Activating Student Enthusiasm in the Classroom

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Activating Student Enthusiasm in the Classroom

• With Jeff Bertrandt

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Motivating Students to Learn
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Motivation

• Strategies for enticing individuals or groups of
  learners to actively pursue instructional
  outcomes.
• Without sufficient
• motivation, not much
• learning is likely to occur.

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Learning Targets

• By the end of this presentation on motivation
  students should
• Define and give examples of motivation.
• List, describe, and give examples of the major
  factors that contribute to intrinsic motivation.
• Describe the relationship of reinforcement and
  punishment to motivation.
• Describe the major cognitive aspects of
  motivation.

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Learning Targets

• Describe the major affective components of
  motivation.
• Describe how human needs are related to
  motivation.
• Describe how physiological factors influence
  motivation.
• Describe how self-efficacy influences motivation
  and achievement.

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Learning Targets

• Describe the major components of attribution
  theory as it relates to motivation.
• Describe classroom atmosphere and its
  relationship to motivation.
• Describe the relationship between teacher
  expectancy and motivation.

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Bottom Line

• If students are going to learn, they must focus
  attention on the task at hand and sustain that
  level of intensity while applying procedures and
  performing activities at the teachers direction.

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What Moves You?

• Motivation refers to getting someone moving.

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Incentives

• When we motivate ourselves or someone else, we
  develop incentives - we set up conditions that
  start or stop behavior.
• We try to establish conditions so that learners
  will perform to the best of their abilities.
• Incentives can be both positive or negative.

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Who Motivates Us?

• When motivating students we use our own
  experiences as a point of reference.
• Sometimes we look to famous people or people who
  are known to be motivators.

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The Drawback

• They have a selective, focused audience.
• Not the same variables
• We have to use a variety of motivational
  techniques to reach different types of learners.
• We have to make it
• personal to each student.

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Complexities

• Motivational strategies have different effects on
  different kids.
• Something that motivates one type of kid to do
  something may cause a different kid to do
  everything they can to resist it.

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Motivation is strongest when the urge to engage
in a behavior arises from within the learner
rather than from outside pressures.
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Multiple Approaches

• There are many approaches to motivation, but each
  approach has the same goal to make learners more
  willing to channel their energies into the
  productive activities offered by an activity or
  by a unit of instruction.

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Intrinsic Motivation

• A motivation to engage in activities that enhance
  or maintain a person's self-concept.
• Intrinsically motivating activities are those in
  which people will engage for no reward other than
  the interest and enjoyment that accompanies them.

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Challenge

•  One of the most powerful individual factors
  influencing intrinsic motivation is challenge.
• Individual vs. Group
• Going for the Zero
• Exam Exemptions WKCE, MAP, etc.

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Goal Setting

• Use goal setting with students to create a
  challenge.

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Goal Setting

• Some ways to establish a goal or focus
• "Here is what we plan to accomplish today (or
  this semester)."
•  "This is important to study because it will help
  you"
•  "Our ultimate goal is to. In today's session we
  are going to."
•  "It is important to understand this because."

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Do Not Say Things Like.

• 99 of you will fail this course, because you
  are too stupid to understand it.
• This teacher refrains from demonstrating to the
  students reasons why the information is worth
  knowing and does not give them opportunities to
  verify their degree of progress toward mastering
  the course objectives.

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Curiosity

• Curiosity is stimulated when something in the
  physical environment attracts our attention or
  when there is an optimal level of discrepancy
  between present knowledge or skills and what
  these could be if the learner engaged in some
  activity.

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Curiosity

• Novelty and interest are good synonyms for the
  motivational use of curiosity.

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Curiosity

• Artifacts
• Riddles
• Brain Teasers
• Mysteries
• Maps
• Puzzles

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Answers

1. Because it ran out of juice.
2. Purrrple
3. Between you and me we need a haircut
4. They take the Milky Way
5. Alarm Clock a doodle doo
6. Because their meteor

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2 Types of Curiosity

• Sensory Curiosity
• Cognitive
  Curiosity

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Sensory Curiosity

• When physical factors such as changes in tone of
  voice, light, or sound attract the attention of
  learners.
• Video Games
• Computer Programs
• Crime Dramas
• Music
• Scary Movies
• Changes in Text

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Cognitive Sensory

• Is evoked when learners believe that it may be
  useful to modify existing cognitive structures.
• Math/Baseball
• Magic Trick
• Engaging Instruction

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Control

• The basic human tendency to seek to control one's
  environment.
• 3 things influence student perception of
• control.
• Cause and Effect Relationships
• Powerful Effects
• Free Choice

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Cause and Effect Relationships

• Kids look at the relationship between their own
  actions and obtaining desired benefits.
• Identify something a student would like to do but
  currently cannot and explain how what they will
  learn will help them achieve their goal.

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Powerful Effects

• Learners perceive themselves to be in control
  when they perceive the outcome of what they are
  studying to be truly worthwhile rather than
  something trivial.
• Why do we have to learn this?

