Term 1 Week 7: Never Work Harder Than Your Students

Never Work Harder Than Your Students & Other Principles of Great Teaching

Jackson, Robyn R. (2009). Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria, VA: ASCD.

Principle 1: Start where your students are

Principle 2: Know where your students are going

Principle 3: Expect your students to get there

Principle 4: Support your students

Principle 5: Use effective feedback

Principle 6: Focus on quality not quantity

Principle 7: Never Work Harder Than Your Students

(Chapter 7 – pp. 170-191) – This chapter is well worth reading in full.

• We need to be clear about what is our work and what is the students’ work, and make sure that we do our work and they do theirs. See this web link for a list which divides the classroom work.
• Our responsibility is to teach and support. Their responsibility is to learn. We must not solve problems for them but help them acquire the tools they need to solve the problems on their own.
• Set up systems so that students are able to do more on their own. E.g. If we want students to keep organised notes, then we need to set up a routine for note-making and the way to organise them.
• Students must be held accountable for doing their work by having logical consequences.

Try this idea:     

1.       Work with students to establish clear classroom routines for the following:

·         Homework – how it will be collected, how students find out what it is

·         Late Work – how students hand it in and what the consequences will be

·         Absences – how students will find out what work they missed, when and how they will need to hand it in

·         Assessment Grades – how students will track their performance

·         Beginning of Class – how will class begin, where should students be, what counts as late

·         End of Class – how will students be dismissed, how should students leave the classroom

·         Attendance – how you will track, what consequences will be in place for lateness/ unexcused absences

·         Note-making – what format should be used, how the notes will be stored and used

·         Tests – how the classroom will be arranged, what kind of student interaction is appropriate, how to ask questions, how to hand in the tests

·         Discussions – how will students participate, what type of participation is appropriate, who will facilitate, how will discussions be facilitated

·         Transitions – how will assignments be passed back, how will students move from one activity to the next

Rewards: What really works?

How do you balance your use of rewards and sanctions, and are the rewards you’re using really having a positive effect on student behaviour? Dave Stott provides some practical tips.

Educational Leadership Magazine

The February 2012 edition For Each to Excel is now in the library. The following articles focus on differentiation:

• Teaching to What Students Have in Common by Daniel Willingham and David Daniel. Why effective teachers pay attention to the ways in which all students are the same.
• Preparing Students to Learn Without Us by Will Richardson. Technology leverages students' curiosity to learn whatever whenever.
• Teach Up for Excellence by Carol Ann Tomlinson and Edwin Lou Javius. Seven principles for creating classrooms that give students equal access to excellence.
•  Helping Gifted Learners Soar by Susan Rakow. How to optimize the potential of those students who master material quickly. 
• Clustered for Success by Dina Brulles and Susan Winebrenner. Cluster groups allow students to work with peers as well as contribute to the whole class. 
• All Students Are Artists by Linda Nathan. Arts education provides a model for continual pursuit of improvement. 
• Planning for Personalization by William Powell and Ochan Kusuma-Powell. Here's how to shift from teaching facts to teaching concepts in a standards-based curriculum. 
• Data, Our GPS by Rich Smith, Marcus Johnson and Karen D. Thompson. A district needed to find out where their students were before it could get somewhere. 
• "Just How I Need to Learn It" by Cheryl Becker Dobbertin. Differentiating how students learn is easier when they know their learning targets. 
• The Right Fit for Henry by J. Christine Gould, Linda K. Staff and Heather M. Theiss. Did Henry belong in the gifted class even if he had a learning disability? 
• Special Topic / Senseless Extravagance, Shocking Gaps by Richard Weissbourd and Trevor Dodge. A race to opulence characterizes affluent schools even as other schools scramble to provide basic supplies.

 

Term 1 Week 6: Quality not Quantity

Never Work Harder Than Your Students & Other Principles of Great Teaching

Jackson, Robyn R. (2009). Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria, VA: ASCD.

Principle 1: Start where your students are

Principle 2: Know where your students are going 

Principle 3: Expect your students to get there

Principle 4: Support your students

Principle 5: Use effective feedback

Principle 6: Focus on Quality Not Quantity

(Chapter 6 – pp. 152-169)

·                Rather than trying to cover as much as possible, we need to be strategic about what we teach and how we teach it.

