck, Clerk: Family day care provider and early childhood educator

Gail Fuller: Vice President, Communications and Marketing, Rebuilding Together

David Guberman: Chief Counsel, Massachusetts Department of Workforce Development

Dan Rothstein: Co-Director, The Right Question Institute

Stephen Quatrano: Cisco Systems, Inc.

Shonak Patel: Growth & Operations, Testive

Carol Robey: Artist and retired pediatrician

Funding

Financial support for RQI comes from three sources: Individual donors, Service-related revenue and Foundation grants.

Individual Donors

We are deeply grateful to the many individual donors who provide essential support for the work of The Right Question Institute (RQI). Donors support the:

development of RQI's innovative educational strategy that helps people learn to become more self-sufficient

dissemination of the strategy to organizations and programs all around the country

development of new methods and new ideas for building the capacity of all people, no matter their educational or literacy level, to participate in democracy on all levels and to make democracy work better.

Service-related revenue

We also support our work with income from providing consulting and training services as well as through sales of materials and curricula.

Foundation Grants

Current funders include:

The Sir John Templeton Foundation and the Hummingbird Fund for our work in education, including the Million Classrooms Campaign.

Jane's Trust for our work on school-family partnership in the state of New Hampshire.

The Whitman Institute and the Hummingbird Fund for our work on Microdemocracy.

The following are some of the funders who have supported our past work in various fields:

The Boston Foundation

Bushrod H. Campbell and Adah F. Hall Charity Fund

The Cabot Family Charitable Trust

Carnegie Corporation

The Germanacos Foundation

Germeshausen Foundation

Herman and Frieda L. Miller Foundation

The Jane B. Cook 1992 Charitable Trust

The Joyce Foundation

The Nellie Mae Education Foundation

The David and Lucile Packard Foundation

Partners HealthCare Community Benefits

The Proteus Fund

The Rhode Island Foundation

Rita Allen Foundation

Rockefeller Brothers Fund

The Wallace Foundation

We're powered by Podio - a new type of collaboration software where sharing, communicating and getting work done takes place in one online platform - fully customizable through the unique ability to create your own apps.

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Our Leadership - Right Question Institute

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The Right Question Institute values the perspectives and experiences of people from varying backgrounds. That value is reflected in our leadership and their stories. The Right Question Institute is led by Co-Directors Luz Santana and Dan Rothstein, who are part of the founding core of the organization. For speaking engagements, contact us.

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To take your notes

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https://www.cultofpedagogy.com/student-motivation/

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Listen to this post as a podcast:

When I ask teachers what their biggest struggles are, one issue comes up on a regular basis: student motivation. You are able to reach many of your students, but others are unreachable. No matter what you try, they have no interest in learning, no interest in doing quality work, and you are out of ideas.

For a long time, I had no solutions; the problem was too complex. I have had my own unmotivated students, and I never had any magic bullets for them. Still, the issue kept coming up from my readers.

So I decided to do some research, to try to find what the most current studies say about what motivates students. This is what I found:

1. Students are more motivated academically when they have a positive relationship with their teacher.

2. Choice is a powerful motivator in most educational contexts.

3. For complex tasks that require creativity and persistence, extrinsic rewards and consequences actually hamper motivation.

4. To stay motivated to persist at any task, students must believe they can improve in that task.

Stopping the Buck: The Teacher's Role in Student Motivation

The research on motivation wasn't hard to find; it seems as if any teacher with an Internet connection and an hour or two should be able to learn everything they need to know about the topic.

So where's the disconnect? If we as a collective group of educators already know what works to motivate students, why are so many students still unmotivated? When I talk with teachers about the problem, I don't hear much about the research.

Instead, we blame technology: "Students are so distracted by their phones."

Or we blame the parents: "Parents just don't want to be bothered" or "They don't want their kids to fail/experience setbacks/take responsibility."

Or we make sweeping generalizations: "Kids today just aren't like they used to be. They act so entitled."

Are we passing the buck? Maybe. It's certainly easier to blame outside forces than it is to make big changes in the way we teach. Unfortunately, even if ALL of the above statements are true, we can't do anything about those things. The only piece we really have control over is what goes on in our own classrooms.

So let's look at our own practice. When we set aside all the outside factors and just focus in on our time with students, how are we doing? How much alignment is there between our own instructional moves and the research on student motivation?

I have put together a list of five questions we can ask ourselves to see if we really are doing everything we could to boost student motivation. To keep me from getting too preachy, I'll do the exercise with you, reflecting on the years when I was a classroom teacher with middle school students.

Okay, let's go.

The Questions

1. How is your relationship with your students, really?

Multiple studies have shown a significant connection between student motivation and the quality of the teacher-student relationship. A good teacher-student relationship provides students with a sense of stability and safety, which sets the stage for more academic risk-taking. So what kind of relationship do you have with your least motivated students? How well do you really know them? Do you have conversations with them about the things they care about? Or have you more or less given up on them?

