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Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience

Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience

Rae Carrington Schipke
Copyright: © 2017 |Pages: 25
ISBN13: 9781522522423|ISBN10: 1522522425|EISBN13: 9781522522430
DOI: 10.4018/978-1-5225-2242-3.ch002
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MLA

Schipke, Rae Carrington. "Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience." Applying the Flipped Classroom Model to English Language Arts Education, edited by Carl A. Young and Clarice M. Moran, IGI Global, 2017, pp. 33-57. https://doi.org/10.4018/978-1-5225-2242-3.ch002

APA

Schipke, R. C. (2017). Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience. In C. Young & C. Moran (Eds.), Applying the Flipped Classroom Model to English Language Arts Education (pp. 33-57). IGI Global. https://doi.org/10.4018/978-1-5225-2242-3.ch002

Chicago

Schipke, Rae Carrington. "Using the Motivational Aspects of Productive Persistence Theory and Social Media Motivators to Improve the ELA Flipped Classroom Experience." In Applying the Flipped Classroom Model to English Language Arts Education, edited by Carl A. Young and Clarice M. Moran, 33-57. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-2242-3.ch002

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Abstract

This chapter discusses the need to expand upon the pedagogical components of the flipped classroom model to include what is known about motivation as it relates to Productive Persistence Theory (PPT) and social media (SM) in order to increase student success in the English language arts. Motivational incentives suggested, in part, by the PPT literature, are identified and organized by its three non-cognitive aspects of grit, growth mindsets, and belonging. Motivators for SM use are identified in the literature and categorized as seeking, expressing, and engaging. Implications drawn are that student learning is personal, developmental, and social, all operating simultaneously. Also, that this multidimensionality is involved in motivating each individual student and that SM inherently supports such motivation. A conceptual framework is presented that demonstrates how both PPT and SM allow teachers to meet students where they are in their learning and in their personal and social growth and development.

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