1. Fostering Student Learning Through Smart Teaching
West LA College 2014 HLCR 4E
How Learning Works: 7 Research-Based Principles for Smart Teaching

2. What factors motivate students to learn?
What are the common themes seen in both stories?
How did each instructor attempt to motivate their students?

3. Defining Motivation:
“Motivation refers to the personal investment that an individual has in reaching a desired state or outcome” (Maehr & Meyer, 1997)
In the context of learning:
It influences A. the direction, B. intensity, C. persistence, D. and the quality of the learning behaviors in which students engage

4. Principle: Students’ motivation generates, directs, and sustains what they do to learn

5. Do students value what they are learning?
Do they believe they can be successful?
Central to motivation:
The subjective value of a goal
The expectations for successful attainment of that goal
(Atkinson, 1957, 1964; Wigfield & Eccles, 1992, 2000)

6. Value Expectancy Goal directed behavior Learning and Performance
Motivation
Leads to
Value
Impact of Value and Expectancy on Learning and Performance See figure 3.1 on page 70 for a snazzier visual display

7. Goals: students’ goals may differ from the goals we have for them
Students have a number of goals in operation simultaneously
How do we connect the two?

8. “If an activity satisfies more than one goal, the motivation to pursue that activity is likely to be higher than if it satisfies only one” (Ford 1992)
What are some assignments, in-class exercises, prompts that satisfy multiple goals? How can you create multi-subject topics?
Group projects? How do you combine your learning goals with students’ social goals?

9. Students are more …”motivated to pursue the goal that has the highest value to him”
Attainment value: the satisfaction that one gains from mastery and accomplishment of a goal or task.
Intrinsic value: represents the satisfaction that one gains simply from doing the task rather than a particular outcome of the task (traditionally called intrinsic motivation).
Extrinsic value: represents the degree to which an activity or goal helps one accomplish other important goals (traditionally referred to as extrinsic rewards).

10. Expectancies:
Students pursue goals that they believe they can successfully achieve
Outcome expectancies:
Reflect that the belief that specific actions will bring about a desired outcome (Carver & Scheier 1998)
Negative outcome expectancies: a belief that specific actions have no influence on a desired outcome

11. Efficacy expectancies: represent the belief that one is CAPABLE of executing a course of action that will bring about a desired outcome (Bandura 1997)
How do we ensure our students BELIEVE they are CAPABLE?

12. Strategies to establish value:
Connect the material to students’ interests
Provide authentic, real-world tasks
Show relevance to students’ current academic lives
Identify and reward what you value
Provide flexibility and control
Describe effective study strategies