engaging and motivating learners
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CRICOS Provider Code: 00113B
SUSIE MACFARLANE
SCHOOL OF EXERCISE AND NUTRITION SCIENCES
FACULTY OF HEALTH, DEAKIN UNIVERSITY
Engaging and motivating learners: an evidence based approach
CRICOS Provider Code: 00113B
SUSIE MACFARLANE
SCHOOL OF EXERCISE AND NUTRITION SCIENCES
FACULTY OF HEALTH, DEAKIN UNIVERSITY
Engaging and motivating learners: an evidence based approach(to improve performance)
CRICOS Provider Code: 00113B
5 PRINCIPLES
1. ACTIVE LEARNING2. PROGRESS NOT JUDGEMENT3. PERSONALISATION4. INTRINSIC MOTIVATION5. FOSTER COLLABORATION
CRICOS Provider Code: 00113B
What is it important to engage our learners and staff?
“Engagement is important because it predicts important
outcomes (e.g., learning, development)
and because it reveals underlying motivation”
(Reeve, Jang, Carrell, Jeon & Barch, 2004)
CRICOS Provider Code: 00113B
WHAT IS ENGAGEMENT?
The degree of attention, curiosity, interest, optimism, and passion
that students show when they are learning or being taught,
which extends to the level of motivation they have
to learn and progress in their education
(Abbott, 2014)
CRICOS Provider Code: 00113B
WHAT IS ENGAGEMENT?
“A student's willingness, need, desire and compulsion
to participate in, and be successful in,
the learning process promoting higher level thinking
for enduring understanding."
(Bomia et al, 1997)
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WHAT IS ENGAGEMENT?
Goal-directed
Focused
Intense
Persistent
Interested
Empowered to make change
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WHAT DIS-ENGAGES?
Think about a time when you felt disengaged from a learning experience
Why was this?
How could that experience have been changed to engage you?
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WHAT IS DIS-ENGAGEMENT?
Apathetic
Distracted
Half-hearted
Helpless
Burned out
Allowed external forces outside their control to regulate their task
environment
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Principle 1: active learning
All learners engage in active learning
DESIGNING ACTIVE AND COLLABORATIVE LEARNINGPRINCIPLE 1: ACTIVE LEARNING
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RETENTION
Real experience
Model/simulate real experience
Role play a situation
Hands on workshop
View exhibit
Watch demonstration
Moving pictures
View image
Dale’s Cone of Experience
LEARNING OUTCOMES
Listen to lecture
Read text Define, Describe
List, Explain
DemonstrateApply
Practice
AnalyseDesignCreate
Evaluate
10%
20%
30%
50%
70%
90%
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RECALL VS TRANSFER
• Retention: remember what is learned
• Transfer: not only remember but make sense of and be able to use what is learned
Anderson and Krathwohl, 2001
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Reading or listening Observing or doing
B
Learning independently Learning with others
Disconnected from experience Solving a real problem
High stakes assessment Practice with feedback
Moderate stress Low stress
Learnt in isolation Connected to prior knowledge
To pass or achieve a grade For a meaningful purpose
A
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Activity
Identify a learning approach B that you
could share
Identify a learning approach A you could
adapt to a B
Discuss with the person next to you
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PRINCIPLE 2: PERSONALISATION
Intellectual
Social Cultural
Psychological
and
Physical
health
Experience
Prior knowledge
Generational experience
Prior experiences of learning
Cultural backgrounds
Social support and skills
Psychological and physical health
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PRINCIPLE 3: PROGRESS NOT JUDGEMENT
Mary achieved a final grade of 83%
Lee achieved a final grade of 62%
CRICOS Provider Code: 00113B (Mangels, Butterfield, Lamb, Good, Dweck, 2006)
Fixed beliefs vs Growth beliefs
Performance orientation vs Learning orientation
Learning Motivation
Learning requires effort, practice and experience
People are either smart or dumb
Challenge myself, take risks and learn
Appear smart and always prove myself
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FIXED VS GROWTH MINDSET
Students who believe that intelligence is a fixed quantity
are particularly vulnerable to decreased performance when they realize they are at risk of failing
whereas students who view intelligence as acquirable are better able to remain effective learners
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ENGAGEMENT STRATEGIES
What conditions support a growth mindset
and mastery learning?
