Education Week - January 17, 2018 - 9

Students Thrive When They See Purpose in Their Learning
Meaningful work
drives engagement

"

By Evie Blad

Relevance and Meaning
The Arkansas students' work is
a demonstration of a concept that
researchers have increasingly explored as they search for ways to
more thoroughly incorporate students' emotions and development
into education. Grounding classroom work in a greater sense of
purpose and meaning can help engage students in learning new concepts and motivate them to persist
through challenges, they say.
The Mindset Scholars Network-
a collaborative of researchers who
study how students' beliefs about
learning affect their engagement
and academic success-call it a
mindset of purpose and relevance.
That mindset can be engaged by
helping students understand how
classroom content applies "in the
real world," by allowing them to select assignments that tap into their
natural sense of altruism, or by connecting classroom work to student's
long-term or professional goals, researchers say.
"What we find is that meaning is
really important to students and,
without it, a lot of students will look
like they aren't motivated," said

What we find is that
meaning is really
important to students
and, without it, a lot
of students will look
like they aren't
motivated."
CHRIS HULLEMAN
Associate Professor of Psychology
University of Virginia

Photos courtesy of Armorel High School EAST

Three Arkansas middle school
students committed to an unusual
class project last year: creating an
artificial limb for a duck that was
hobbling around on one foot.
Their efforts-and hard-won success-illustrate a link between a sense
of purpose and meaning in classroom
work and student engagement.
It took the 8th graders from the
rural community of Armorel 36
prototypes to design and 3D print
a prosthetic that fit Peg the duck
and allowed him to walk unencumbered. Each attempt presented new
challenges. The students had only
learned about 3D printing the year
before, teaching themselves with
YouTube tutorials and experimentation. They worked with a particularly challenging plastic material,
and they had to learn to adjust proportions, to adapt their designs to
address shortfalls, and to measure
in metric units.
But they were willing to persist,
motivated by the belief that Peg was
dependent on their work, said Alicia
Bell, who teaches the students in
a project-based-learning class. The
woman who found Peg as a duckling suspected a turtle had chewed
off his foot, and the remaining part
of his leg was scabbed from grazing
the ground.
"He's a living thing, and we got
to see his challenges," Bell said,
explaining why students were
so drawn to the project. "He had
adapted, but he wasn't living a full
life." Plus, helping Peg meant helping his owner, who'd been searching
for a solution to his lopsided gait for
months.

CLOCKWISE FROM TOP:
Matthew Cook, left,
Darshan Patel, and Abby
Simmons, all 8th graders in
Armorel, Ark., display their
different model attempts
with a 3D printer to create
a prosthetic leg for a
one-legged duck.
Peg the duck walks for the
first time using the final
model of the prosthetic
foot created by the
students.
A screen shot of the
3D foot model students
designed, using
Meshmixer software.

Chris Hulleman, an associate professor of psychology at the University of Virginia who studies student
motivation.
Rather than "blaming students,"
Hulleman and his colleagues are exploring how schools can change the
ways they approach content to make
it more relevant. For example, one of
Hulleman's research projects found
that students who said they didn't
expect to do well in science class
performed better overall when they
wrote essays throughout the semester, explaining how the content was
relevant in their own lives.
A separate study-by researchers
from the University of Texas, Stanford University, and the University
of Pennsylvania-found that students persisted longer at boring
tasks if they had listed a "self-transcendent purpose for learning" as
a reason for attending college. For
example, a student may want to use
a nursing degree to help treat lowincome children.

Community Projects
Some schools have worked to
build that sense of relevance and
meaning by asking students to
reflect on their goals, by bringing
professionals into the classroom to

explain how lessons connect to their
work, and by finding opportunities
for service learning with outside organizations.
In Eufaula, Ala., career-technology
students partnered with a nonprofit
to design and build classrooms for
Honduran schools using shipping
containers that would later be installed in rural areas throughout
the Central American country.
"It opens their eyes to what they
could do in their hometown," Michelle
Eller, director of secondary education for the Eufaula City Schools,
told the Dothan Eagle.
Bell, the Arkansas teacher, partners with local businesses and community members to find technology
heavy projects for her students, like
designing logos and producing promotional videos.
The class is called Environmental
and Spatial Technology, or EAST
lab. The EAST Initiative, founded
in Arkansas, provides support and
training for schools to offer realworld, technological learning experiences for students. And the practical
applications help the rural students,
many of whom have little previous
exposure to technology, to master
new concepts, she said.
"I just ask the questions," Bell
said. "They know they have to fix it.

