Shaping Intentional Practice Through the Danielson Framework: How Highly Effective Teachers Promote Intrinsic Motivation - Pt II is March 6, 2012 Sponsored By: Professional Development   Educators often ask the question, “How can we motivate students?” According to Edward Deci, the more accurate question is, “How can teachers create the conditions within which students will motivate themselves?” The most beneficial type of motivation is intrinsic. When someone is intrinsically motivated, they will participate in an activity for its own sake: “for the reward that is inherent in the activity itself.”  If we truly want students to realize their potential and love learning, we need to provide them with an environment that inspires them to take charge of their learning, choose challenge, value effort and persist in the face of obstacles. How can teachers create these conditions? By learning from the experts, of course. Through video chats with student “experts,” we’ll learn about key teaching competencies that helped or hindered their motivation and effort in school. Then, to better understand why these teaching behaviors were influential, we’ll explore the work of four fascinating researchers in self-concept and motivation. Their wisdom will provide us with a framework – an intentional practice for achieving our goal. Finally, each effective teaching behavior will be correlated to a teaching competency in Danielson’s “Framework for Teaching.”  Whether we are focusing on the components of a teacher’s planning skills, classroom environment, instructional practices or professional responsibilities, every teaching skill can have a positive impact on a student’s self-concept and motivation to learn. It is our goal to delve deeper into the meaning of each competency and its beneficial practice, so that we, and our students, will realize our potential. workshop flyer: http://www.wsboces.org/library/pdfs/iss2453.pdf     Date(s): Feb 7 - Mar 6  4:00 - 6:30 PM