My response:
At first, I'm thinking I did pretty well in this area. I taught English language arts and my students kept journals, so I got to know them well. But when I think about my less-motivated kids, I'm not so sure I can say the same. The connection I had to Andre, one of my seventh-graders, consisted entirely of me getting him to make up missed work. It was all we talked about: the missing work, why he wasn't turning it in, how important this stuff was for his future. When Andre saw me coming, he probably just saw a looming cloud of nag. We never really talked about the stuff that mattered to him.

How we can do better:
Just becoming more aware of the value of relationships is the most important step. From there, consider one of these resources:

Jim Sturtevant's book, You've Gotta Connect, is full of specific strategies for building stronger bonds with your students. (Episode 9)

Smokey and Elaine Daniels' The Best-Kept Teaching Secret describes how dialogue journals can help us get to know our students better personally and academically.

If you want something faster, take a look at the 2 x 10 strategy, shared by Angela Watson, which has teachers spend two minutes a day for ten days casually chatting with underperforming students.

Remember that relationships between students matter, too. A well-chosen classroom icebreaker can begin building a sense of community in your room.

2. How much choice do your students actually have?

Study after study points to choice as a major factor in motivation. Most of us have probably heard this, but we may not have fully embraced it. After all, providing choice can be messy, with students completing different tasks at different rates, making it hard to be consistent with grading. It can also mean a lot more prep work: If you're going to give students three different options for an assignment, that means you have to prepare all three options ahead of time. Or do you? Isn't that kind of prep work more in line with worksheet-oriented teaching, where students are doing low-level work that was largely prepared by the teacher? If students are engaged in more long-term, authentic, creative projects, it's much easier to provide them with choices, because we aren't constantly trying to provide them with new busywork every day.

My response:
I was pretty good about letting students choose topics for writing assignments, but I also required a lot of seat work as well. I wanted students to do their work at about the same pace, and I knew next to nothing about differentiation. Now I'm thinking about Matt, another one of my unmotivated seventh graders, who was incredibly smart. He sat way low in his chair in the back of the Gifted & Talented language arts class he'd been assigned to, way cooler than all the others, and he gave minimal effort. I used the same nagging approach I'd used with Andre, with minimal success. Now that I know more about differentiation and choice, I realize I could have had a conversation with Matt about letting him work ahead on some things. I could have allowed him, and his classmates, more input on the larger assignments I gave them. If I had given Matt a more active role in his own learning, he might have been more engaged.

How we can do better:
There are lots of ways you can allow more choice in your classroom without having to completely overhaul your way of doing things. Even adding a small amount of choice to what students already have is an improvement. Consider letting them choose:

seating: Could students do some assignments on the floor? In the hall? Or just in different seats?

work groups: Some students thrive in groups, while others do better on their own.

intake mode: If you want a student to read a particular book, and an audio version is available, you could occasionally make that an option.

output mode: For some assignments, it may be possible to have students deliver their response in an audio or video recording, rather than in writing.

timing: If students don't absolutely have to do the same thing at the same time, why not let them choose the order of activities they do?

3. Are you relying heavily on carrots and sticks...or Jolly Ranchers?

Many, many teachers count on rewards ("carrots") and punishments ("sticks") to motivate students. And those who study motivation tell us that extrinsic reinforcement can be motivating if the task is something easy: If you're trying to get students to clean up the classroom quickly, for example, offering class points toward a party can get them to speed up. But for tasks that require creativity and complex thought, extrinsic rewards actually reduce motivation. In your class, how much of your motivational approach is extrinsic? How often do you use grades, treats, privileges or punishments to prod students into doing something they don't really want to do, something they have no real interest in? If extrinsic reinforcement is your primary approach, you may actually be killing off any natural motivation students might have otherwise had.

My response:
I score myself pretty low here. As a teacher, my classroom management was a mess until I learned how to control students with names on the board, extra credit, whole-class rewards for good behavior, and the ever-reliable bag of Jolly Ranchers. I did those things because they worked. But there's a difference between getting kids to do what you want and truly, deeply motivating them.

How we can do better:
Try to catch yourself the next time you're about to tie a challenging activity to a reward or consequence. When introducing a task, try focusing on its inherent interest or value, or how much students are going to learn, rather than on a separate reward or grade. Consider the difference in these two statements:

I'm going to give you a sheet of math problems. The first ten are required, the last two are for extra credit.

I'm going to give you a sheet of math problems. The first ten should be fairly easy, but I want to see how many of you can do the last two-those are the challenge problems. You guys have learned enough that I think you can solve at least one of them, maybe both.

If you have a tendency to go for the first option, you are going for the easy win, the extrinsic reinforcement. If you find that this doesn't do much to motivate your underperforming students, try moving more toward the second option and see if anything changes.

