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Hannah and Ted are playing a game. They toss a fair coin and if it comes up heads, Hannah wins, and if it comes up tails, Ted wins. The first one to get ten wins earns $100. When the score is Hannah 8 and Ted 6 the game must be halted for Hannah and Ted to return to SE355 class. What is a fair distribution of the $100? If you don’t know how to do this mathematically, make a guess.

Warm – up (In pairs)

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The student will learn additional strategies for motivating students and for making their lessons more effective.

Motivation and Effective Lessons

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Motivation through the classroom routine.

Introduction“Motivation Counts”

Chapter 1

We have already covered this on what is good teaching. It is also pertinent to planning effective lessons and classroom management. We will revisit it and you should reread it before the midterm and before the first day we discuss classroom management.

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Motivation through good questioning techniques -

Introduction“Motivation Counts”

Chapter 2

This chapter was covered when we discuss that topic in class.

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Motivation through homework and test -

Introduction“Motivation Counts”

Chapter 3

This will be covered when we cover those topics later. It will be assigned to read at that time.

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Helping students understand the abstract -

Introduction“Motivation Counts”

Chapter 4

This chapter is useful in helping the beginning teacher anticipate where students will have trouble learning and in using proper counter examples. Read it soon.

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Questions and problems that motivate -

Introduction“Motivation Counts”

Chapter 5

Relates to chapter 4 from Posamentier on problem solving. It will be assigned to read at that time.

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WHAT is motivation?

Motivation

It is an appeal to the needs and interest of students. It is an attempt to channel student energy and interest into the learning process.

• Extrinsic motivators - token economic rewards, peer acceptance, avoidance of punishment, praise for good work, and others.

• Intrinsic motivators - self fulfillment, curiosity, societal needs, and others.

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WHY do we work so hard at it?

Motivation

• It makes the learning process significantly easier and profoundly more effective.

• It helps eliminate behavior problems and makes mathematics more interesting to a greater number of students.

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• Indicate a void in the student’s knowledge.

MotivationTECHNIQUES. Posamentier presents eight techniques for motivating students in a mathematics class. They are not meant to be an exhaustive set of techniques.

• Present a challenge.

• Show a sequential achievement.

• Use recreational mathematics.

• Indicate the usefulness of a topic.

• Tell a pertinent story.

• Get students actively involved in justifying mathematical curiosities.

• Use teacher made or commercially prepared materials.

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Summary on Motivation

The motivation should -

• be brief.

• not be overemphasized. It is a means to an end.

• elicit the aim of the lesson from the class.

• be appropriate for the class’s level of ability and interest.

• draw on motives actually present in the learner.

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Part two of the text has 125 motivational devices.

REMINDER

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• Tree diagrams of branching to enumerate possibilities.

More Effective LessonsTECHNIQUES. Posamentier presents eight strategies for making math lessons more effective. They are not meant to be an exhaustive set of strategies.

• Paper folding or cutting.

• Drawing a picture.

• Recognition of a pattern.

• Use of the overhead projector.

• Math models or manipulatives.

• Extending familiar concepts.

• Graphing calculators and other technology.

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Handouts

If not previously done pass out the handouts on:

• Super Bowl, and

• A Review Game.

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Assignment

Read Chapter 4 Posamentier and Johnson Chapter 5.