Stand & Deliver

Most education majors have seen the movie, Stand and Deliver, on multiple occasions, but this scene is worth another look after reading about Flow Theory (Csikszentmihalyi, 2005) and the social context of the classroom (Alderman, 1999). Although the concept of flow theory is relatively new to me, this teacher appears to be close. He may be in what […]

Contextual Factors of Autonomy

A closer look at self-determination theory revealed the importance of developing a sense of autonomy among learners and the contextual factors needed for this to occur. Autonomy is one of three psychological needs that Deci & Ryan write about extensively, and it has been empirically shown to improve motivation across cultural barriers and throughout various work […]

Antecedents, Attributions, and Consequences; Oh my!

This comic illustrates in humorous fashion how a person’s beliefs and information directly impact the perceived causes of success or failure. Locus, stability, controllability are three properties evident in causal attribution while globality and intentionality are other possible causes. An analysis of the causal attributions above shows the locus to be external to the participant; […]

Self Determination Theory Meets Flipped

Figure 1 (Abeysekera & Dawson, 2015) Deci and Ryan’s (2000) self-determination theory holds great weight in the research on the flipped classroom. It, along with cognitive load theory, are the basis of one of the latest theoretical models for why the flipped framework should be effective in higher education. The focus on active learning during […]

What if George Washington had texting?

This past week, I had the amazing opportunity to work with a group of thirty teachers from my school district in Williamsburg, Jamestown, and Yorktown, VA. The program was run by the Colonial Williamsburg Teacher Institute and was a most rewarding experience. As we were completely immersed in the 18th century, there was a constant […]