1. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CHAPTER 11: MOTIVATION IN THE CLASSROOM

2. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.1 Mastery-Focused and Performance-Focused Classrooms Which of the following suggest a mastery-focused classroom? 1.Your instructor displays the array of scores on the previous quiz. 2.A teacher comments, “Making mistakes is okay. It’s all a part of learning.” 3.An instructor comments, “I study all the time, and the harder I study, the smarter I get.” 4.An instructor comments, “C’mon now. There were only two A’s on the last test.”

3. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.2 The Model for Promoting Learner Motivation Self-Regulated Learners Setting goals Monitoring goals Metacognition Strategy use Climate Variables Order and safety Success Challenge Task comprehension Teacher Characteristics Personal teaching efficacy Modeling and enthusiasm Caring Positive expectations Instructional Variables Introductory focus Personalization Involvement Feedback

4. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.3 An Application of Self-Regulation (slide 1 of 2) Two students are discussing the way they study for their ed psych course. Selena comments, “I read the definitions in the margins. Then, I highlight examples in the book that illustrate the definitions.” “I highlight the definitions,” Terri responds. “Then I try to memorize them. “But that won’t work,” Selena says. “All the quizzes are application.” “Well, what else do you do?” Terri wonders. “I make a chart. I do all the “Check Your Understanding” questions and then check to see if I understand them. I check them off. It’s kind of fun to see how many I really understand.”

5. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Feedback: Selena demonstrates metacognition when she says, “But, that won’t work. All the quizzes are application.” She sets the goal of doing and understanding all the “Check Your Understanding” questions. Selena monitors progress toward her goal with her chart. She uses the strategy of highlighting examples that illustrate the definitions, and also responding to “Check Your Understanding” questions. PowerPoint 11.3 Application of Self-Regulation (slide 2 of 2)

6. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Promoting Learner Self-Regulation Emphasize the relationship between responsibility and learning. Solicit student input into class procedures that include student responsibility. Teach responsibility as a concept and link consequences to actions Model responsibility and a mastery focus, and guide students’ goal setting. Provide a concrete mechanism to help students monitor goal achievement. PowerPoint 11.4 Instructional Suggestions for Developing Learner Self-Regulation

7. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Personal Qualities That Increase Learner Motivation Believing in your capability to get all students to learn Maintaining appropriately high expectations for all students Modeling responsibility, effort, and interest in the topics you’re teaching Demonstrating caring and commitment to your students’ learning by spending time outside of class with them PowerPoint 11.5 Demonstrating Personal Qualities That Increase Learner Motivation

8. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved What teacher characteristic do these statements illustrate? A first-grade teacher greets each of her children every morning with a hug or a “high five.” A fifth-grade teacher immediately calls parents if one of his students fails to turn in a homework assignment or misses more than two days of school in a row. An algebra teacher learns the name of each student in all five of her classes by the end of the first week of school, and she stays in her room during her lunch hour to help students who are struggling. PowerPoint 11.6 Meeting the Need for Belonging and Relatedness

9. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved CategoryDescription Showing respectCaring teachers hold their students to high standards and refuse to accept poor quality work. They treat their students with courtesy, respond to comments and questions, are patient when students make mistakes, and respond to legitimate needs for help. Valuing individuality Caring teachers know students as human beings, noticing and commenting on dress, habits, and behavior. PowerPoint 11.7 Characteristics of Caring Teachers (slide 1 of 2)

10. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.7 Characteristics of Caring Teachers (slide 2 of 2) Giving personal attention Creating safe Learning environments Caring teachers spend personal time with students, helping them with schoolwork and extracurricular activities, as well as personal relationships and other non academic problems. Caring teachers have fair rules that are predictably enforced, and they create classroom environments in which students feel free to express their thoughts and ideas without fear of embarrassment or ridicule.

11. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Analyze the Differences Between the Two Statements: “This is a new idea, and it will be challenging, but if you work hard I know you can get it. Start now while the ideas are still fresh in your mind. I’ll be coming around, so if you have any questions, just raise your hand.” “This material is hard, but we’ve got to learn it. Some of you will probably have trouble with this, and I’ll be around as soon as I can to straighten things out. No messing around until I get there.” PowerPoint 11.8 Teachers Expectations

12. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Research indicates that teachers’ expectations influence their interactions with individual students. Predict how teachers treat perceived high and low achievers in the classroom using the following criteria: Emotional support Teacher effort and demands Questioning Feedback and evaluation PowerPoint 11.9 Teacher Treatment of Students (slide 1 of 2)

13. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Emotional support: Teachers provide more emotional support for high achievers by interacting more, and more positively, with them, and demonstrating more positive nonverbal behavior. Teacher effort and demands: Teachers demand more of high achievers and give them more instructional support. Questioning: Teachers call on perceived high achievers more often, give them more time to answer and prompt them more when they’re unable to answer. Feedback and evaluation: Teachers praise high achievers more and criticize them less, and provide them with more informative feedback. PowerPoint 11.9 Teacher Treatment of Students (slide 2 of 2)

14. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Promoting Success Begin lessons with open-ended questions Use a variety of high-quality examples Develop lessons with questioning Provide scaffolded practice before students work on their own Make assessment an integral part of the teaching–learning process, and provide detailed feedback PowerPoint 11.10 Promoting Success

15. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.11 Applying the Model for Promoting Student Motivation (slide 1 of 3) ImplicationVariable 1. Call on all the students as equally as possible. 2. Ask students to describe the purpose for the activity in which they’re involved. 3. Use real-world examples to which the students can relate. 4. Establish a set of rules that are fairly and consistently enforced

16. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.11 Applying the Model for Promoting Student Motivation (slide 2 of 3) ImplicationVariable 5. Prompt students when they’re initially unable to answer or answer incorrectly. 6. Thoroughly discuss tests and quizzes as soon as possible after they’re given. 7. Emphasize how much you (as a teacher) study, and how much smarter you’re getting as a result.

17. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.11 Applying the Model for Promoting Student Motivation (slide 3 of 3) ImplicationVariable 8. Begin lessons with a question, problem, or eye-catching example that serves as an umbrella for the lesson. 9. Hold students to high standards, and refuse to accept slipshod or careless work. 10. As much as possible, encourage your students to apply the content they’re learning rather than simply memorize information.

18. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.12 Answers for Applying the Model for Promoting Student Motivation (slide 1 of 3) ImplicationVariable 1. Call on all the students as equally as possible. Involvement 2. Ask students to describe the purpose for the activity in which they’re involved. Task comprehension 3. Use real-world examples to which the students can relate. Personalization 4. Establish a set of rules that are fairly and consistently enforced Order and safety

19. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.11 Answers for Applying the Model for Promoting Student Motivation (slide 2 of 3) ImplicationVariable 5. Prompt students when they’re initially unable to answer or answer incorrectly. Success 6. Thoroughly discuss tests and quizzes as soon as possible after they’re given. Feedback 7. Emphasize how much you (as a teacher) study, and how much smarter you’re getting as a result. Modeling and enthusiasm

20. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.11 Answers for Applying the Model for Promoting Student Motivation (slide 3 of 3) ImplicationVariable 8. Begin lessons with a question, problem, or eye-catching example that serves as an umbrella for the lesson. Introductory focus 9. Hold students to high standards, and refuse to accept slipshod or careless work. Caring/Positive expectations 10. As much as possible, encourage your students to apply the content they’re learning rather than simply memorize information. Challenge

21. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved Increasing Motivation with the Climate and Instructional Variables 1.Establish rules and procedures that maintain a safe, orderly learning environment. 2.Create links between topics to students’ personal lives. 3.Describe the reasons for studying particular topics, and provide evidence for increasing competence. 4.Establish and maintain high levels of student involvement in learning activities. 5.Provide specific and detailed feedback on student work. PowerPoint 11.13 Theory to Practice: Capitalizing on Climate and Instructional Variables to Increase Student Motivation to Learn

22. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved 1.Teacher Expectations: Evidence for Kathy' s high expectations exists in the students' responses, "...you know how Brewster is about this class. She thinks it's SO important." (1); "...Brewster sorta makes you think," (4); and "But you make us work so hard." (9) 2.Challenge: Kathy even uses the word "challenge" in (6). 3.Caring: Kathy demonstrates a personal interest in Jennifer by moving her to the middle of the row. 4.Personalization: Kathy personalizes the Crusades by using their "crusade" to prevent the elimination of extracurricular activities as a metaphor for their topic. PowerPoint 11.14 Feedback for Classroom Exercises (slide 1 of 3)

23. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved PowerPoint 11.14 Feedback for Classroom Exercises (slide 2 of 3) 5.Success: Kathy provides a prompt which allows Selena to answer correctly. 6.Involvement and Success: Using open-ended questions is a technique for promoting involvement, and they also ensure success. (Either or both answers would be acceptable.) 7.Task Comprehension: Kathy wants the students to understand the reasons for studying the Crusades.

24. Paul Eggen and Don Kauchak Educational Psychology: Windows on Classrooms, Eighth Edition © 2010 Pearson Education, Inc. All Rights Reserved 8.Order and Safety: Kathy creates a safe environment by admonishing Joe for interrupting Nikki. 9.Feedback: Kathy provides information about the extent to which goals are being reached. 10.Modeling and enthusiasm: Kathy demonstrates her own genuine interest in the topic. PowerPoint 11.14 Feedback for Classroom Exercises (slide 3 of 3)