Workshop Attachments 2018

ATTACHMENTS FROM LIFELONG ACHIEVEMENT GROUP PRESENTATION
FURTHER READING AND RESOURCES

(for information and ordering, visit www.lifelongachievement.com)
Practitioner Reading
Martin, A.J. (2010). Building classroom success: Eliminating academic fear and failure. London:
Continuum.
Parent and Practitioner Reading

Martin, A.J. (2003). How to motivate your child for school and beyond. Sydney: Random
House/Bantam.
Martin, A.J. (2005). How to help your child fly through life: The 20 big issues. Sydney: Random
House/Bantam.
Motivation Testing Resources

Martin, A.J. (2018). The Motivation and Engagement Scale (18th Edition). Sydney: Lifelong
Achievement Group (www.lifelongachievement.com).
Motivation Enhancement Resources

Martin, A.J. (2018). The Motivation and Engagement Workbook (18th Edition). Sydney: Lifelong
Achievement Group (www.lifelongachievement.com).
© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

(This page may be reproduced provided the following text is displayed: © 2018-2019 www.lifelongachievement.com)
Motivation and Engagement Wheel
The Motivation and Engagement Wheel, reproduced with permission from Lifelong Achievement
Group and Andrew Martin (2010). Building Classroom Success: Eliminating Academic Fear and
Failure. London: Continuum)

Attachment: Chunking
from “How to Motivate Your Child For School and Beyond”
In this exercise you will identify the steps involved in doing an assignment or project and how to do each part.
Knowing all the different parts that go together to do an assignment or study is very important. In the table
below are the key steps in doing an assignment or project. At each step you need to allocate your time and
briefly describe how you will do it.
Steps involved Time to Brief description of what you will do 
do
Understand the question/task 5 mins Read question carefully; take note of key words like ‘compare’, ‘contrast’, or 
‘discuss’
Break question into parts 15 mins List sections of assignment by themes relevant to the question 
Identify what you already know
or have completed
Initial search for information
(eg. Internet, library etc)
Focused and detailed reading
of books and other resources
collected
Detailed summary of
information
Organise information (eg. put
information under each
heading)
Write first draft
Tie up loose ends (eg. a bit
more reading)
Write second draft
Edit (eg. spelling, grammar,
formatting checks)
Final draft
Reward yourself for completing
the assignment
As you can see, there are many steps to completing an assignment or project. When you get it clear
in your mind what you need to do for each part you are more likely to stay on track and do better.

Attachment: Anxiety (Preparing for tests) from “How to Motivate Your Child For
School and Beyond”
Students who are well prepared for tests tend to be less anxious leading up to them and also less anxious
while they are doing them. Too often students don’t prepare effectively for tests. This has the effect of
increasing their anxiety leading up to and during the test. Remember, there are lots of ways to prepare – eg.
through study, looking at past papers, diet, and relaxation. In this exercise you will look at ways you can
better prepare for tests. In the table below, tick the boxes you feel you need to pay particular attention to. Put
this checklist on your wall at home, in your diary, or somewhere you will see it leading up to a test or exam.
At the end of this list, add three more items.
Tick which items you need to pay special attention to – then add 3 more
 Start your study early in term and do it regularly – but remember that late study is better than no study
 Develop a study timetable and stick to it
 Hand in all work on time
 Look at past test papers; set your own test; hand in practise mini-essays (say, 250 words) regularly
 Write down the distractions that can arise leading up to an exam (eg. part-time work, friends). How will
you deal with these?
 Avoid making major life decisions before a test
 Keep your relationships intact leading up to test
 Avoid the panickers leading up to and just before the exam. Also, avoid people who might unsettle or
distract you in any way
 Try to get good sleep in the week leading up to the exam
 Not too much caffeine and a balanced diet in the week leading up to the exam
 Leading up to the week of the test, try to do a bit of exercise to burn off excess anxiety
 Practice your relaxation every day
 Look for teacher clues (material repeated in class; teacher says ‘this is on the test’; teacher asks class to
take detailed notes)
 Know the following: (a) material to be covered in test, (b) % of term/year mark allocated, (c) time
allowed, (d) venue, (e) types of questions (multi-choice, essay, short answer, true/false etc), (f) marks
for each section/question, (g) materials allowed in exam room