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Extrinsic
Motivation
Intrinsic
Motivation
Ryan, Koestner and Deci (1999)
• Conducted a meta-analysis of 128 studies • Examined the effects of extrinsic rewards on intrinsic motivation
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Findings
1. Rewards for Engagement, Completion and Performance significantly undermined free-choice intrinsic motivation
2. All rewards, all tangible rewards, and all expected rewards undermined IM.
(Ryan, Koestner and Deci (1999)
3. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance
(Cameron, Banko, Pierce, 2001)
Positive feedback enhanced both free-choice behaviour and self-reported interest
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Purpose Autonomy Mastery
Intrinsic Motivation
Self Determination Theory
Ryan & Deci
What I do has meaning for myself, my team, our
patients and our community
I have choice and can determine what I
contribute and how
I can make progress and develop mastery
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Autonomy supporting
strategiesControlling strategies
Interests
Preferences
Choice-making
Curiosity
Sense of Challenge
Incentives
Consequences
Directives
Deadlines
Assignments
INTRINSICALLY MOTIVATING
EXTRINSICALLY MOTIVATING
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Recognition & acceptance
Learning
Phases of learning and change
ImplementContinuous
Improvement
Clarity of Purpose
Meaningful impact or outcome
Practice & Feedback
Harness learner’s strengths
Scaffold & support learning
Build on existing knowledge
Celebrate success
Engagement Strategies
Support from all levels of leadership
Collaborative projects
Embed evaluation
Opportunities for reflection
Clear standards
Acknowledge effort
Involve learners actively in planning stages
Learner choice in timing, role or contribution
Mastery
Autonomy
Purpose
Achievable task
Connect learning or skill development to higher level
goals
Teamwork & collaboration
Provide resources
Distributed responsibility
Remove barriers
Distributed responsibility
Expand on successes
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Activity
Select an engagement strategy you could implement or expand in one of
the phases
Discuss with the person next to you
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Thinking of a current teaching challenge, scenario or project:
Which principle is most relevant?
What small achievable change could impact engagement?
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Engage all
Harness strengths and diversity
Work together to create meaning
PRINCIPLE 5: FOSTER COLLABORATION
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DESIGNING FOR ENGAGEMENT
I’m not good enough
I won’t take part
I’m bored (angry)
I don’t matter
I don’t belong
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DESIGNING FOR ENGAGEMENT
I am valuableI’m not good enough
I will contributeI won’t take part
I am challengedI’m bored (angry)
I have purposeI don’t matter
Harness strengths
Design individual or small group tasks in which everyone is required to participate
Provide a task, problem to solve or question to answer
Assign authentic, unique, interdependent roles
I am valuedI don’t belong Recognise diversity
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FACILITATING FOR ENGAGEMENT
AUTHORITY
COMPETITION
FEAR OF FAILURE
COMPLIANCE
TALKING
DEPENDENCE
Teachers / Supervisors
Learners / Staff
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FACILITATING FOR ENGAGEMENT
EMPOWERMENTAUTHORITY
COLLABORATIONCOMPETITION
COURAGE TO LEARN
FEAR OF FAILURE
OWNERSHIPCOMPLIANCE
ASK / MODELTALKING
SELF EVALUATIONDEPENDENCE
Teachers / Supervisors
Learners / Staff
CRICOS Provider Code: 00113B
FACILITATING FOR ENGAGEMENT
EMPOWERMENTAUTHORITY
COLLABORATIONCOMPETITION
COURAGE TO LEARN
FEAR OF FAILURE
OWNERSHIPCOMPLIANCE
Discuss, scaffold and assign responsibility for quality of learning and of outcomes.
Encourage peer interactions, assistance, feedback.
Acknowledge effort, risk-taking, persistence, evaluation and analysis, and improvement - not
“marks”.
Shared understanding of purpose
ASKINGTALKINGDon’t tell. Give thinking time.
Ask, model, ask, explain, ask, think, ask and discuss.
SELF EVALUATIONDEPENDENCE Responsibility for quality
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ASK QUESTIONS:
• to interest, engage and challenge
• to assess prior knowledge and understanding
• to stimulate recall, in order to create new understanding and meaning
• to focus thinking on the most important concepts and issues
• to help learners extend their thinking from the factual to the analytical
• to help learners to see connections
• to promote reasoning, problem solving, evaluation and the formation of hypotheses
• to promote learners’ thinking about the way they have learned
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FINAL QUESTIONS…
What conditions can you create that foster engagement
and support a performance culture?
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References
Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum.
Bomia, L, Beluzo, L, Demeester, D, Elander, K, Johnson, M, & Sheldon, B (1997) The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, p. 294.
Deci, EL, Koestner, R, Ryan, RM (1999) A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation, Psychological Bulletin, 125(6): 627-668
Harlen W, Deakin Crick R (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education. (link)
Mangels, JA., Butterfield, B, Lamb, J, Good, C, Dweck, C (2006) Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model, Social Cognitive and Affective Neuroscience, 1(2): 75-86
Mueller CM, Dweck CS. Praise for intelligence can undermine children. Journal of Personality and Social Psychology. 1998;75:33–52
Reeve, J, Jang, H, Carrell, D, Jeon, S & Barch, J (2004) Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support, Motivation and Emotion, 28(2): 147-169.
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