·                Homework should be for practice, not for acquiring new information.

·                We need to make sure that we are not in coverage mode when we are teaching. In coverage mode, we focus students’ attention on completion rather than understanding. We check off the material that we have covered often without checking to see if students have learned it.

·                In order to focus on quality, look at the end goals of the unit and choose learning experiences that will most quickly help students achieve the goals of the course. We don’t have to do every activity suggested in a unit of work.

·                Focus on Distributed Practice Versus Full-length Performance Every Time. Divide learning activities into smaller parts so that students can learn one part at a time. E.g. if you are teaching students how to write an effective thesis statement, get them to write an introduction and then outline the rest of the essay, rather than having them write the full essay.

Literacy and Thinking Readings/ Strategies:

What’s Your Best Guess? Predicting Answers Leads to Deeper Learning - Predictions pique our interest. Once we wager that our favorite sports team will win, we want to know the final score. Once we guess the identity of the murderer in a mystery novel, we keep reading to find out if we were right. This reading especially focuses on predicting in Mathematics. 

 

How Knowledge Helps By: Daniel T. Willingham (2006) - The author, a professor of cognitive psychology, notes, "it's true that knowledge gives students something to think about, but… knowledge does much more than just help students hone their thinking skills, it actually makes learning easier." Factual knowledge enhances cognitive processes like problem solving and reasoning, and once you have some knowledge, the brain finds it easier to get more and more knowledge. This article covers aspects such as, how knowledge brings more knowledge and how knowledge improves thinking.

 

Use Easy Nonfiction to Build Background Knowledge By: Elaine K. McEwan (2007) - A Texas librarian shares his strategy of using nonfiction picture books to introduce new concepts to struggling adolescent readers and to build their background knowledge. Once students have been exposed to academic content in easy reading material, they are more confident in making the transition to textbooks.

 

Accessing Students' Background Knowledge in the ELL Classroom By: Kristina Robertson (2008).As you teach content areas to ELLs (English Language Learners) of diverse backgrounds, you may find that they struggle to grasp the content, and that they approach the content from very different perspectives. Drawing on your students' background knowledge and experiences can be an effective way to bridge those gaps and make content more accessible. This article offers a number of suggestions to classroom teachers as they find ways to tap into the background knowledge that students bring with them.

Term 1 Week 5: effective feedback & improving listening

Never Work Harder Than Your Students & Other Principles of Great Teaching

Jackson, Robyn R. (2009). Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria, VA: ASCD.

Principle 1: Start where your students are

Principle 2: Know where your students are going 

Principle 3: Expect your students to get there

Principle 4: Support your students

Principle 5: Use Effective Feedback

(Chapter 5 – pp. 125-151)

·                Assessing students is not nearly as important as how we use the assessment data. Assessments should provide feedback to students that facilitates the learning process and helps students master the material.

·                Marzano (2003) and Hattie (2009) report that giving effective feedback is one of the most powerful ways to improve student learning.

·                Effective feedback shows where students are in relationship to the objectives and what they need to do to get there. It also helps us to revise our instructional approach in order to better meet students’ needs.

·                We need to help students collect and analyse their own data and understand what their grades really mean.

·                Collect feedback from a variety of sources not just tests: student – student interactions, discussions, student questions, quizzes, worksheets, experiments …

·                Formative assessments such as these occur during the learning process and provide students with feedback which will help them to improve their process or product before the final assessment.

·                Formative assessments may also reveal that your students have already mastered the material and you can move on in your unit.

·                Coaching students towards better performance involves:

1. Focusing your feedback on the essential elements of the assignment only. 
2. Directly relating your feedback to the learning goal. 
3. Ensuring that your feedback is specific to the learning goal but don’t do the work for them.
4. Using language that the students can understand. 
5. Giving students the opportunity to act on the feedback that you give them.

·                When students fail it is important to give them honest feedback about why they failed and how they can do better next time.

Try these ideas:               

1.       Try to balance your use of formal tests, performance tasks and informal or formative assessments so that you can collect a variety of data.

2.       Encourage students to collect and reflect on their own learning through use of things like journals or portfolios.

3.        Use pre-assessments to determine how you will differentiate the teaching and learning in your lessons. Help students to use this pre-test to set their own goals for learning.

