The element of the SITE model that is most relevant to my research question is around the Sociocultural subcontent. The motives and values of students directly relates to the affect domain, elaborated by Baggio as the primary domain of the trilogy of the mind; that must be supported to facilitate learning. Since affect is such a huge factor in learning, the source and roots of that affect is important. The SITE model provides insight into what is included in the affect domain through the sociocultural subcontent.
In addition, the ARCS model also brings up the idea of relevance as paramount to learning, tapping into the learners motives and values is key to making content relevant. Through my research, I hope to identify the impact of different instructional models to facilitate Social Emotional Learning (SEL). Factoring in the sociocultural subcontent is important to consider to analyze student needs, background knowledge, motives, and values. From there, it's more straight forward to create an ARCS model that supports SEL as well. For me, the SITE model is also relevant in terms of Sociocultural subcontent. Content that motivates me, and supports my values is much more appealing. This is obvious for all learners, we transfer information quicker when it already has a schema to place concepts within. As an adult, following Baggio's insights around androgogy, learning happens when it's useful to the learner. I enjoy writing these blogs, giving voice to how this information is relevant. Reading the material with this goal in mind, certainly appeals to the sociocultural subcontent.
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My research is specific to the type of training's I conduct through my nonprofit organization. The main focus is around trauma and trauma-informed practices. This function in past years has led to some student disengagement, dropout, and crisis. To best deal with this, I seek to find the impact that flipped learning can have when addressing vulnerable, difficult and stressful topics. Since the topic of flipped learning to address social emotional learning (SEL) is not a common research topics, there are limited funnel generalizations that can be made on each level of international, national, state, district, school. I will instead try to address the general topic of flipped learning as it relates to these domains.
Basic Sparks of Intrinsic MotivationAs an educator and nonprofit leader I'm concerned with access to external motivation. I believe this is the root of the achievement gap, and is perpetuated by the lack of resources and investment in those with the fewest external motivators, specifically undeserved students, minorities, and those struggling through poverty. My experience teaching in South Sacramento revealed how little outside support was offered to my students. Many lacked the resources and support commonly found in more affluent schools and neighborhood. I was blessed to support many of my students towards academic achievement, but also helped them navigate their life of poverty, violence, sexual assault, incarceration and hunger. Through my naturalistic research approach involving case studies, narratives and ethnography I hope to find the basic unit of intrinsic motivation that sustains successful students without resource or motivation from anyone but themselves. Through my nonprofit work with the incarcerated over the past 3.5 years, I've seen an environment unique to our society. The archaic practice of putting people in cages is still a reality for 2 million individuals in the United States. By researching the experience of CDCR inmates taking high school/GED classes in prison I hope to gather a mosaic of student experiences without resources, parental support, or the ability to apply education to a professional career (for inmates without parole). From this research the basic spark of intrinsic motivation may emerge. Answering the question, what drives students when most factors work against their success? In addition to literary review, I will compare these findings with research conducted at two schools where I formerly taught, my old South Sacramento school, and an affluent PBL-based school in Davis. I believe that motivation is the key to student success if resources are equal, comparing student motivation in these three different learning environments, may support pedagogy growth as educators, fostering intrinsic motivation from it's basic unit. I'd like to keep the prior paragraphs to note this larger idea for action research, but after the discussion at the 790 session 1, I've decided to research a different, smaller scale project. Within my nonprofit work, I run professional trainings to become yoga and meditation teachers working with trauma-sensitive populations. I will design action research that I can conduct on the 2 cohorts of 20 trainees each. Our program is highly academic with content standards, and formal assessment; I would still like to look into what motivates students, in terms of class format, project based learning, group dynamics and application of restorative practices. |
AuthorAs a teacher and community advocate I strive to remedy the challenges of adverse childhood experiences (ACE), poverty and violence. I'm intrigued by the motivation that is cultivated by different supportive and discouraging learning environment, and how overcoming the achievement gap can transform our society. Archives
July 2017
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