1. Motivating Your Students from 3-103 year olds Deborah Stipek Deborah Stipek Stanford University

2. Engagement  Behavioral  Cognitive  Emotional

3. ‘ Think of two learning situations, one in which you were highly engaged (behaviorally, cognitively, and emotionally) and one in which you were not. Aside from the subject, what qualities of the learning context explain the difference in your level of engagement (especially the level of cognitive and emotional engagement)?

4. Motivating Circumstances Motivating Circumstances –Chose to be there Qualities of Motivating Teachers Qualities of Motivating Teachers –Credible –Passionate, committed –Sense of humor –Respectful, caring, supportive –Create a safe environment for mistakes/not knowing –High expectations, but instills confidence

5. How do you demonstrate respect, care, and support and create a safe environment for making mistakes/not knowing? How do you convey high expectations, but instilled confidence, particularly in students who are struggling?

6. Qualities of Motivating Tasks/Instruction Qualities of Motivating Tasks/Instruction –Goals are clear –Relevance/usefulness is clear –Choice –Challenging but manageable –Opportunities for collaboration –Novel, not repetitive –Active, involves discovery/problem-solving –Multidimensional

7. Design one activity that you could use in one of your courses that involves active learning (simulation, debate, role playing, discovery, open-ended problem-solving) and would help students master the material. Be clear what your specific learning goal is and how you will assess whether the activity achieved you learning goal.

8. Qualities of Motivating Evaluation Qualities of Motivating Evaluation –Frequent –Constructive, substantive, informative –Focused on learning, improving, mastery

9. How well do your current methods of evaluation meet the three criteria of frequent, informative, and focused on learning/mastery? What could you do to improve your evaluation on these dimensions?

10. Reasons for Engagement Extrinsic Motivation Extrinsic Motivation –I do it to achieve a reward or avoid punishment (a good/bad grade) or recognition (prize, teacher approval) Internalized Motivation Internalized Motivation –I should do it; being a conscientious student is part of my identity Intrinsic Motivation Intrinsic Motivation –I enjoy doing it

11. Intrinsic Interest in Learning

12. Motivating Contexts Chose to be there Chose to be there Choice in tasks and strategies Choice in tasks and strategies Personally meaningful Personally meaningful Tasks: Tasks: –challenging but manageable –real life–like (authentic) –active –multidimensional problem solving Focus is on learning, developing skill, getting smart Focus is on learning, developing skill, getting smart Teacher’s role is to help you learn Teacher’s role is to help you learn Classmates helpful, supportive Classmates helpful, supportiveSchool Attendance required Attendance required Little choice Little choice Unrelated to personal life Unrelated to personal life Tasks – Tasks – –too easy or too difficult –inauthentic –passive –simple, right-or-wrong answers Focus is on performing, looking smart Focus is on performing, looking smart Teacher’s role – to help, control & evaluate Teacher’s role – to help, control & evaluate Classmates independent or competitive Classmates independent or competitive

13. Test What rules of motivating instruction does this professor violate?