4.       Give students opportunities to give peer feedback to each other. Make sure that students are clear about the performance criteria before they give the feedback.

5.       Give some assignments just for practice and do not grade them. That way you can help students focus on learning rather than earning a grade.

·                If possible, provide students with opportunities to retake assessments or resubmit unsuccessful assignments.

Try these ideas:               

1.       To cut down on the number of retakes, tell the students clearly what will be in the assessment and how they will be graded.

2.       Refuse to allow students to take a failing grade rather than retake a test/ redo an assignment. In this way they will have to re-engage with the material.

3.       Require students to engage in some sort of corrective action before they retake the test.

4.       Set deadlines and communicate them clearly. You shouldn’t have to spend all of your spare time re-assessing students.

·                In order for feedback to be useful it needs to be done quickly. How can we do this? Focus on quality over quantity which will mean less marking overall. Also by giving feedback that is targeted to specific learning goals we don’t need to mark the whole piece of work that the student has completed.

 Professional Readings

• Do you have students who have bad listening skills? TED talk: Julian Treasure - "5 ways to listen better."

• Shame is not the solution. An opinion piece by Bill Gates (and sent to me by Renee) focusing on the likelihood that in the USA teachers’ individual performance assessments will be made public and what a mistake this is.

Educational Leadership - two recent volumes are now in the library. As well as feature articles, these journals also have monthly columns, including "Research says" by Bryan Goodwin, "Art and Science of Teaching" by Robert J. Marzano and "One to Grow On" by Carol Ann Tomlinson.

Effective Grading Practices

November 2011 | Volume 69 | Number 3

Feature Articles

• Perspectives / What We Learn from Grades - Marge Scherer
• Starting the Conversation About Grading - Susan M. Brookhart. At the heart of the matter: What are the purposes of grading? 
• Five Obstacles to Grading Reform - Thomas R. Guskey. How to surmount the tyranny of tradition and bring thoughtful change to an established practice. 
• Redos and Retakes Done Right - Rick Wormeli. Why allowing retakes is worth the trouble and practical tips for managing them. 
• The Case Against Grades - Alfie Kohn. We should abolish all grades as antithetical to learning, the author argues. 
• Grades That Show What Students Know - Robert J. Marzano and Tammy Heflebower. Four best practices for schools that want to implement a standards-based grading system.
•  Reporting Student Learning - Ken O'Connor and Rick Wormeli. Problems with—and practices for—making grading accurate, consistent, and meaningful. 
• No Penalties for Practice - Douglas Fisher, Nancy Frey and Ian Pumpian. An urban secondary school refines its intervention efforts by focusing on competencies. 
• Creating Student-Friendly Tests - Spencer J. Salend. How to improve teacher-made tests—from writing clearer directions to organizing test items. 
• Making Homework Central to Learning - Cathy Vatterott. Well-designed homework can help students master content and do well on assessments. 
• How Grading Reform Changed Our School - Jeffrey A. Erickson. A faculty decides that protocols for late work, retests, and evaluating nonacademic factors should be the same for all. 
• How I Broke My Rule and Learned to Give Retests - Myron Dueck. A history teacher recounts how he helped his students answer the familiar question, "How am I doing?"

 

The Resourceful School

December 2011/January 2012 | Volume 69 | Number 4

Feature Articles

• Four Takes on Tough Times - Michael A. Rebell, Allan Odden, Anthony Rolle and James W. Guthrie. What priorities should schools set when facing serious cutbacks? 
• Turning Crisis into Opportunity - Naomi Calvo and Karen Hawley Miles. Two schools rethink staff, schedule, and student needs. 
• Time—It's Not Always Money - Chris Gabrieli. How schools afford—and benefit from—expanded learning time. 
• Stretching Your Technology Dollar - Doug Johnson. A director of media's top 10 strategies for knowing how and what to buy, support, or discard. 
• Academic ROI: What Does the Most Good? - Nathan Levenson. To wisely reduce costs, evaluate all programs with multiple measures. 
• Commentary: Searching for Solutions / Teacher Quality: What's Wrong with U.S. Strategy? - Marc Tucker. It's time to take some lessons from countries whose policies have led to an abundant supply of highly capable teachers.  
• Commentary: Searching for Solutions / Privatization: A Drain on Public Schools - James Harvey. The diversion of funds to charter schools and vouchers redirects public funds for private aims. 
• Commentary: Searching for Solutions / Changing the Poisonous Narrative: A Conversation with Diane Ravitch - Arnold Dodge. What the corporate reform movement gets wrong, and why it is time for educators to speak up. 
• Slowing the Summer Slide - Lorna Smith. Summer learning programs run by private/public partnerships show promise for narrowing the achievement gap. 
• A New Vision for Summer School - Jeff Smink. Unfortunately in danger of being eliminated, summer school deserves sustainable and stable funding. 
• Coaching Without a Coach - Christina Steinbacher-Reed and Elizabeth A. Powers. When budgets tighten, districts can still keep instructional coaching alive. 
• A 21st Century Library in a 20th Century Space - Alanna S. Graboyes. A minor renovation sparks a major improvement. 
• The Resilient Leader - Elle Allison. Bouncing back from loss requires practice, practice, practice.

