supporting an environment for student motivation · objectives participants will be introduced to...
TRANSCRIPT
![Page 1: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/1.jpg)
Supporting an Environment for Student Motivation
Level 1: Foundations
Graduate Teaching and Learning Program
![Page 2: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/2.jpg)
LEARNING OUTCOMES
• Discuss the factors that influence student
motivation
• Explain 3 approaches to learning: mastery,
performance, strategic
• Discuss strategies instructors can use to support
student motivation
• Course design
• Teaching and learning strategies
![Page 3: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/3.jpg)
OBJECTIVES
➤ Participants will be introduced to the influencing factors on
student motivation
➤ Participants will have a deeper understanding the ways that
instructors support student motivation
![Page 4: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/4.jpg)
WHO AM I?
![Page 5: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/5.jpg)
WHO ARE YOU?WHY ARE YOU HERE?
![Page 6: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/6.jpg)
“Why are we talking about this
anyway?!”
~Anonymous GTL Level 1 Participant who wants
to get on with it.
![Page 7: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/7.jpg)
COMMUNITY
➤ Increased
➤ Engagement
➤ Motivation
➤ Culture for Feedback
➤ Collaboration
➤ Meeting students’ needs
➤ Emotional safety
influences learning
➤ Decreased
➤ Student/instructor
isolation
➤ Student/instructor
frustration
➤ Student aggression
➤ Cheating
➤ Anonymity
Learning is a deeply social process.
Jason Barr, “Developing a Positive Classroom Climate, IDEA Paper #61, October 2016, https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_61.pdf, Accessed 27 August 2018Josh Cuevas, “Brain-Based Learning, Myth vs. Reality: Testing Learning Styles & Dual Coding,” Science-Based Medicine October 12, 2014, Accessed September 1, 2015, Sara Bernard, “Neuro Myths: Separating Fact & Fiction in Brain-Based ” Edutopia, December 10, 2010, Accessed September 1, 2015, http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting
https://www.teachervision.com/blog/morning-announcements/importance-building-community-classroom
![Page 8: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/8.jpg)
TEACHING MATTERS
What legacy do you want to leave
![Page 9: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/9.jpg)
http://standingstrongwellness.com/2015/07/09/motivation-a-tool-in-your-wellness-toolbox/
What conditions help you feel motivated to learn?
Write [1 minute], Pair, Share (3 minutes)
12
![Page 10: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/10.jpg)
13
Motivation
Movere (to move) = process whereby goal-directed
activity is instigated and sustained
Why do students set and sustain goals?
Image: https://exercisephysiologist.wordpress.com/2012/04/13/environmental-influence-during-the-boston-marathon-from-2000-2011/
![Page 11: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/11.jpg)
“People with high assurance in their
capabilities approach difficult tasks as
challenges to be mastered rather than
as threats to be avoided.”
~ Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.),
Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York:
Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of
mental health. San Diego: Academic Press, 1998).
![Page 12: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/12.jpg)
THE IDEAL SELF | ALBERT BANDURA
Our view of our ideal self influences our:
• Where we want to be;
• Who we want to be
determine the goals we
• Set
• Value
• Continue to work at Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlImage: http://xponents.com/2012/11/20/identifying-ideal-self-the-first-step-on-the-path-toward-a-successful-adult-learning-strategy/
![Page 13: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/13.jpg)
Self-efficacy
Who students think they are affects what they
want to be.
~Alberta Bandura
![Page 14: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/14.jpg)
SELF EFFICACY | ALBERT BANDURA
Influencing Factors
• Past performance outcomes
• Vicarious experience (models)
• Verbal persuasion
• Emotional state
• Personal history
Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlImage: https://www.hopespeak.com/blog/9-reasons-why-students-must-develop-habit-of-goal-setting/
The discrepancy between
who students are and
who they want to be can
be motivating or
devastating.
![Page 15: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/15.jpg)
BELIEFS ABOUT ABILITY
• Incremental= ability changes over time
• Entity= ability is set at birth
• Beliefs about ability impact goal orientations
• Incremental=Mastery student
• Entity= Performance student
![Page 16: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/16.jpg)
LEARNING OUTCOMES
• Discuss the factors that influence student
motivation
• Explain 3 approaches to learning: mastery,
performance, strategic
• Discuss strategies instructors can use to support
student motivation
• Course design
• Teaching and learning strategies
![Page 17: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/17.jpg)
20
Deep
(Mastery)
Approaches to Learning
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.
Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge
reproducing
orientation
meaning
orientation
• Intrinsic motivation
• Personal experiences
• Relates prior & new knowledge
• Bigger picture
• Analysis, evaluation, interpretation
• Extrinsic motivation
• Memorization without reflection
• Learning as “boring”
• Looks for what the “teachers
wants”
Surface
(Performance)
![Page 18: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/18.jpg)
INTRINSIC
MOTIVATION
• Primarily concerned with deep
learning/mastering
• Failure = areas for
improvement (motivating)
• Approach:
• Deep
• Autonomous
• Intrinsic
Mastery Orientation
Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University
http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41.
![Page 19: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/19.jpg)
EXTRINSIC MOTIVATION
• Performance orientation
• Primarily concerned outside factors (grades, =
something about their ability to do the task
punishment, etc.)
• Failure
• Approach
• Strategic
• Surface
• Extrinsic
Ken Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlBain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41Image: https://instrinsicandextrinsicmotivation.wordpress.com/category/uncategorized/Image: http://thebettermanprojects.com/2015/03/17/what-is-extrinsic-motivation/, Accessed 27, 2018
![Page 20: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/20.jpg)
STRATEGIC
ORIENTATION
Achieving Orientation
• Will do what is
necessary to get
highest grade
• Flexible approach to
learning
• Deep or surface
approach as
necessary
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.Ramsden, P. (2003). Learning to Teach in Higher Education, 2nd Ed. New York: Routledge Felder and Brent (2005). “Understanding Student Differences.” Journal of Engineering Education 94/1, 57-72.Image: http://www.hscompanies.com/services/strategic-planning/
![Page 21: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/21.jpg)
CASE STUDY
HOW DOES COURSE DESIGN IMPACT MOTIVATION?
In groups of 4
Examine the syllabus
• Which factors encourage mastery/intrinsic
motivation (and why)
• Which factors encourage
performance/extrinsic motivation (and why)
Make note of your observations
Choose a representative to share the group’s thoughts.
![Page 22: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/22.jpg)
LEARNING OUTCOMES
• Discuss the factors that influence student
motivation
• Explain 3 approaches to learning: mastery,
performance, strategic
• Discuss strategies instructors can use to
support student motivation
• Designing significant learning experiences
• Course design and lesson planning
• Active learning
![Page 23: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/23.jpg)
Creating significant learning experiences
is about designing learning experiences not simply delivering content.
The opportunity to engage in significant learning
experiences influences student motivation.
![Page 24: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/24.jpg)
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
• Assesses higher thinking
• Provides feedback on
• Misconceptions
• Strengths/areas for improvement
• Connects topics, courses, disciplines
• Employs active learning
Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.
![Page 25: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/25.jpg)
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy
of Sciences (PNAS) 111:8410–8415.
Graphs taken from: Weiman, C.E., (2014) Large-scale comparison of science teaching methods sends clear message. Proceedings of the National
Academy of Sciences (PNAS), 111 (23), 8319-8320.
Examined 2 questions
• Does active learning boost examination
scores?
• Does it lower failure rates?
• Traditional lecturing students 1.5
times more likely to fail than students
in active learning classes
• Average examination scores improved
by 6% in active learning sessions
“Active learning increases student performance in science, engineering, & mathematics”
![Page 26: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/26.jpg)
Passive Learning • Students are empty vessels/sponges to be filled
• Students record and absorb knowledge
• Instructor as holder of knowledge (expert)
Active Learning • Restructure new info and prior knowledge into new
students’ knowledge
• Students practice using knowledge
• Coach/facilitate
![Page 27: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/27.jpg)
“Active learning “involves
students in doing things and
thinking about what they
are doing.”
~Boswell, Charles and James Eison (1991) Active Learning:
Creating Excitement in the Classroom, 2
![Page 28: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/28.jpg)
• Activities students do to construct
knowledge and understanding
• Require students to do higher order
thinking
• Involve metacognition—students’ thinking
about their own learning—is an important
element, providing the link between activity
and learning.
~Cynthia Brame Active Learning, https://cft.vanderbilt.edu/wp-
content/uploads/sites/59/Active-Learning.pdf, Accessed 27
August 2018
![Page 29: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/29.jpg)
ACTIVE LEARNING BARRIERS
• “I do have to lecture. What else can you do in these
large classes?”
• “I can’t get the content covered if I don’t lecture.”
• “Students want me to lecture.”
• “Students don’t bother to learn anything.”
• “Students don’t have the critical thinking skills to
participate.”
~Maryellen Weimer, “More Evidence that Active Learning Works,”
Faculty Focus, 3 June 2015
Image: https://goo.gl/images/ak0dI5
![Page 30: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/30.jpg)
SPEED NETWORKING
Discuss the 1 of the common arguments instructors
give for not including active learning in their
courses.
Getting you started:
➤ Do you agree/disagree with the statement? Why?
➤ What assumptions about teaching and learning
does the statement reveal?