Attachment: Anxiety (Taking tests) from “How to Motivate Your Child For School
and Beyond”
Test taking is a skill that can be learned. This skill significantly reduces anxiety you feel leading up to the test
and while you are doing the test. In this exercise you will look at ways you can improve your test-taking skills.
In the table below, tick the boxes you feel you need to pay particular attention to. Put this checklist on your
wall at home, in your diary, or somewhere you will see it the night before a test or exam. At the end of this list
add three more items.
Tick which ones you need to pay special attention to – then add 3 more
 If you’re a heavy sleeper, set two alarm clocks (out of reach from your bed) the night before the exam
 Have all your materials ready the night before (including a watch)
 Have breakfast
 Arrive at the venue early
 Avoid the panickers before the exam. Also avoid people who might unsettle or distract you in any way
 If you’re easily distracted by other students, sit close to the front of the exam room (if you’re able to)
 Read instructions very very very carefully
 Know what marks are awarded to the test, how many sections/questions, allocate your time at the start
 Look through the test paper so you know what’s ahead
 Read questions very very very carefully – underline key words
 For long answers, look back at the question frequently – this keeps you on-track
 Pace yourself – know how much time is available for all the questions
 For longer answers (eg. essays), spend 1 or 2 minutes at the start to sketch a quick answer plan
 Take no notice of other students in the exam room
 If you don’t know the answer to a question, don’t freak out; go onto another question and go back to the
difficult question last – sometimes the answer comes to you as you’re doing another question
 Know which method of test taking suits you (but be flexible depending on the exam): Do you prefer (a)
working from the beginning to the end of the paper? (b) doing the easiest questions first? (c) doing most
difficult questions first?
 Write neatly
 Use all the time available – if you finish early, check your answers


ATTACHMENT: PERSONAL BEST (PB) INDEX
Name Year Class Date
This Term’s Mark (circle one)

3 Points Around or above previous best
2 Points Slightly below previous best
1 Point Well below previous best but put in reasonable effort to get this mark
0 Points Well below previous best and put in little or no effort to get this mark
This Term’s Enthusiasm/Engagement/Attitude (circle one)

1 Point Well below previous best but put in reasonable effort to get involved
0 Points Well below previous best and put in little or no effort to get involved
Skills/Competencies Developed This Term (circle one)

1 Point Well below previous best but put in reasonable effort to develop skills
0 Points Well below previous best and put in little or no effort to develop skills
Golden Point (circle if applicable to this student)

1 Point This term this student was committed to personal excellence
TOTAL PB Index / 10 (Previous PB Index / 10)
This student can get closer to his/her

0-3 Points PB by:
Overall, well below Personal Best
– Needs most work 1.
4-6 Points 2.
Overall, below Personal Best
– Needs some work
7-9 Points This student can sustain his/her PB by:

Overall, around or above Personal Best 1.
– Keep up the good work
10 Points 2.
Achieved personal excellence
– Keep up the excellent work

ATTACHMENT: PERSONAL BEST (PB) GOAL
A PB is where you aim to match or better a previous best performance. It can be a mark you’re
aiming for or you can aim to do your schoolwork or study in a way that is an improvement on last
time or the way you usually do it.
A. My PB is a mark in What mark are you aiming for?

OR
B. My PB is a better way of doing my schoolwork or study in
The better way of doing things is:
Is this PB maintaining a previous best or improving on a previous best? YES / NO
If NO, you need to develop a PB that does.
Do you believe you can reach this PB? YES / NO

If NO, you need to develop a PB that you believe you can reach.
When do you plan to achieve this PB?
Describe the steps involved in reaching your PB  when

achieved
1. First, I will
2. Next, I will
3.
4.
5.
6.
7.
8.
9.
10.
 I believe I reached my PB Evidence

 I think I just missed out Because
 I didn’t get close to my PB Because
My next PB is:

SAMPLE PERSONAL BEST (PB) GOAL
A PB is where you aim to match or better a previous best performance. It can be a mark you’re
aiming for or you can aim to do your schoolwork or study in a way that is an improvement on last
time or the way you usually do it.
A. My PB is a mark in What mark are you aiming for?

OR
B. My PB is a better way of doing my schoolwork or study in History
The better way of doing things is: I aim to be more organised when doing my next essay and plan
things out a bit better before I start it
Is this PB maintaining a previous best or improving on a previous best? YES / NO
If NO, you need to develop a PB that does.
Do you believe you can reach this PB? YES / NO

If NO, you need to develop a PB that you believe you can reach.
When do you plan to achieve this PB? Next Friday 30th May (when it’s due)
Describe the steps involved in reaching your PB  when

achieved
First I will, Understand the question 
Next I will, Break question into parts 
Initial search for information (on the Internet and at the library) 
Focused and detailed reading of books and other resources collected 
Detailed summary of information 
Organise information (put information under each heading) 
Write first draft of essay 
Tie up loose ends (eg. do a bit more reading, ask teacher anything I don’t know) 
Write second draft of essay 
Edit the essay (check spelling, grammar, formatting) 
Write final draft and hand it in 
 I believe I reached my PB Evidence I did most of the steps – more than I’ve done before
 I think I just missed out Because
 I didn’t get close to my PB Because
My next PB is: I aim to get more than 70% on my next History essay

