Instructional and Training Theories of motivation ARCS Lorraine Bruce

What makes a good teacher? ARCS

Producing Using Mixing Experimenting Creating Knowing your audience Producing Using Mixing Experimenting Creating Lorraine Bruce

Seven Changes The Virtual Organization Performance expectation The team’s priorities How to communicate Resource support Information Overload Barner, Robert Seven Changes that will Challenge Managers and workers The Futurist March- April 1996

2. The “Just in time” work force 3.Knowledge workers paralegals medical technologists technology experts 4.Computerized coaching and monitoring Rights privacy

5. Worker diversity 6. The aging work force 7. Dynamic work force

Laurence Gonzales NCCE 2010 Seattle Changes on environment Tsunami Think plan do – survivors plan Ride your own ride Rescuer survive and thrive Lorraine Bruce

Six survival skills Rapid response Sharp focus Stress busting Strategic empowerment Staff juggling Team building

Theories and Concepts of Motivation Change in peer learners Looking our scanning the environment Making yourself indispensable to the learning Theories and Concepts of Motivation

Maslow’s needs theory Achievement Motivation. Attribution Theory Intrinsic-Extrinsic Orientation. Expectancy-Value Theory * Curiosity. Flow Theory

1954

Motivation and Emotion Huitt 2001..Education psychology

“Effort” is the motivational outcome Two requirements Expectancy-Value Theory (Vroom 1964; Porter and Lawler 1968; Keller 1983) “Effort” is the motivational outcome Two requirements Value the learning task Believe in success of accomplishing the learning Ruth V. Small, “Motivation in Instructional Design,” ERIC Digests EDO-IR-97-06 (1997), available online http://ericir.syr.edu/ithome/digests/RSDigest97.html.

Learning: Synthesis of the literature Students come with preconceptions about how the world works. If teachers don’t build on this understanding -> fail to grasp concept Students must have a deep understanding and comprehensions of the facts before they can reorganize it A metacognitive approach to learning Report from: National Research Council (2000) How people learn: Brain Mind, Experience, and School

What makes a good teacher? Implications Teaching? Learning ? What makes a good teacher?

Keller’s model ARCS [A]ttention—curiosity and interest; [R]elevance—needs, interests, and motives; [C]onfidence—students develop a positive expectation for successful achievement of a learning task [S]atisfaction—the instructor manages extrinsic and intrinsic reinforcement (Keller, 1983) ARCS

Attention Perceptual: novelty, surprise, incongruity, or uncertainty String drawn bag Inquiry: Posing questions, problems, mystery Brainstorm, Pictures Variability: Incorporate a range methods and materials Overhead, PPT Group work Articles- books Films Cartoons Stories ARCS

Relevance ARCS Goal Orientation: Motive matching: Familiarity Clear Objectives and purpose for the lesson Motive matching: Matching to students needs and motives Vary the way you allow students to present information Familiarity Relate learning to learners experience ARCS

ARCS Confidence Learning requirements Success opportunities For the Student Learning requirements Inform students about performance Objectives clear Pre requisites Success opportunities Provide challenging and meaningful opportunities Increased level of difficulty in a single step- importance of evaluation Just because it is taught doesn’t mean it is learned Personal responsibility Link learning to student effort Realistic expectations Learner controlled elements Opportunities for independence ARCS

Satisfaction ARCS Intrinsic Extrinsic Equity Encouragement and enjoyment Extrinsic Positive reinforcement Equity Maintain standards and be fair ARCS

Active learning Involves students doing and thinking about their learning Teacher is facilitator

Active learning: Stimulating discussion Short readings First person experience Give them a problem Self assessment questionnaires- traps Case study Role play Thoughtful questions: what will happen next? What does this remind you of? Brainstorm You Tube Be creative

Describe an exercise that could be used as an "Attention activity" in a classroom situation. Go to the forum 2. Create your own new conversation for your topic 3. Describe the topic and target audience in the subject line for example "Teaching Boolean Logic for 5th graders"; or Introductory Genealogy and in the body of the message describe the attention activity.  This forum will become a great resource for the entire class. Description should be no longer than 2 paragraphs. 4. Please post a duplicate of the piece through collect it Lorraine Bruce

Ideas for the ARCS activity Selecting a database interpreting results finding sources articulating questions deciding on what is a scholarly Vs popular publication Boolean operators Producing information Keyword and controlled language choosing search terms LC classification Dewey classification Broadening and narrowing the search term Organizing information

So here is mine Lorraine Bruce