1. Teach me! I dare you! University of Virginia October 2010 Teach me! I dare you! Changing perspectives on teaching and learning. Marilla D. Svinicki Educational Psychology The University of Texas at Austin

2. Teach me! I dare you! University of Virginia October 2010 Session goals To understand student beliefs about their learning and how those beliefs affect motivation to learn To review some theories of motivation that are pertinent to the students above To identify ways of increasing student acceptance of personal responsibility for learning and thereby enhancing their motivation

3. Teach me! I dare you! University of Virginia October 2010 What does everyone think? The teacher’s responsibilities The students’ responsibilities As seen by the students As seen by you

4. Teach me! I dare you! University of Virginia October 2010 Why do students think they’re not responsible? The educational environment What are their beliefs about education? –What did they learn in the primary and secondary system? –What do we communicate and model in the classroom? –What does the emphasis on evaluation in most education lead them to think about what is important?

5. Teach me! I dare you! University of Virginia October 2010 Why do students think they’re not responsible? Their internal environment What are their beliefs about learning? Epistemological development theory Hofer and Pintrich, 1997 –Knowledge is certain. –Knowledge comes from an authority. –Mistakes equal incompetence. –Learning is rapid or not at all. –Ability or intelligence is fixed.

6. Teach me! I dare you! University of Virginia October 2010 How could we cope with those expectations? Their prior experience with school – good or bad? Their beliefs about learning?

7. Teach me! I dare you! University of Virginia October 2010 Motivation theories that are helpful Expectancy Value theory Self-determination theory Goal orientation theory

8. Teach me! I dare you! University of Virginia October 2010 Expectancy and Value* Students are more motivated when:  They think they can be successful at the task.  They value the task or its outcome.  This relationship is multiplicative. *Eccles and Wigfield

9. Teach me! I dare you! University of Virginia October 2010 Self-determination* Students are motivated when:  They feel they have choice and control.  They feel competent.  They feel supported by a community of learning. * Deci and Ryan

10. Teach me! I dare you! University of Virginia October 2010 Orientation toward a goal* Students adopt different orientations toward their goals*  They want to master their goal. (mastery)  They want to be seen as competent. (approach)  They don’t want to make mistakes. (avoidance) * Elliot and Dweck, 2005

11. Teach me! I dare you! University of Virginia October 2010 An amalgamation of ideas from the theories Give the students choices so they can feel some control over their fate. Model a mastery approach in all you do. Minimize comparison between students. Make evaluations in private. Focus on personal improvement goals. Give positive diagnostic feedback. Emphasize the learning value of mistakes. Foster classroom community.

12. Teach me! I dare you! University of Virginia October 2010 What do you do? General ideaApplied to your class Give students choices Model a mastery orientation. Minimize comparison with others Make evaluations private Focus on personal improvement goals Give positive diagnostic feedback Emphasize the value of mistakes Foster community

13. Teach me! I dare you! University of Virginia October 2010 Questions, insights, worries? A good reference – –Schunk, D. (2008) Motivation in Education: Theory, Research and Applications.