ATTACHMENT: LEARNING GROWTH MAP
Name: James Smith Subject: Mathematics Topic: Fractions
Year: 7 Class: 7MTHB Date: August 15th 2012
Learning Unit  when learnt

13. Solving problems that involve fractions FINISH
12. Finding a fraction of a quantity
11. Division of fractions
10. Multiplication of fractions
9. Addition and subtraction with different denominators
8. Subtraction of fractions
7. Addition of fractions
6. Expressing one quantity as a fraction of another
5. Simplifying fractions
4. Equivalent fractions
3. Mixed numerals
2. Improper fractions
1. Proper fractions START

ATTACHMENT
MARK
SCHOOL NAME /
GROWTH-BASED ASSIGNMENT COVER SHEET
Student Name: Subject: Class:
Assignment/Task Name:
Central Aims of Assignment/Task:
Main Criteria for Assessment Could do Satisfactory Good Excellent
Much Better Work Work Work
1. 1 2 3 4
2. 1 2 3 4
3. 1 2 3 4
4. 1 2 3 4
5. Improvement on previous assignment/task (or maintains high standard) 1 2 3 4
Main Strengths in Student’s Work

1.
2.
3.
What to do for future improvement (or to maintain good work):
1.
2.
3.
STUDENT GROWTH GOALS (student to complete)

To improve (or to maintain my good work) in my next assignment/task I will:
1.
2.
3.
In my next assignment/task, the mark I am aiming for is: /

If I encounter difficulty in my next assignment/task, I will:

MARK
SMITHVILLE HIGH SCHOOL
13 / 20
GROWTH-BASED ASSIGNMENT COVER SHEET
Student Name: John Taylor Subject: Geography Class: GEOG9C
Assignment/Task Name: Soil Salinity in Under-developed Nations
Central Aims of Assignment/Task: To understand soil salinity and how and where it occurs
To understand its human and environmental impacts
To develop knowledge of possible solutions to soil salinity
Main Criteria for Assessment Could do
Much Better Satisfactory Good Excellent
1. Descriptions and explanations 1  3 4
2. Organisation and presentation of information 1  3 4
3. Use and labelling of quality maps and other visuals 1 2  4
4. References and sources 1  3 4
5. Improvement on previous assignment/task (or maintains high standard) 1 2  4
Main Strengths in Student’s Work

1. High impact and creative visuals – good selection of images that communicated points effectively
2. Answered all parts of the task (previous assignment only partly completed)
3. Thoughtful solutions to salinity identified (benefiting from asking teacher for help to find resources)
What to do for future improvement (or to maintain high standard):
1. Clearly organise/structure your answer in the order the question was asked – and use sub-headings
2. Ensure you link all important information/detail to sources/references in your Bibliography
3. Print out your next assignment and proof read (and correct) before handing in
STUDENT GROWTH GOALS (student to complete)

To improve (or to maintain my high standard) in my next assignment/task I will:
1. Follow the question in order and use better headings
2. Start it earlier than I did last time
3. Read it carefully before I hand it in
In my next assignment/task, the mark I am aiming for is: 15 / 20

If I encounter difficulty in my next assignment/task, I will:
Not freak out or give up – I’ll do the assignment one bit at a time and ask my teacher for help if I need it

ATTACHMENT: FOSTERING A GROWTH MINDSET
‘Growth Mindset’ = You can improve and maintain the skills, behaviors, and
thoughts that are important to improving your motivation and achievement.
As much as possible try to focus on skills, behaviors, and thoughts that you can control and improve. When
you focus on things you can control and improve, you feel more confident and tend to do better in your
studies. In this exercise you will focus on skills, behaviors, and thoughts in your control and that you can
improve. The more you focus on these, the more you will build your ‘growth mindset’ (Dweck, 2006).
Reasons why I’ve done well in schoolwork Reasons why I haven’t done so well in
schoolwork
(skills, behaviors, and thoughts in my control) (skills, behaviors, and thoughts in my control)
Eg. “I studied really hard” Eg. “I went out the night before the test”
Eg. “I started my homework early” Eg. “I wasted a lot of time when I did the essay”
Eg. “I asked for help when I didn’t understand the task” Eg. “I pretended I knew it, when I didn’t”
Now Complete 1-3 Below, Focusing on Skills, Behaviors, and Thoughts that are in Your Control
1. 1.
2. 2.
3. 3.
Here is another list of things that you can control and improve – and which lead to success at school. Think
of 3 more controllable things and write them in the table.
Amount of study Preparation for tests and exams Test-taking skills
Study techniques Asking teachers for help Attitude towards school
Visiting the library Organizing your study conditions Presentation of your work
Avoiding distractions Not wasting time Doing your relaxation practice
1. 2. 3.
All these skills, behaviors, and thoughts are the sorts of things that are part of a ‘growth mindset’ and which
lead to improvement in motivation and achievement.