You can't turn in a paper and, OK,
you have a C, and that's it. It's either it works or it doesn't."
To make a foot for Peg, an Indian
runner duck, students had to learn
about the specific way that breed
stands straight up, rather than
squatting with knees always bent
like other breeds. That meant their
original prototype, an actual peg,
wouldn't work because Peg needed
to bend his knee when necessary
and the strength to stand with his
leg fully extended when walking.
They also had to find a fitting to
accommodate his back toe and an
appropriate shape and size to help
him maintain his balance without
encumbering his gait.
After refining three final prototypes, the students found one that
worked. At the final fitting, Peg took
off running.
"They come across a problem,
and sometimes it takes a day, or
sometimes it takes a month," Bell
said, "but we don't stop until we
figure it out."
Coverage of social and emotional
learning is supported in part by a
grant from the NoVo Foundation,
at www.novofoundation.org. Education
Week retains sole editorial control over
the content of this coverage.

EDUCATION WEEK | January 17, 2018 | www.edweek.org | 9


http://www.novofoundation.org http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - January 17, 2018

Education Week - January 17, 2018
QUALITY COUNTS 2018: Grading the States
Cheating Scandal in Atlanta Casts Long Shadow
Unknown Fate for DACA Leaves Dreamers on Edge
Report Roundup
News in Brief
Ed. Dept. Finds Texas Suppressed Spec. Ed. Enrollment
How Classroom Location Matters In Teacher Collaboration
How Much Reform Is Too Much? Teachers Weigh In
Students Thrive When They See Purpose In Their Learning
K-12 Districts Advised on Rights in Post-‘Net Neutrality’ Era
What’s on the Runway for Trump, Congress on Education?
Year One: K-12 Presidential Scorecards
States Slow in Adopting ESSA’s Testing Flexibility
At Halfway Mark, Congress Faces Pile of Education Issues
K-12 Key Topic for State Legislators
Patrick J. Wolf: Four Sound Practices for Public Debate
DATA: Which 2018 RHSU Edu-Scholars have the greatest social-media influence?
Pedro A. Noguera: How to Decide When Your Voice Is Necessary
DATA: Where are the Edu-Scholars?
Robert Kelchen: Some Cautions for Junior Scholars (and Their Institutions)
DATA: Percentage of 2018 RHSU Edu-Scholars with Twitter accounts
Diana Hess: Scholars, Don’t Overstep Your Expertise
Letters
TopSchoolJobs Recruitment Marketplace
Frederick M. Hess: When Public Scholarship Gives Way to Bombast and Bluster
Education Week - January 17, 2018 - Unknown Fate for DACA Leaves Dreamers on Edge
Education Week - January 17, 2018 - 2
Education Week - January 17, 2018 - 3
Education Week - January 17, 2018 - News in Brief
Education Week - January 17, 2018 - 5
Education Week - January 17, 2018 - Ed. Dept. Finds Texas Suppressed Spec. Ed. Enrollment
Education Week - January 17, 2018 - How Classroom Location Matters In Teacher Collaboration
Education Week - January 17, 2018 - How Much Reform Is Too Much? Teachers Weigh In
Education Week - January 17, 2018 - Students Thrive When They See Purpose In Their Learning
Education Week - January 17, 2018 - K-12 Districts Advised on Rights in Post-‘Net Neutrality’ Era
Education Week - January 17, 2018 - 11
Education Week - January 17, 2018 - 12
Education Week - January 17, 2018 - 13
Education Week - January 17, 2018 - 14
Education Week - January 17, 2018 - 15
Education Week - January 17, 2018 - 16
Education Week - January 17, 2018 - 17
Education Week - January 17, 2018 - 18
Education Week - January 17, 2018 - 19
Education Week - January 17, 2018 - 20
Education Week - January 17, 2018 - 21
Education Week - January 17, 2018 - Year One: K-12 Presidential Scorecards
Education Week - January 17, 2018 - States Slow in Adopting ESSA’s Testing Flexibility
Education Week - January 17, 2018 - K-12 Key Topic for State Legislators
Education Week - January 17, 2018 - DATA: Which 2018 RHSU Edu-Scholars have the greatest social-media influence?
Education Week - January 17, 2018 - DATA: Percentage of 2018 RHSU Edu-Scholars with Twitter accounts
Education Week - January 17, 2018 - Diana Hess: Scholars, Don’t Overstep Your Expertise
Education Week - January 17, 2018 - Letters
Education Week - January 17, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - January 17, 2018 - 30
Education Week - January 17, 2018 - 31
Education Week - January 17, 2018 - Frederick M. Hess: When Public Scholarship Gives Way to Bombast and Bluster
Education Week - January 17, 2018 - CW1
Education Week - January 17, 2018 - CW2
Education Week - January 17, 2018 - CW3
Education Week - January 17, 2018 - CW4
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