Adolescents who embrace a rationale for learning experience greater reward (Mastropieri & Scruggs, 2002). They learn more and are likely to be more interested. A rationale is motivating.
Develop motivation for attending to words. Prompt discussion with a quote from Plato perhaps: "When the mind is thinking, it is talking to itself."
Discuss the implications: To attend to words is to strive for the higher goals--we use words to think, ponder, wonder, ruminate, and reflect. We use words to inspire, express, enthuse, opine, debate, discuss, argue, exhort, persuade, assuage, encourage, uplift, esteem, justify and empower (we hope). The mind is powerful and words might well be the very stuff of thought and the essence of identity (Pinker, 2007).
There's another rationale--vocabulary knowledge is predictive of comprehension (RAND Reading Study Group, 2002).
There are still more reasons to pursue words. What are they? What motivates your students? How does knowledge and self-efficacy relate to motivation?
Develop motivation for attending to words. Prompt discussion with a quote from Plato perhaps: "When the mind is thinking, it is talking to itself."
Discuss the implications: To attend to words is to strive for the higher goals--we use words to think, ponder, wonder, ruminate, and reflect. We use words to inspire, express, enthuse, opine, debate, discuss, argue, exhort, persuade, assuage, encourage, uplift, esteem, justify and empower (we hope). The mind is powerful and words might well be the very stuff of thought and the essence of identity (Pinker, 2007).
There's another rationale--vocabulary knowledge is predictive of comprehension (RAND Reading Study Group, 2002).
There are still more reasons to pursue words. What are they? What motivates your students? How does knowledge and self-efficacy relate to motivation?
Mastropieri, M.A., & Scruggs, T.E. (2002). Effective instruction for special education. Austin, TX: ProEd.