  

Term 1 Week 4: Supporting our students & making ideas come alive

Never Work Harder Than Your Students & Other Principles of Great Teaching

Jackson, Robyn R. (2009). Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria, VA: ASCD.

Principle 1: Start where your students are

Principle 2: Know where your students are going 

Principle 3: Expect your students to get there  

Principle 4: Support Your Students

(Chapter 4 – pp. 102-124)

• We need to be proactive about developing interventions for students before they fail. 
• Teaching is a matter of specifying what students must know, subtracting what it is they already know, and teaching them the rest. 
• The most successful intervention plans have four components:

1. The plan is developed before the students begin to fail. 
2. The plan has a red flag mechanism that triggers action. The red flag must be concrete and objective (e.g. a student is unable to plan an essay that shows understanding of the topic). 
3. Once the red flag has been triggered there is a concrete procedure for what happens next which is designed to get students back on track as quickly as possible. 
4. Shared accountability.

• Intervention plans do not necessarily mean that you need to meet one-on-one with the students. The intervention may be a computer programme, online tutorial, workbook, extra handout or even tutoring by another student. There is a tool on page 238 of the book to help you develop an intervention plan. 
• Anticipate where students might be confused about what we are teaching and make sure that we clarify points before the students make their mistakes – this makes for much more productive teaching. 
• Make the learning process as transparent as possible by explaining all the steps in the process clearly. 

1. Explain the purpose of the task. 
2. Show how the new task fits with what they have done in the past. 
3. Explain to the students how the skills that they are learning can be used in other contexts. 
4. Provide all the steps in written directions so that students know exactly how you want the task completed.

• Gradually remove supports as students improve otherwise we never help them learn things on their own.

Try these ideas:                                         

1. When students make mistakes in an assessment, ask the following error analysis questions to figure out exactly why they went wrong:

o   What is the key error?

o   What is the probable reason that the student made the error?

o   How can I help the student avoid this error in the future?

2.      Stop every so often in your lesson and ask the students to summarise what they have learnt so far. Listen to their summaries and identify where the students are still confused.

3.       Don’t just ask students for their answers; have them explain their thinking, show their working …

4.       Share with the students the learning processes that you use yourself. What steps do you follow to solve a problem, or study, or learn a new concept? What strategies and tools do you use?

Support the Learning of Students Who Have Already Mastered the Learning Goals

These students also need an intervention plan for when they have exceeded mastery.

Try this idea:                                              

1.       Give students opportunities to represent complex concepts or problems visually without using words. This will help them think about material in a different way.

Applying the Principle

The writer (Robyn Jackson) used this process on an assessment to support students before they failed.

http://www.csun.edu/~sb4310/Supporting_the_Whole_Child pp. 312-313

Professional Reading 

Make ideas come alive with visual tools

Term 1 Week 3: Teacher Expectations & Student Engagement

 

Never Work Harder Than Your Students & Other Principles of Great Teaching

Jackson, Robyn R. (2009). Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria, VA: ASCD.