![Page 31: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/31.jpg)
Speed Networking | Instructions
• Stand up, and move to another area of the room.
• Find a partner. Introduce yourself.
• Discuss ONE of the barriers 2 minutes.
• When you hear the signal, find a new partner.
• Repeat.
![Page 32: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/32.jpg)
““Teachers may cover the content, but
if that doesn’t promote learning, does
it really matter that it’s been covered?
. . And since when did education
become governed by what learners
may think they need or want?”
~ Maryellen Weimer, “More Evidence that Active Learning Works,” The Teaching Professor Blog, Faculty Focus, 3
June 2015
![Page 33: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/33.jpg)
SOME THEORY
• Memory is affected by
how deeply new info
processed
• Learning elaborated by:
• Thinking about
relationships
• Explaining
• Summarizing
• Questioning
Image: http://daniel-venezuela.blogspot.ca/2014/06/can-we-get-grand-
unified-theory-of.html, Accessed 27, August 2018
https://teaching.berkeley.edu/resources/learn/memory-and-recall
![Page 34: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/34.jpg)
37
Passive Learning and the “Overconfidence Bias”
Dunning-Kruger Effect
Pete Walkins, “Everybody with Me?” and Other Not-so-useful Questions, Faculty Focus, 26 February 2018,
https://www.facultyfocus.com/articles/teaching-and-learning/bad-questions-prompts/,
Image: http://takingcareofmyownbusiness.com/2014/07/09/overconfidence/, Accessed 27 August 2018
![Page 35: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/35.jpg)
WHY ACTIVE
LEARNING?
• Provides students
opportunities to:
• Think, talk about, process
material
• Create personal
connections to material
• Practice skills for
homework/exams!!
• Build self-
esteem/confidence
• Creates classroom
community
• Get more students talking!
http://cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
Image: http://www.digitalcounterrevolution.co.uk/2015/active-learning-
reconsidered/, Accessed 13 March 2018
![Page 36: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/36.jpg)
ACTIVE LEARNING PITFALLS
• Diving into activity with no explanation
• Starting too big (hint: start small and build)
• Expecting all students to eagerly develop groups
• Not doing it consistently
• Programming trivial activities
• Activities that are too long (hint: chunk activities)
• Predictability
• Little variation in activity types
• Predicable post-mortem following activity
Common Active Learning Mistakes, Tomorrow’s Professor, Stanford https://tomprof.stanford.edu/posting/1491
![Page 37: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/37.jpg)
LEARNING OUTCOMES
• Discuss the factors that influence student
motivation
• Explain 3 approaches to learning: mastery,
performance, strategic
• Discuss strategies instructors can use to
support student motivation
• Active learning
• Designing significant learning experiences
![Page 38: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/38.jpg)
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
• Content tyranny
• Topics as short discrete units
• Assesses
• Content immediately, never to return
• Fails to connect units, courses, disciplines
• Factual recall
• Without feedback
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013Image: http://www.imgmob.net/water-surface.html
![Page 39: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/39.jpg)
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
• Demonstrates instructor’s commitment to, and
passion for, subject
• Clear/transparent expectations
• Transparency in teaching methods
• High expectations
• Student choice
• Responds to student interest
![Page 40: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/40.jpg)
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
• Points to transferable skills
• Connects material with real world applications
• Clear/transparent expectations
• Examples, anecdotes, stories
• Shares strategies for dealing with material
• Establishes a sense of community and belonging
• Uses immediacy behaviours
![Page 41: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/41.jpg)
ACTIVE LEARNING RESOURCES
• Angelo and Cross, Classroom assessment techniques (CATS)
• https://valenciacollege.edu/faculty/development/centers/documents/ClassroomAssess
mentTechniquesPrimerandWebsite.pdf
• http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf
• https://cft.vanderbilt.edu//cft/guides-sub-pages/cats/
• Active Learning Ideas
• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/developing-assignments/assignment-design/active-learning-activities
• http://www.ion.uillinois.edu/resources/otai/
• https://ctl.byu.edu/active-learning-ideas
• Common Active Learning Mistakes, Tomorrow’s Professor, Stanford
https://tomprof.stanford.edu/posting/1491
![Page 42: Supporting an Environment for Student Motivation · OBJECTIVES Participants will be introduced to the influencing factors on student motivation Participants will have a deeper understanding](https://reader035.vdocuments.us/reader035/viewer/2022062912/5d677b3988c993bc588b7b6d/html5/thumbnails/42.jpg)
WHAT ARE YOUR QUESTIONS?
DEANNA DAVIS, PHD
PROFESSIONAL DEVELOPMENT INSTRUCTIONAL DESIGN SPECIALIST