Events
Designing Motivational Classrooms Workshop
Date and Time
Friday, February 21, 2020 4:00 PM - 6:00 PM
RSVP
This event is free to attend.
The RSVP deadline has passed for this event.
Description
Designing Motivational Classrooms: Helping Students Share their Ideas
Participating in class often feels socially risky to students. For some students, staying silent feels safer. In this workshop, I will introduce a framework from social psychology that points to how we can lower the risks and raise the benefits of participation. We will explore features of motivational classrooms, along with reflecting on how these operate in your classroom. We will go through a few reflective exercises to better diagnose classroom norms and routines that might be inhibiting student participation, with the goal of re-imagining them for increased student engagement. Attendees will receive a copy of Ilana Horn's book, Motivated.
Dr. Ilana Horn is a Professor of Math Education in the Department of Teaching & Learning, Vanderbilt University.
Dr. Ilana Horn's work is motivated by the underperformance of American secondary students in school mathematics. Her research centers on ways to make authentic mathematics accessible to students, particularly those who have historically been disenfranchised by our educational system. "I focus primarily on mathematics teaching in two ways," says Dr. Horn, "first, I look at classroom practices that engage the most students in high quality mathematics. Second, viewing teaching as a situated practice, I am interested in how school environments, communities, colleagues, and policies shape what is instructionally possible. My scholarship lies at the intersection of mathematics education, learning sciences, and sociology of teachers' work."
Dr. Horn's research projects have spanned questions of in-service teachers' professional learning, pre-service education, district level instructional improvement, and students' experiences of different forms of mathematics instruction. "These projects implicate the way teachers' work is organized in supporting the best forms of instruction for students. Theoretically, I draw on ethnomethodology and sociocultural studies of learning. Methodologically, I conduct comparative case studies with discourse analysis as a tool to understand local meanings."
She is the author of Motivated: Supporting Students to Share their Mathematical Ideas and Strength in Numbers: Collaborative Learning in Secondary Mathematics.
Contact
Ginele Johnson
616-331-8229