Principle 1: Start where your students are

Principle 2: Know where your students are going 

Principle 3: Expect your students to get there

(Chapter 3 – pp. 77-101)

• It is important to have high expectations for our students. Expectations are different from standards. The standard is the bar and the expectation is our belief about whether students will ever reach the bar. 
• Expectations are based on our beliefs and values. We can only have high expectations of our students if we believe it is possible to help our students and if we believe that it is important to do so. 
• We also need to examine our expectations of ourselves. If we believe that we can reach a student we do everything that we can to ensure that the student is successful. However, if we tell ourselves that there is no way to help a student, we stop trying. If we are not confident in our ability to help students, we lower our expectations to goals that we feel we can comfortably achieve. 
• It can be disheartening when students arrive in our classes without the basic skills that they need to succeed but instead of focusing on what the students can’t do, develop ways that you can teach them the skills they need as well as get through the curriculum.

 Try this idea:                                              

1. Use these three questions (Dufour, Eaker & Dufour, 2005) to develop a plan you can use to be successful with your students. 1. What is it I want students to learn? 2. How will I know when they have learned it? 3. How will I respond when a student experiences difficulty learning?

 Adopt faith in yourself and the importance of your work

• We need to give ourselves time to periodically reflect on our practice and remind ourselves why we went into teaching and what we see as our fundamental role in our students’ lives. We must also be alert for times when our practice contradicts our values (Are we modelling the behaviour that we expect from students? Do we plan lessons that we know won’t challenge our students enough because challenging then more will take more work? …)

Try this idea:                                                  

1. Insist that students complete every assignment. If you really believe that the assignment was worth setting then it is worth completing. The consequence for not completing work or not completing it well should be that students have to spend more time getting it right. Do not offer the students the reprieve of a poor grade. Build time into the school day(during lunch, interval etc.) to work with students who do not complete their work and do not let students get away with sloppy or shoddy work. 

 Confront the Facts of Your Reality 

• Teachers do not and cannot have all the answers. We need to be reflective about our own strengths and limitations as a teacher; talk to our students and try to understand their perspectives; examine student data to look for patterns and trends and be open to more than one interpretation without placing blame on our students or ourselves. 
• There are four important questions to ask:

1. What are my current skills and teaching strategies? 
2. What are the requirements and the constraints on the teaching task at hand?
3. Are my current skills and strategies sufficient for the teaching task at hand?
4. If not, what can I do about it?  

Remember that expectations have more to do with us than with our students.

Professional Readings

Asking for help isn't easy for some students Chicago Tribune

Research from the University of Pennsylvania suggests that students' ability to speak up for themselves and seek help from a teacher often varies by socioeconomic status. Researchers tracked 60 students from 3^rd through 5^th grade beginning in 2008. Jessica McCrory Calarco, lead researcher, visited students' homes, interviewed their parents, and grouped them as middle class (at least one parent had a college degree and a professional career) and working class (most parents graduated high school and worked in service jobs). While observing students in class every week, she discovered that middle-class students already knew how to ask questions and therefore spent less time waiting for help, while many working-class students had to learn those skills from their teachers and peers. Calarco believes this insight has implications beyond one assignment. "We tend to assume that once you put kids in school, what they get there will help them overcome any differences they bring with them. But what this shows is...children have a meaningful impact on the way schooling is happening and what they are able to get out of it," she said.  

Empathy, Personalization, and High Standards

High school social studies teacher Rich McKinney left instructional spoon-feeding behind after he learned how students could use empathy to more deeply connect with and understand the lives of those they read about.

Make Standards Engaging Bryan Goodwin

Bryan Goodwin's article addresses student motivation and what teachers and schools can do to improve it. One study that Goodwin cites shows that extrinsic rewards like money have no positive effect on student motivation and can even diminish their intrinsic motivation, making activities less enjoyable. In another study, for example, researchers rewarded young children for drawing pictures, but then the children became less likely to spend their free time drawing. Another study found that students develop their talents over the long haul when they are both intrinsically and extrinsically motivated----combining enjoyment of their studies with "serious goal-directness." Goodwin concludes that to achieve that combination, teachers can create lessons that are balanced between structure and autonomy but still communicate clear expectations for their students. Teachers can also model passion by showing students that their subject (e.g., mathematics, English, art) is worthy of a long-term pursuit.

Helping Children with Learning Disabilities Understand What They Read

Read more for information about how to use visual organizers, hooks such as hand gestures, and mnemonics to help your students with homework.