4. Do your words contribute to a growth mindset or a fixed mindset?

What could be wrong with saying "You're so smart"? It's nice, right? It boosts their confidence, no? Well, it's more complicated than that. Students are motivated to persist at a challenging task when they believe they can get better at it. That requires them to have a growth mindset, a belief that their intelligence and abilities can be developed with effort. Teachers can have an impact on this mindset with the things we say to students. So when we say "You're so smart," "You have natural math ability," or "You're a great writer," we are telling the student it's their natural ability that got them where they are. We're contributing to a fixed mindset. And that's not motivating.

My response:
When I was in the classroom, I knew nothing about growth mindset. I thought kids would feel great if I told them they were smart or talented. I can remember a conversation with Janae, a student who commanded the attention of her peers with ease but got into trouble a lot and did poorly in school. I remember pulling her aside and telling her that I thought she had strong leadership qualities, and that if she could just get her grades up, she had a bright future ahead of her. Yeah, that didn't work. If I wanted her to "get her grades up," I would have been better off noticing a well-constructed sentence or complimenting the way she got her group back on track during a cooperative learning activity, showing her exactly what kind of choices she should keep making to be successful.
How we can do better:

Instead of praising something innate and fixed about a student, focus on specific things students can actually control. So instead of telling a student she's a great student, notice the level of detail in her lab report. Marvel at the level of difficulty she was able to handle on that challenging math problem. Point out how much preparation she must have done for the presentation she gave. It's faster and easier to just tell them they're awesome, but taking the time to be specific and focus on effort will pay much larger dividends.

When you have constructive feedback to give, follow the same principle and make it specific. Rather than telling a student she "needs to work harder" on her assignments, tell her what to work on. Is neatness an issue? Does she need to read the questions more slowly? Is she doing the advanced math right, but messing up with the basic addition and subtraction? If a student knows what to work on, she will be far more motivated to do that work.

5. What are you doing to make your content relevant to students' lives?

I think this is another one of those principles that's been around for so long, we assume we're doing it more than we actually are. But showing students how the content relates to their lives really does make a difference. When students believe they are doing something authentic, something that will improve their lives or have some kind of impact, they are naturally motivated. So how are you doing in this area? Do you regularly provide opportunities for students to connect what they're learning to the world they currently live in?

My response:
I got pretty lazy about this. Just like crafting a good opening and closing for each day's learning, I often cut corners on making my material relevant. I was often much more focused on getting through content and tasks than I was on making it meaningful. I was pretty good about giving writing assignments on topics that mattered to them, but I don't know how clearly I connected what they were doing to how it could help them. For example, with something like argumentative writing-I was probably more focused on "this is how you get a good grade on this" rather than on "this is how you change someone's mind."
How we can do better:

Plan it, then say it: Making material more relevant can be as simple as occasionally stopping an activity to explain its relevance. When students are studying the Lincoln-Douglas debates, show parallels with the current presidential election. When you're studying bacteria, talk about all the places bacteria hang out in students' daily lives. Making these kinds of connections is a natural practice for many teachers, but if you're like me, you might forget to add these connections into a lesson. So just add them into your lesson plan; literally write down a few connections you plan to make some time during a class period, then check your plans before class is over to make sure you did it.

More reflection: Even asking students to think about how course material connects to their lives can make a difference. One study (see the Motivation Matters document in the collection) had teachers ask students to write weekly reflections on how the material they were learning related to their lives; lower-performing students in these classes did better compared to those where teachers didn't use this intervention. Researchers referred to these as "value interventions."

Design tasks that end with a public product: In one of the videos in the collection below, educator Kathleen Cushman describes the highly engaging work students do at High Tech High, a school whose curriculum focuses on project-based learning. Student projects have an authentic, public end product-a video, a live presentation, a community service project, a website-something that will ultimately be consumed by people outside of their own classroom. This naturally motivates students to work harder on a task. So look at your curriculum and see if you can find more ways to build assignments around real, public products.

Where to Go from Here

The purpose of this exercise is not to beat ourselves up. It's just a way of deeply diagnosing a problem most teachers struggle with. There's a very good chance that the technology, the parents, or the entitlement are playing a role in what we perceive to be reduced student motivation. But there's a very good chance that our instructional decisions play a role as well.

So pick one area and start there. Make a small adjustment this week and see what happens. Share in the comments where you think you could improve, then come back and tell us what changes made a difference. To solve a problem as complicated as student motivation, there is no magic bullet; instead we'll need a set of tools that we blend and refine over time. This is a process that will definitely be slower and more frustrating than a single, easy solution, but we're professionals. This is our craft. We can do this. ♦

Keep in touch.
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5 Questions to Ask Yourself About Your Unmotivated Students

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If we know what works to motivate students, why are so many students still unmotivated? These five questions will help you determine if your practice is really in line with research.

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Problems & solutions