I want to do science.
It is important to note that the five MDPs are synergistic: in a motivationally supportive classroom, teachers are drawing on all five MDPs and the MDPs are mutually reinforcing.
For example, a teacher cannot truly or fully support students’ autonomy without also building trusting relationships within the classroom that support students’ sense of belonging and create an overall climate of caring and respect. Supporting students’ autonomy to guide their own learning is also critical to developing their learning orientation.
All five MDPs are implicated in promoting the kind of student engagement in science learning called for by the NGSS.
- Overview - A summary of the MDP with relevant definitions and guiding principles
- Look-Fors - Descriptions of classrooms that are more and less aligned with the MDP, to help teachers visualize what the MDP looks like in practice
- Planning Tool - A set of metacognitive/self-reflective questions that teachers can pose to themselves to help them consider specific strategies for enacting the MDP in an upcoming lesson
- Activities - Instructional strategies and activities that align with the MDP
- Talk Moves - Sample sentence/question stems and discourse moves that teachers might say to students when enacting this MDP
- 1(2016). Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design. Policy Insights From The Behavioral And Brain Sciences, 3, 228-236. Retrieved from https://doi.org/10.1177/2372732216644450.