Theme: Classroom Climate Component #137: Teacher leads students to develop a sense of purposefulness that taps into their desire to make, use, apply, make sense, and make connections (HHL) Strength: Very strong Feasibility: many good guidelines and recommendations are provided in literature or using literature, but less able to find experimental research that manipulates a particular teacher practice involving engagement and examines student achievement as outcome. Similar to Component #113, ample evidence in motivation, neuroscience, and educational research supports this component. In particular, the elements of this component echoes the relatedness and autonomy aspects of the Self-Determination Theory (Ryan & Deci, 2000) and seems to call for teachers to foster students’ intrinsic motivation. Indeed, in examining questions related to SDT teacher behaviors, researchers found that when teachers clarified and highlighted the relevance of the schoolwork to students’ own interests and goals, students are more engaged (Assor, Kaplan, & Roth, 2002). Furthermore, this effect on interest, learning, and performance is enhanced when students’ intrinsic motivation is fostered (Vansteenkiste, Soenens, Verstuyf, & Lens, 2009). Additionally, guideline 7 of Principle III Provide Multiple Means of Engagement (CAST, 2013) highlights “[providing] options for recruiting interest.” Specifically, the second checkpoint urges teachers to optimize relevance, value, and authenticity and suggests activities and tasks that would reflect a clear purpose to the students. The conclusion and guidelines by CAST were supported by multiple studies (see references for link to scholarly article references list). For example, in a randomized-control design study involving third graders, researchers found that students in the schema-broadening instruction – real-life group perform better than students in the other groups, especially when the questions mirror real-life problem solving the closest, presumably because the questions have more relevance to the students (Fuchs et al., 2006). References Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278. Center for Applied Special Tehcnology. (2013). UDL Guidelines – Version 2.0: Principle III. Provide multiple means of engagement. National Center on Universal Design for Learning. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines/principle3
References for checkpoint 7.2: Optimize relevance, value, and authenticity http://www.udlcenter.org/research/researchevidence/checkpoint7_2 Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality & Social Psychology, 53, 1024-1037. Fuchs, L. S., Fuchs, D., Finelli, R., Courey, S. J., Hamlett, C. L, Sones, E. M., & Hope, S. K. (2006). Teaching third graders about real-life mathematical problem solving: A randomized-controlled study. The Elementary School Journal, 106(4), 293-311. doi: 10.1086/503633 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. Vansteenkiste, M., Soenens, B., Verstuyf, J., & Lens, W. (2009). ‘What is the usefulness of your schoolwork?’ The differential effects of intrinsic and extrinsic goal framing on optimal learning. Theory and Research in Education, 7(2), 155-163. doi: 10.1177/1477878509104320.
Good Literature Review (Adequate Research) Number of sources q
q3
≤2 Different types of sources (i.e. journal, publication, peer-reviewed)
q
q3
≤2 Word Count
q
q500+ words
≤ 499 words
Adequate level of evidence indicating effectiveness of component (Relevancy) Feasibility of Implementation qNo evidence
qMinimal evidence
qStrong evidence
qOverwhelming evidence
Applied to a Variety of Subject Areas qNo specific subject
q1subject area
q
2 subject areas
q3+subject areas
areas Increases student achievement qNo evidence
qMinimal evidence
qStrong evidence
qOverwhelming evidence
Helps teacher to understand students’ needs qNo evidence
qMinimal evidence
qStrong evidence
qOverwhelming evidence
