COURSE TITLE:

HELPING STUDENTS MOTIVATE THEMSELVES

NO. OF CREDITS:

6 QUARTER CREDITS
[semester equivalent = 4.00 credits]

WA CLOCK HRS:
OREGON PDUs:
PENNSYLVANIA ACT 48:

60
60
60

INSTRUCTOR:

Mary Ann Johnson
maryajohnson-advisor@comcast.net

COURSE DESCRIPTION:

In this book by award-winning author, Larry Ferlazzo, you will find answers to some of your greatest needs: how to motivate students, help students see the importance of personal responsibility, deal with disruptive students and classes, find best ways to maximize the chances that a lesson will be successful, and more. Each section of the course will provide stimulating ideas and down-to-earth tools, including lesson plans that will save you hours. You will also be introduced to user-friendly websites that you or your students can use to integrate tech tools into the engaging lesson plans.

LEARNING OUTCOMES: Upon completion of this course, participants will have:

1. Learned specifically how to ”create the conditions within which students will motivate themselves”.

2. Explored the twelve essential focuses that involve helping students become more responsible.

3. Learned how to prevent and/or deal with disruptions.

4. Examined both the classroom culture and classroom instruction that promote student responsibility

and self-motivation.

5. Been provided with lesson and unit plans to support all suggested strategies.

6. Been provided with information to include online resources to supplement every lesson strategy.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

Completion of Information Acquisition assignments 30%
Completion of Learning Application assignments 40%
Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Ferlazzo, Larry. Helping Students Motivate Themselves: Practical Answers to Classroom Challenges. (Second Edition). Foremally from Eye on Education, now published by Routledge, 2018. 190 pages. ISBN 978-1-4166-2531-5

Helping Students Motivate Themselves
ISBN# 1596671815
by Ferlazzo, Larry
Routledge

Buy from Amazon

MATERIALS FEE

Text is approximately $20 at Amazon.com used.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

HELPING STUDENTS MOTIVATE THEMSELVES

CASSI, JONATHAN. Level Up Your Classroom: The Quest to Gamify our Lessons and Engage Your Students, ASCD, 2016, pb, 180 pages,

ISBN 978-1-4166-2205-5. This is the natural complement to Helping Students Motivate Themselves; there are personalized approaches for teachers to try if they have been wondering how to use the power of educational games in their own classrooms. This is not a techie book; it’s a playful introduction to lead you from your own childhood experiences with the games available at that time, to the present world of online resources that lead today’s students to love gaming. The result could be the possibility of finding your own enjoyment and showing the best way to plan assignments that suit the varied learning styles of students. And, of course, there are suggestions for dealing with some of the most intriguing problems that come about when students jump into these new tools for learning. You will have a great guide into the world of classroom games.

DECI, EDWARD L. Why We Do What We Do, New York, NY. Penguin Books, 1995. 230 pages. ISBN 0-14-025526-5. This is the most often referenced book on the subject of intrinsic motivation. It establishes the goal of helping others find the long-term benefits of choosing what is the most worthwhile and satisfying course of action instead of settling for the goal of gaining compliance. It is very readable and refocuses a person on why it is honorable and important to help people gain the knowledge of self-direction and self-control.

ERWIN, JONATHAN C. The Classroom of Choice, Giving Students What They Need and Getting What You Want, Alexandria, VA. ASCD. 2004. 229 pages.

ISBN 0-87120-829-6. Based on Glasser’s beliefs that people have these motivators: fun, freedom, power and belonging. Give students choices, and they will pick what meets an unmet need. It is rich and wonderful, full of practical and engaging strategies to achieve important intellectual goals while helping students meet their developing social and intellectual needs. Erwin believes that while learning is hard work, it doesn’t have to be painful: Fun is both a prerequisite for and a byproduct of quality learning.

FERLAZZO, LARRY. Self-Driven Learning: Teaching Strategies for Student Motivation, Eye on Education, Larchmont, NY, 2013, 208 pages,

ISBN 13-9780-1-59667--239-0, and Building a Community of Self-Motivated Learners: Strategies to Help Students Thrive in School and Beyond, 2015, Routledge, New York, 199 pages, ISBN 978-0-415-74666-3. After the huge popularity of Helping Students Motivate Themselves, Larry Ferlazzo has continued his contribution to our efforts to awaken and empower students our of their lethargy. In both books there are more complete lesson plans that will capture your students' focus, self-interest, curiosity, and skills needed both in school and out of school. All the lesson plans are correlated to the Common Core ELS/Literacy Standards. Most lessons are targeted to secondary students, because research shows that the teen years are open to influence and life learning.

GLASSER, WILLIAM. Choice Theory in the Classroom. New York, NY. Harper Perennial. 1988. 350 pages. ISBN 0-06-095287-3

Surprisingly, this book falls squarely on the side of offering students the option of working in groups, almost in parallel with books on cooperative learning. What this book adds is that the reason for employing learning groups is that it satisfies some of the basic human needs: fun, freedom, power and belonging. He suggests intrinsic motivation arises when students learn in groups of their own choosing.

PINK, DANIEL. Drive, The Surprising Truth About What Motivates Us. Riverhead Books. 2009, 256 pages. ISBN 1594488843, eISBN 978-1-101-52438-1

The best book I’ve seen about why carrots and sticks no longer work, and specific ways to unleash what he regards as the three elements of real human motivation: autonomy, mastery, and purpose. While not written solely for educators, one whole section is dedicated to “Nine Ideas for Helping Our Kids.”

SAGOR RICHARD. Motivating Students and Teachers in an Era of Standards. Arlington, VA. ASCD. 2003. 152 pages. ISBN 0-87120-801-6.

Six-fast-paced chapters focus on the need for both teachers and students to feel the power of experiencing basic psychological needs: a sense of competence; belonging; usefulness; potency; and optimism. Each chapter focuses on one of these, which drive student and teacher motivation to work hard.

SULLO, BOB. The Motivated Student. Alexandria, VA, ASCD. 2007, 177 pages. ISBN 978-1-4166-0810-3. Activating the Desire to Learn, 164 pages.

ISBN 978-1-4166-042305. These books focus on the power of intrinsic motivation and how to lead your students to enjoy the journey of learning. Activating the Desire to Learn reveals theory and research about intrinsic motivation and then provides strategies for each level of learner K-12. Based on Glasser’s list of the human needs for fun, freedom, power and belonging, or connection. You will be reminded of the need for some humor, as well as other positive practices that lead to greater student self-control and self-motivation.

WILLIS, JUDY. Research-based Strategies to Ignite Student Learning, Alexandria, VA. ASCD. 2006. 127 pages. ISBN: 1-4166-0370-0.

The author was first a doctor of neurology then a teacher of elementary and middle school. She is a great communicator, bridging the science of brain research and the realities of teaching, and child brain development. She presents critical information for teachers, not only about the best ways to help students with memorizing and test-taking, but also the importance of getting student attention and the role of emotions in the learning environment.