news iconBook Launch: October 27 - 30 AASL 15th National Conference & Exhibition in Minneapolis, MN

 

The authors all appeared at the Neal-Schuman Publishers, Inc. booth at AASL where they signed books for the newly released Teaching for Inquiry: Engaging the Learner Within.

 

Visit the publisher online at http://www.neal-schuman.com/

 

Authors also made other presentations at the conference.

 

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Website banner and book cover designed by Marguerite Chadwick-Juner. All other images on this Web site are licensed, in the public domain, or owned by the authors.

Chapter 3 Case Studydetective cap, magnifying glass and eye, and pip

More to the Story

Harry found that the students in Sally's class are a diverse learning audience. In addition to representing a wide range of abilities and motivation levels, Harry discoverd the following additional information about Sally's students:

 

65% of the class spoke English as a secong language and came from 14 different countries from Central and South America, Southeast Asia, the Balkans and sub-Saharan Africa. In addition to language issues, this type of diversity sometimes meant cultural differences from some of the native-born American students regarding the value of education.

 

Looking at the class as a whole, Harry created the following motivational profile of Sally's class related to the lessons they were planning:

  • Attention: Low, Medium, or High -- Some students had heard about Sally from other students, including siblings. They have pre-decided that the lesson will most probably be the same old-same old, in other words, boring! Others are excited to share information about their homeland and to explore new things they may not already know.
  • Relevance: Low-Medium-High -- Immigrant students who are pursuing projects realted to their native homeland will likely find this assignment more relevant than the others.
  • Confidence: Low-Medium -- Students for whom English is a second language may be worried that they will not understand what is being expected of them, be able to read some of the information about their native country, or be able to create a project that is free of grammatical errors. Others may feel more confident about their ability to complete the assignment but all students may feel anxiety about their ability to locate appropriate resources on their topic.
  • Satisfaction: High -- The collaboration beween teacher and librarian may result in the use of various information and communication technologies, which students will likely find exciting and intellectually stimulating. This type of team apprach to instruction may be perceived as providing the opportunity for more motivating and creative teaching and learning strategies.

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Things to Ponder

  1. How might Harry and Sally use the diversity of the class to engage students in learning?
  2. Based on Harry's motivational profile of Sally's class, what are some teaching strategies they might use to address the motivational issues described?