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Instructional Expectations

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Explain how the ambiguity and risk of the learning task affect motivation. ... Self-fulfilling prophecy only becomes true simply because it has been expected! ... – PowerPoint PPT presentation

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Title: Instructional Expectations


1
Instructional Expectations Motivational
Strategies
agricultural education 230
2
Objectives
  • Define motivation to learn.
  • Explain how the ambiguity and risk of the
    learning task affect motivation.
  • Discuss how the value of a task affects
    motivation to learn.
  • Describe the characteristics of classrooms that
    support students autonomy.
  • Explain how evaluation procedures and grouping
    arrangements, can influence motivation.
  • Describe potential effects of teachers
    expectations on students.
  • Devise a strategy for teaching your subject to an
    uninterested student.

3
Defining motivation to learn.
  • The tendency to find academic
  • activities meaningful and worthwhile
  • and to try to benefit from them.

4
How ambiguity and risk of the learning task
affect motivation
  • When ambiguity and risk are reduced, motivation
    will temporarily increase, but the task will
    probably not be interesting.
  • The task will not have much reward.
  • Balance is needed between tasks being interesting
    with a moderate risk and ambiguity.

5
How the value of a task affects motivation to
learn.
  • By attaining or completing a Task, success is the
    motivation to meet personal needs or personal
    enjoyment.

6
A strategy for teaching your subject to an
uninterested student.
  • T.A.R.G.E.T.T. T

7
Characteristics of classrooms that support
students autonomy.
  • The A in TARGETT is for Autonomy!
  • A Autonomy or Independence Critical to
    maintain intrinsic motivation.
  • Students given choice between 2, 3, or 4 options
    on an assignment.
  • Support choice and give appropriate feedback.

8
How evaluation procedures and grouping
arrangements, can influence motivation.
  • The G in TARGETT is for Grouping!
  • There is a tremendous amount of motivational
    power in relationships with other people. When a
    group is working towards a common goal,
    motivation can greatly be influenced.

9
The Role of Evaluation
  • The greater the emphasis on competitive
    evaluation and grading,
  • the more students will focus on performance goals
    rather than learning goals and
  • the more they will be ego-involved as opposed to
    task-involved.
  • Exchange of performance for grades.

10
Teachers must
  • de-emphasize grades and emphasize learning in
    class.
  • Students need to value work.
  • Understanding is more important than finishing.

11
Potential effects of teachers expectations on
students
  • The last T in TARGETT is for Teachers
    expectations!
  • Self-fulfilling prophecy only becomes true simply
    because it has been expected!
  • Sustaining Expectation Effect is when a students
    performance is maintained at a certain level
    because teachers dont recognize improvements.
  • This indicates that expectations arent raised
    and a student will not improve unless they are.

12
A strategy for teaching your subject to an
uninterested student.
  • TARGETT
  • Task,
  • Autonomy,
  • Recognition,
  • Grouping,
  • Evaluation,
  • Time, and
  • Teacher expectations.

13
Summarizing T.A.R.G.E.T.T.
  • Tasks will be meaningful with options for
    students to choose (Autonomy) within groups.
  • Recognizing Group learning and improvement is
    more important than task completion and grade.
  • Evaluation of those tasks will be positive in
    nature, Time will be managed to facilitate group
    learning, and I will
  • Evaluate and Recognize student success to raise
    my Teacher expectations to ensure student growth.
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