Term 1 Week 1: The Beginning of the Year - setting up for learning

The Beginning of the Year - setting up for learning

Hi everyone

I hope you all feel refreshed after the holidays and are as excited about 2012 as I am. Over the holidays I read a book that I think all teachers should read called Never Work Harder Than Your Students & Other Principles of Great Teaching by Robyn R. Jackson. The content ties in really well with what we talked about yesterday - encouraging and guiding students to manage their own learning and lives much more effectively.

For the first seven weeks of the year I will summarise one chapter per week and then if you want more information you can refer to the book - which you can borrow from me.

Jackson, Robyn R. (2009). Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria, VA: ASCD.

Summary

This book encourages and guides teachers in adopting eight mastery principles:

1.       Start where your students are

2.       Know where your students are going

3.       Expect your students to get to their goal

4.       Support students along the way

5.       Use feedback to help both yourself and your students to improve

6.       Focus on quality rather than quantity

7.       Never work harder than your students

The book outlines each principle in more detail and explains how you can better practise the principle with your own classes.

Website for more information: www.masterteachermindset.com

So this week the focus is Start where your students are

Principle 1: Start where your students are

(Chapter 1 – pp. 27-53)

·                Getting to know you activities may be useful but they are not sufficient to really understand who students are.

·                Knowing your students means recognising what currency (behaviours that students use to acquire understanding and skills) they have and value and using this to help them acquire the understanding and skills that lead to high achievement (including both content and procedural understanding).

·                There is often a disconnect between student currencies and our expectations. We should reshape our approach to teaching so that we capitalise on what students bring with them to the classroom. To do this we should first examine our own beliefs about what is acceptable in the classroom, what makes a “good student”, and what constitutes learning.

Try this idea: (pp. 33-34)                       

Choose one class that you teach.

1.       Create a T Chart.

2.       On one side list the behaviours and characteristics of your ideal student. This list will help you to see what currencies you value.

3.       Place a star next to each characteristic that is necessary in order for the student to master the learning objectives of your subject.

4.       On the other side, list the characteristics, behaviours and values of the students in your class.

5.       Compare your lists to see what currencies your students are spending and what currencies you value.

·         What are the similarities?

·         What are the differences?

·         How many of the starred characteristics do your students already have?

·         What can you do to help your students acquire the characteristics that they need that they don’t have already?

·                In his book Beyond the Big Test (2004) Dr William Sedlacek argues that student mastery of eight non-cognitive characteristics and skills are more likely to predict academic success than other measures of intelligence. These characteristics are:

1.       Positive self-concept

2.       Realistic self-appraisal

3.       Successful navigation of the system (e.g. how to access resources and how to use these resources to achieve goals)

4.       Preference for long term goals

5.       Availability of a strong support person

6.       Leadership experience

7.       Community involvement

8.       Knowledge acquired in and about a field of study

These characteristics align with the Values and Key Competencies of The NZC (2007). Values: Excellence; Innovation, inquiry and curiosity; Diversity; Equity; Community and participation; Integrity.

Key Competencies: Thinking, Relating to Others, Using Language, Symbols and Texts, Managing Self, Participating and Contributing.

Try these ideas: (pp. 36-37)

1.       Which of these non-cognitive characteristics do your students already have? Discuss the characteristics with your students and help them to see which they already have and how these characteristics will help them do well in your class. Look for ways to help your students develop the characteristics in which they are not strong while doing the normal work in your classroom.

2.       Enable students to share their own stories not only to learn more about them but also to make the curriculum more relevant. When giving an example in class, ask students if they have had a similar experience. When teaching a new concept, ask students to explain how the concept may be relevant to their community and own lives

3.       Early in the year ask students to identify at least three areas in which they consider themselves to be experts. Compile a list of classroom experts. During the year use student expertise to add to what you are teaching.

4.       Model for students different thinking processes used in completing a complex task. Ask students to come up with alternative ways to complete the same task using their own individual learning style and needs.

·                What can we do about students who have positive characteristics but refuse to use them in our classes? We need to make sure that students believe that what we are teaching them is relevant and worth the effort. We can do this by creating a classroom community of learners (use co-operative learning strategies to do this) and helping students connect what they value to classroom learning (differentiation strategies are useful to use for this).

·                Unfortunately not all students are motivated by the appeal of good grades so we should also aim to reward students in a way that is consistent with what they value.