WHAT IS THE RELATIONSHIP BETWEEN MOTIVATION AND LEARNING?

With so much attention on test scores and budgetary concerns, it's refreshing to learn some folks are keeping their focus on what matters most to parents and teachers - figuring out the best practices to

motivate and educate children.

In 2007, Redwood City School District and Stanford's John W. Gardner Center continued a longstanding partnership in their efforts to gain a deeper understanding of the practices that effectively promote student motivation, engagement, and ultimately, achievement.

They surveyed all Redwood City School District middle school students in the spring of 2009 and again in 2010 regarding their experiences in their classrooms and their beliefs about themselves as learners.

The research is ongoing and they have already completed a third round of data collection this month. They have learned some interesting and encouraging information about the relationship between student's classroom experiences, motivational beliefs, and academic achievement.

The data clearly showed that a safe and caring setting is the ideal climate for learning. Caring classrooms have students that treat each other with respect and teachers who foster this by letting students know they

are not allowed to make fun of each other for a wrong answer or mistake, stating that mistakes are part of the learning process.

They also set aside time for individual conferences and provide individual feedback regarding the student's growth and areas for improvement (versus public feedback that make comparisons between students) and create opportunities for students to revise their work, give private feedback about

grades and also time for students to work with each other.  These classrooms tend to inspire student motivation and benefit all students, especially and inclusive of low-income students.

Test scores back up these results. The JGC analysis showed that there is a relationship between higher motivation and higher achievement evidenced by elevated California State test scores. This is true for all

students - regardless of prior achievement. This means that if teachers can improve student motivation, then they are also very likely to see improvements on standardized tests.

The JGC staff are encouraged by the outcomes hitherto.

"These results remind us that motivation is not a static trait. Motivation is not something that a student simply has or does not have. Rather motivational beliefs are malleable and very responsive to classroom

practices. Perhaps even more exciting is the evidence that students' motivational beliefs can shift within the course of less than one academic year. It is also important to highlight that these motivating and caring

practices are doable and already present in many classrooms in Redwood City. We hope these findings will serve as a catalyst for more reflection and conversations between researchers, teachers and parents about specific strategies for motivating students to deeply engage in their learning."

When planning the school year administrators and teachers should, in conjunction with analyzing and disaggregating test scores, have another conversation. Is the designated curriculum backed up with constructive strategies and teaching practices that improve proficiency as well as foster curiosity in a welcoming environment? What does that classroom look like?