Attachment
Students’ Relationship with the Teacher (‘the Singer’)

(adapted with permission from Martin, A.J. (2010). Building Classroom Success: Eliminating
Academic Fear and Failure. London: Continuum)
STRENGTH NOT APPLICABLE/ COULD DO BETTER
“I do this well and it is RELEVANT/ “I don’t do this very
a part of my regular IMPORTANT much or very well”
practice”
TICK ONE ()
1. I make an effort to listen to my students’ views
2. A good teacher-student relationship is one of my
priorities
3. I give my students input into things & decisions that
affect them
4. I enjoy working with young people
5. Where appropriate I try to have a sense of humor
with my students
6. I get to know my students
7. I explain the reasons for rules that are made and
enforced
8. I show no favoritism
9. I accept my students’ individuality
10. I have positive but attainable expectations for
students
TALLY

Attachment
Students’ Relationship with the Message/Content/Assessment (‘the Song’)

practice”
TICK ONE ()
1. I set work that is challenging but not too difficult
2. Where possible, I set work that is important and
significant
3. I inject variety into my teaching content
4. I inject variety into my assessment tasks
5. I provide students with interesting work
6. I use broad and authentic (relevant and meaningful)
assessment
7. I try to ensure that my teaching content is not boring
to young people
8. In class and assigned work, I reduce monotony as
much as possible
9. Where possible I draw on material that is fun to learn
10. Where possible I use material that arouses my
students’ curiosity
TALLY

Attachment
Students’ Relationship with the Teaching/Pedagogy (‘the Singing’)

practice”
TICK ONE ()
1. I get students to do something well as much as
possible and provide support needed to do this
2. I have multiple indicators of success in schoolwork
(marks, effort, group work, reaching goals, improve)
3. I provide clear feedback to students focusing on how
they can improve
4. I make an effort to explain things clearly and carefully
5. I inject variety into my teaching methods and reduce
repetition or monotony
6. I encourage my students to learn from their mistakes
7. I aim for mastery by all students
8. I show students how schoolwork is relevant and/or
meaningful
9. I make sure all students keep up with work and give
opportunities to catch up or go over difficult work
10. I don’t rush my lessons or my explanations
TALLY


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ATTACHMENTS FROM LIFELONG ACHIEVEMENT GROUP PRESENTATION

FURTHER READING AND RESOURCES

Parent and Practitioner Reading

Motivation Testing Resources

Motivation Enhancement Resources

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

Identify what you already know

Initial search for information

(eg. Internet, library etc)

Focused and detailed reading

of books and other resources

Organise information (eg. put

information under each

Write first draft

Tie up loose ends (eg. a bit

Write second draft

Edit (eg. spelling, grammar,

Reward yourself for completing

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

At the end of this list, add three more items.

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

Name Year Class Date

This Term’s Mark (circle one)

This Term’s Enthusiasm/Engagement/Attitude (circle one)

Skills/Competencies Developed This Term (circle one)

Golden Point (circle if applicable to this student)

TOTAL PB Index / 10 (Previous PB Index / 10)

This student can get closer to his/her

7-9 Points This student can sustain his/her PB by:

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

A. My PB is a mark in What mark are you aiming for?

Do you believe you can reach this PB? YES / NO

When do you plan to achieve this PB?

Describe the steps involved in reaching your PB  when

 I believe I reached my PB Evidence

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

A. My PB is a mark in What mark are you aiming for?

Do you believe you can reach this PB? YES / NO

Describe the steps involved in reaching your PB  when

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

Name: James Smith Subject: Mathematics Topic: Fractions

Year: 7 Class: 7MTHB Date: August 15th 2012

Learning Unit  when learnt

12. Finding a fraction of a quantity

11. Division of fractions

10. Multiplication of fractions

9. Addition and subtraction with different denominators

6. Expressing one quantity as a fraction of another

1. Proper fractions START

© 2018-2019 Lifelong Achievement Group (www.lifelongachievement.com)

Student Name: Subject: Class:

Central Aims of Assignment/Task:

Main Criteria for Assessment Could do Satisfactory Good Excellent

Much Better Work Work Work

5. Improvement on previous assignment/task (or maintains high standard) 1 2 3 4

Main Strengths in Student’s Work

STUDENT GROWTH GOALS (student to complete)