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Copyright 2001 by Allyn and Bacon
Motivation, Teaching, & Learning
Chapter 11
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Copyright 2001 by Allyn and Bacon
Overview
Motivation to Learn in School On TARGETT for Learning Teacher Expectations Strategies to Encourage Motivation and
Thoughtful Learning
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Copyright 2001 by Allyn and Bacon
Concept Map for Chapter 11
On TARGETTfor Learning
Strategies forMotivation &Thoughtful
Learning
TeacherExpectations
Motivation,Teaching,
and Learning
Motivation toLearn in School
Copyright 2001 by Allyn and Bacon
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Copyright 2001 by Allyn and Bacon
Motivation to Learn in School Goals for students:
Productive involvement State motivation Trait motivation Thoughtful learners
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Copyright 2001 by Allyn and Bacon
On TARGETT for Learning
Task motivation Autonomy Rewards Grouping Evaluation & feedback Time for learning Teacher expectations
See Table 11.2, Woolfolk, p. 404
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Copyright 2001 by Allyn and Bacon
Tasks for Learning Task operations: risk & ambiguity Task value
Attainment value Intrinsic or interest value Utility value
Authentic tasks Problem-based learning
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Copyright 2001 by Allyn and Bacon
Doyle’s Task Operations
Doyle’s Task OperationsA
M
B
I
G
C om prehension Opinion
U
I
T
Y
Difficult Memory Taskor
Routine
Simple Memory Taskor
Routine
R ISK
RISK
AM
BIG
UIT
Y
ComprehensionComprehension OpinionOpinion
Difficult memoryor difficult routine
Difficult memoryor difficult routine
Simple memoryor simple routine
Simple memoryor simple routineLow
High
High Low
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Copyright 2001 by Allyn and Bacon
Supporting Autonomy and Recognizing Accomplishments Supporting student choices
Bounded choices Student choice on feedback See Figure 11.2, Woolfolk, p. 409
Recognizing accomplishment Authentic praise Personal improvement Cautions for use of rewards!
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Copyright 2001 by Allyn and Bacon
Grouping, Evaluation, & Time
Goal structures Competitive Cooperative
STAD TGT
Individualistic Effects of evaluation Effects of time pressure
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Copyright 2001 by Allyn and Bacon
Teacher Expectations
Pygmalion in the classroom Self-fulfilling prophecy Sustaining expectation
effect Sources of expectations
IQ tests Sex differences Reputations
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Copyright 2001 by Allyn and Bacon
Perspective on Teacher Expectations
“Students will
rise to the level
of expectation.”
Jaime Escalante
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Copyright 2001 by Allyn and Bacon
Teacher Behaviors and Student Reactions Instructional strategies
Teacher comments about expectations Teacher-student interaction differences
Quality and quantity of questions Amount of time to answer Number of teacher interruptions Nonverbal behaviors
See Table 11.4, Woolfolk, p. 418, and Guidelines, p. 420
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Copyright 2001 by Allyn and Bacon
Reflection Questions
Think of a teacher that was particularly encouraging for you. What motivation strategies did that teacher employ?
Do you have any biases or behaviors that may send messages to students that they lack competence?
How will you monitor possible biases that you may have?
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Copyright 2001 by Allyn and Bacon
Strategies to Encourage Motivation and Thoughtful Learning
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Copyright 2001 by Allyn and Bacon
Organized classroom Free from interruptions Safe-to-fail environment Challenging but reasonable work Authentic, worthwhile tasks
Necessary Classroom Conditions
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Copyright 2001 by Allyn and Bacon
Critical Student Questions
Can I do it? Do I want to do it? What do I need to
do to succeed?
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Copyright 2001 by Allyn and Bacon
Building Confidence & Positive Expectations
Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be
improved Model good problem solving
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Copyright 2001 by Allyn and Bacon
Seeing the Value of Learning
Younger students: intrinsic/interest value Older students: utility value Attainment value: achievable Intrinsic value
Tie class activities to student interests Arouse curiosity Make learning fun Use novelty and familiarity
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Copyright 2001 by Allyn and Bacon
Seeing the Value of Learning: Instrumental
Explain connections Provide incentives
and rewards if needed Authentic tasks:
Ill-structured Real world problems
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Copyright 2001 by Allyn and Bacon
Staying Focused on the Task
Frequent opportunities to respond Have students create finished products Avoid heavy emphasis on grades and
competition Reduce task risk without oversimplifying
the task Model motivation to learn Teach particular learning tactics
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Copyright 2001 by Allyn and Bacon
Beginning Teachers & Motivation Approaches by Rank
Reward/punishment Attention-focusing Relevance Confidence-building
See Figure 11.5, Woolfolk, p. 425
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Copyright 2001 by Allyn and Bacon
Beginning Teachers’ Motivation Strategies
Reward/Punish
Build Confidence
Focus Attention
Relevance
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Copyright 2001 by Allyn and Bacon
Student Views of Motivation Know YOUR
students Expect developmental
differences Expect individual
differences Use TARGETT to
help meet the needs of YOUR students
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Copyright 2001 by Allyn and Bacon
Honest Enthusiasm Is Contagious
Western Michigan University Men’s Basketball Coach, 1975
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Copyright 2001 by Allyn and Bacon
Scenarios The next three slides highlight three scenarios based on real students. Reflect on each scenario. How will you apply the principles of motivation to help each student succeed?
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Copyright 2001 by Allyn and Bacon
Heidi : 1st Grade
Very quiet: shy Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry
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Copyright 2001 by Allyn and Bacon
Josh : 4th Grade
ADHD Child of divorce Monday depression Dad is ex-Marine drill sergeant 15% homework handed in Loves class discussions
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Copyright 2001 by Allyn and Bacon
Adam : Junior High
Low grades Physically big & athletic Vandalism with police record Interview: honest, intelligent, & witty Helpful with other students No homework handed in
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Copyright 2001 by Allyn and Bacon
Reflection Questions
What are ways of soliciting information about what motivates your students?
If several members of the French Club are in your math class, how could you tie their interests in French with your math content?
In your discipline, how will you connect content with real world, authentic tasks?
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Copyright 2001 by Allyn and Bacon
Summary
Motivation to Learn in School On TARGETT for Learning Teacher Expectations Strategies to Encourage Motivation and
Thoughtful Learning
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Copyright 2001 by Allyn and Bacon
Review Questions Define motivation to learn. What does TARGETT stand for? How do tasks affect motivation? What does it mean for students to
“negotiate a task”? What are the three kinds of task value? Distinguish between bounded and
unbounded choices.
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Copyright 2001 by Allyn and Bacon
Review Questions How can recognition undermine
motivation and a sense of self-efficacy? What determines whether a goal structure
is cooperative, competitive, or individualistic?
How does evaluative climate affect goal-setting?
What are some effects of time on motivation?
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Copyright 2001 by Allyn and Bacon
Review Questions What are some sources of teacher
expectations? What are the two kinds of expectation
effects and how do they happen? What are the different avenues for
communicating teacher expectations? What are four conditions that must exist in
a classroom before any motivational strategies can be successful?
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Copyright 2001 by Allyn and Bacon
Review Questions What else can teachers do to motivate
students? What are the most commonly used
motivational strategies of beginning teachers?
What can we learn from students about motivation?
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Copyright 2001 by Allyn and Bacon
End Chapter 11