Copyright 2001 by Allyn and Bacon Motivation, Teaching, & Learning Chapter 11
Copyright 2001 by Allyn and Bacon Overview Motivation to Learn in School On TARGETT for Learning Teacher Expectations Strategies to Encourage Motivation and Thoughtful Learning
Copyright 2001 by Allyn and Bacon Concept Map for Chapter 11 On TARGETT for Learning Strategies for Motivation & Thoughtful Learning Teacher Expectations Motivation, Teaching, and Learning Motivation to Learn in School Copyright 2001 by Allyn and Bacon
Motivation to Learn in School Goals for students: Productive involvement State motivation Trait motivation Thoughtful learners
Copyright 2001 by Allyn and Bacon On TARGETT for Learning Task motivation Autonomy Rewards Grouping Evaluation & feedback Time for learning Teacher expectations See Table 11.2, Woolfolk, p. 404
Copyright 2001 by Allyn and Bacon Tasks for Learning Task operations: risk & ambiguity Task value Attainment value Intrinsic or interest value Utility value Authentic tasks Problem-based learning
Copyright 2001 by Allyn and Bacon Doyle’s Task Operations RISK AMBIGUITY Comprehension Opinion Difficult memory or difficult routine Difficult memory or difficult routine Simple memory or simple routine Simple memory or simple routine Low High Low
Copyright 2001 by Allyn and Bacon Supporting Autonomy and Recognizing Accomplishments Supporting student choices Bounded choices Student choice on feedback See Figure 11.2, Woolfolk, p. 409 Recognizing accomplishment Authentic praise Personal improvement Cautions for use of rewards!
Copyright 2001 by Allyn and Bacon Grouping, Evaluation, & Time Goal structures Competitive Cooperative STAD TGT Individualistic Effects of evaluation Effects of time pressure
Copyright 2001 by Allyn and Bacon Teacher Expectations Pygmalion in the classroom Self-fulfilling prophecy Sustaining expectation effect Sources of expectations IQ tests Sex differences Reputations
Copyright 2001 by Allyn and Bacon Perspective on Teacher Expectations “Students will rise to the level of expectation.” Jaime Escalante
Copyright 2001 by Allyn and Bacon Teacher Behaviors and Student Reactions Instructional strategies Teacher comments about expectations Teacher-student interaction differences Quality and quantity of questions Amount of time to answer Number of teacher interruptions Nonverbal behaviors See Table 11.4, Woolfolk, p. 418, and Guidelines, p. 420
Copyright 2001 by Allyn and Bacon Reflection Questions Think of a teacher that was particularly encouraging for you. What motivation strategies did that teacher employ? Do you have any biases or behaviors that may send messages to students that they lack competence? How will you monitor possible biases that you may have?
Copyright 2001 by Allyn and Bacon Strategies to Encourage Motivation and Thoughtful Learning
Copyright 2001 by Allyn and Bacon Organized classroom Free from interruptions Safe-to-fail environment Challenging but reasonable work Authentic, worthwhile tasks Necessary Classroom Conditions
Copyright 2001 by Allyn and Bacon Critical Student Questions Can I do it? Do I want to do it? What do I need to do to succeed?
Copyright 2001 by Allyn and Bacon Building Confidence & Positive Expectations Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be improved Model good problem solving
Copyright 2001 by Allyn and Bacon Seeing the Value of Learning Younger students: intrinsic/interest value Older students: utility value Attainment value: achievable Intrinsic value Tie class activities to student interests Arouse curiosity Make learning fun Use novelty and familiarity
Copyright 2001 by Allyn and Bacon Seeing the Value of Learning: Instrumental Explain connections Provide incentives and rewards if needed Authentic tasks: Ill-structured Real world problems
Copyright 2001 by Allyn and Bacon Staying Focused on the Task Frequent opportunities to respond Have students create finished products Avoid heavy emphasis on grades and competition Reduce task risk without oversimplifying the task Model motivation to learn Teach particular learning tactics
Copyright 2001 by Allyn and Bacon Beginning Teachers & Motivation Approaches by Rank Reward/punishment Attention-focusing Relevance Confidence-building See Figure 11.5, Woolfolk, p. 425
Copyright 2001 by Allyn and Bacon Beginning Teachers’ Motivation Strategies
Copyright 2001 by Allyn and Bacon Student Views of Motivation Know YOUR students Expect developmental differences Expect individual differences Use TARGETT to help meet the needs of YOUR students
Copyright 2001 by Allyn and Bacon Honest Enthusiasm Is Contagious Western Michigan University Men’s Basketball Coach, 1975
Copyright 2001 by Allyn and Bacon Scenarios The next three slides highlight three scenarios based on real students. Reflect on each scenario. How will you apply the principles of motivation to help each student succeed?
Copyright 2001 by Allyn and Bacon Heidi : 1st Grade Very quiet: shy Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry
Copyright 2001 by Allyn and Bacon Josh : 4th Grade ADHD Child of divorce Monday depression Dad is ex-Marine drill sergeant 15% homework handed in Loves class discussions
Copyright 2001 by Allyn and Bacon Adam : Junior High Low grades Physically big & athletic Vandalism with police record Interview: honest, intelligent, & witty Helpful with other students No homework handed in
Copyright 2001 by Allyn and Bacon Reflection Questions What are ways of soliciting information about what motivates your students? If several members of the French Club are in your math class, how could you tie their interests in French with your math content? In your discipline, how will you connect content with real world, authentic tasks?
Copyright 2001 by Allyn and Bacon Summary Motivation to Learn in School On TARGETT for Learning Teacher Expectations Strategies to Encourage Motivation and Thoughtful Learning
Copyright 2001 by Allyn and Bacon Review Questions Define motivation to learn. What does TARGETT stand for? How do tasks affect motivation? What does it mean for students to “negotiate a task”? What are the three kinds of task value? Distinguish between bounded and unbounded choices.
Copyright 2001 by Allyn and Bacon Review Questions How can recognition undermine motivation and a sense of self-efficacy? What determines whether a goal structure is cooperative, competitive, or individualistic? How does evaluative climate affect goal- setting? What are some effects of time on motivation?
Copyright 2001 by Allyn and Bacon Review Questions What are some sources of teacher expectations? What are the two kinds of expectation effects and how do they happen? What are the different avenues for communicating teacher expectations? What are four conditions that must exist in a classroom before any motivational strategies can be successful?
Copyright 2001 by Allyn and Bacon Review Questions What else can teachers do to motivate students? What are the most commonly used motivational strategies of beginning teachers? What can we learn from students about motivation?
Copyright 2001 by Allyn and Bacon End Chapter 11