Motivating Your Motivating Your StudentsStudents

from 3-103 year oldsfrom 3-103 year olds

Deborah StipekDeborah Stipek

Stanford UniversityStanford University

EngagementEngagement

BehavioralBehavioral

CognitiveCognitive

EmotionalEmotional

‘‘Think of two learning situations, one in Think of two learning situations, one in which you were highly engaged which you were highly engaged (behaviorally, cognitively, and (behaviorally, cognitively, and emotionally) and one in which you were emotionally) and one in which you were notnot. Aside from the subject, what . Aside from the subject, what qualities of the learning context explain qualities of the learning context explain the difference in your level of the difference in your level of engagement (especially the level of engagement (especially the level of cognitive and emotional engagement)? cognitive and emotional engagement)?

Motivating CircumstancesMotivating Circumstances– Chose to be thereChose to be there

Qualities of Motivating TeachersQualities of Motivating Teachers– CredibleCredible– Passionate, committed Passionate, committed – Sense of humorSense of humor– Respectful, caring, supportiveRespectful, caring, supportive– Create a safe environment for Create a safe environment for

mistakes/not knowingmistakes/not knowing– High expectations, but instills High expectations, but instills

confidenceconfidence

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?

Qualities of Motivating Tasks/InstructionQualities of Motivating Tasks/Instruction– Goals are clearGoals are clear– Relevance/usefulness is clearRelevance/usefulness is clear– ChoiceChoice– Challenging but manageableChallenging but manageable– Opportunities for collaborationOpportunities for collaboration– Novel, not repetitiveNovel, not repetitive– Active, involves discovery/problem-solvingActive, involves discovery/problem-solving– MultidimensionalMultidimensional

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.

Qualities of Motivating EvaluationQualities of Motivating Evaluation– FrequentFrequent– Constructive, substantive, informativeConstructive, substantive, informative– Focused on learning, improving, Focused on learning, improving,

masterymastery

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?

Reasons for EngagementReasons for Engagement Extrinsic MotivationExtrinsic Motivation

– I do it to achieve a reward or avoid I do it to achieve a reward or avoid punishment (a good/bad grade) or punishment (a good/bad grade) or recognition (prize, teacher approval)recognition (prize, teacher approval)

Internalized MotivationInternalized Motivation– I I should should do it; being a conscientious do it; being a conscientious

student is part of my identitystudent is part of my identity

Intrinsic MotivationIntrinsic Motivation– I enjoy doing it I enjoy doing it

Intrinsic Interest in LearningIntrinsic Interest in Learning

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1.5

2

2.5

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3.5

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3rd 4th 5th 6th 7th 8th

Motivating ContextsMotivating Contexts

Chose to be thereChose to be there Choice in tasks and strategiesChoice in tasks and strategies Personally meaningfulPersonally meaningful Tasks: Tasks:

– challenging but challenging but manageablemanageable

– real life–like (authentic)real life–like (authentic)– active active – multidimensional problem multidimensional problem

solvingsolving Focus is on learning, Focus is on learning,

developing skill, developing skill, gettinggetting smart smart Teacher’s role is to help you Teacher’s role is to help you

learnlearn Classmates helpfulClassmates helpful, , supportivesupportive

SchoolSchool

Attendance requiredAttendance required Little choiceLittle choice Unrelated to personal lifeUnrelated to personal life Tasks – Tasks –

– too easy or too difficulttoo easy or too difficult– inauthenticinauthentic– passive passive – simple, right-or-wrong simple, right-or-wrong

answersanswers Focus is on performing, Focus is on performing,

lookinglooking smart smart Teacher’s role – to help, Teacher’s role – to help,

controlcontrol & & evaluateevaluate Classmates independent or Classmates independent or

competitivecompetitive

TestTest

What rules of motivating instruction does this professor violate?