InstructionalSequenceHandouts


 * Handout 1**

** Entry Task ** Take a few minutes to write your thoughts, experiences, and opinions regarding the following: What is motivation? Why do you think some students come to class more motivated to learn than others?

Problem Scenario** As teachers we all know how difficult it can be to get students motivated. Reading at the high school level seems to be a particularly difficult area to get students moving in the right direction.
 * Handout 2
 * Intro: **

In groups of no more than 4 members discuss situations you have encountered in which reading motivation was an issue. Are there any similarities to these responses?
 * Task 1: **

Based on your discussion create a classroom scenario where reading motivation is the problem. Your group’s scenario must identify: · Is this scenario about one individual student or does it seem to be a class-wide trend. Also specify: o Grade level of student(s) o Sex, if applicable o Point of the school year · What are the possible factors that may have resulted in this lack of reading motivation o Non-curricular o Curricular
 * Task 2: **

It is halfway into the school year and you have just started a unit on __Romeo and Juliet__ in your freshman English class. While most of the students seem engaged with the text a group of three boys are have made it clear to you (and the class) that they have no interest in reading the play. When asked why they don't want to read they say that it is romantic, girly, stuff and not suitable material for teenage boys such as themselves. This seems to be a curricular problem because all three boys have cooperated with their reading in the past.
 * Example:**


 * Handout 3**

**Scenario Solution** Yesterday your group created a scenario based on experiences many of you have shared in your own classrooms. Today because of the motivational promising practices you have been introduced to you will have the tools and strategies necessary to tackle these scenarios.
 * Intro:**

Reassemble into your groups. Each group will receive a scenario another group has created. Together come up with a best practice approach to solve the problem.
 * Task:**

Problem** It is halfway into the school year and you have just started a unit on __Romeo and Juliet__ in your freshman English class. While most of the students seem engaged with the text a group of three boys are have made it clear to you (and the class) that they have no interest in reading the play. When asked why they don't want to read they say that it is romantic, girly, stuff and not suitable material for teenage boys such as themselves. This seems to be a curricular problem because all three boys have cooperated with their reading in the past. This is obviously an issue that stems from gender identity and low interest. As a possible solution you may point to the more "masculine" aspects of the play such as the violence and dueling between the two families. Perhaps these students could act out a fight scene or conduct research on the time period. Another option is to couple the reading of __Romeo and Juliet__ with a similar, more modern piece.
 * Example:
 * Solution**

** Reflective Essay ** Through this workshop I have shown you some of the promising practices currently available to motivate students to read. You have worked with your peers to discuss problems you are experiencing with reading motivation and come up with a solution. Now you will focus solely on yourself. In a reflective essay answer the following questions: · How have your current practices hindered your students’ reading motivation · How have your current practices helped increase your students’ reading motivation? · How will you incorporate promising practices in reading motivation into your own instruction? o Give a brief overview of a reading potential reading program you could implement in your classroom.
 * Handout 4**