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Free Choice

• If students perceive themselves as doing
  something because they want to instead of because
  they are being forced to do it against their
  will, they will fell in control of their
  learning.
• Empowerment

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Increase Choice

• Every day include at least one block of time
  during which students can decide individually
  what to do.
• Give them choices as to
  how
• they can use their time or
  
• what type of work they
  want to do.

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Fantasy

• Fantasy, plays a role when learners use mental
  images of situations that are not actually
  present to stimulate their behavior.

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Fantasy

• Examples of Fantasy
• Simulation games Oregon Trail, Number Munchers,
  Risk, etc.
• Role Playing Mock Trials, Plays
• Word Problems

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Whats the Point?

• Students will engage if
• Activities are fun and exciting
• Experience what it feels like to see something
  from another perspective.
• Imagine themselves actually
• using the specified skills in
• real life.

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Competition

• Interpersonal Motivation vs. Individual or
  Intrinsic Motivation
• Simply, interactions with other people
• Competition motivates behavior because people can
  enhance their own self-esteem when they are able
  to make comparisons of their own performance to
  that of others.

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Competition

• While all learners appear to be motivated to some
  extent by competition, the importance of
  competition is greater for some learners than for
  others.

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Competition

• These differences are often related to the
  person's previous experience or to the importance
  that cultures or subcultures place on competition
  versus cooperation.

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Competition

• The competition doesn't have to be a formal
  competition. All that is required is that the
  person compare his/her performance to that of
  others.

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Competition

• Not all competitions are examples of intrinsic
  motivation. If students are required to compete
  over things that they don't care about, this
  would be an example of a very extrinsic form of
  motivation.

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Competition

• What are some examples you use in your classroom?

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Cooperation

• Cooperation, in which learners derive
  satisfaction from working toward group goals.

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Cooperation

• The cooperation doesn't have to be based on
  formal cooperative learning. All that is required
  is that the person derive satisfaction from
  contributing to the success of others.

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Cooperation

• How do you use cooperation as a motivator in your
  classroom?

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Recognition

• Most people enjoy having their efforts and
  accomplishments recognized and appreciated by
  others. In order to obtain recognition, the
  activity of the learner must be visible to
  others.

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3 Ways to be Visible

• (1) the process of performing an activity may be
  visible,
• (2) the product of the activity may be visible,
  or
• (3) some other result of the activity may be
  visible (for example, an article may appear in
  the newspaper listing the names of people who
  participated in a science fair).

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Rec. vs. Comp.

• The differences between recognition and
  competition are that
• recognition does not require a comparison to
  someone else's performance and
• competition does not require the approval of an
  outsider.

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Curriculum and Motivation

• Motivation of students is often influenced more
  by what students are expected to study than by
  the methods teachers employ in delivering the
  curriculum.

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Curriculum and Motivation

• How we feel about a topic or an activity has a
  strong influence on our willingness to study that
  topic or to engage in that activity.

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Examples

• People will engage more often and more eagerly in
  behaviors related to topics, people, and events
  toward which they have approach tendencies.

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Examples

• People will engage more often and more eagerly in
  behaviors related to topics. people, and events
  that have high positive valence.

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Examples

• People will engage more often and more eagerly in
  behaviors related to topics. people, and events
  regarding which they have positive attitudes.

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What can we do?

• Helping students develop positive feelings toward
  the topics, people, and events involved in a unit
  of instruction does not guarantee that students
  will be motivated to engage in a unit of
  instruction but negative feelings are very
  likely to hinder motivation.

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Arouse Interest

• Teachers can increase students level of arousal
  by
• introduce topics in an interesting manner
• use humor during lectures
• avoid talking in a monotone
• encourage numerous different students to
  participate in class discussions

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Arouse Interest

• call on students in an unpredictable rather than
  predetermined order
• raise questions to which students are eager to
  learn or discover answers
• vary the style or order of presentation - avoid
  doing everything in the same order every day

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Arouse Interest

• give tests or quizzes at appropriate intervals,
  so that students feel constantly accountable for
  what they learn
• move around the room rather than standing stiffly
  behind a podium
• give breaks during long class sessions.

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Student Controls

• Students control their physiological readiness in
  a variety of ways.
• Diet (what types of foods they are eating and the
  effects of those foods)
• Sleep Patterns (not getting enough sleep)

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Exterior Controls

• Temperature
• Comfort level of furniture
• Lighting
• Music/Noise level

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Highly Aroused

• There are times when high levels of arousal can
  help students.
• Going into the zone
• Ultra-focused
• Hyper-aware

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Needs and Motivation

• One fundamental approach to motivation is to
  consider is human behavior as it is stimulated to
  by the urge to satisfy needs.

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Maslows List

• Maslow identifies a 4 basic needs and 3 growth
  needs of every individual.

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Basic Needs

• Maslow contends that basic needs are hierarchal.
  
• Lower level needs must at least be temporarily
  satisfied before learners can be motivated by
  higher needs.
• For example Satisfying hunger.
• Basic needs are essential to physical and
  psychological well-being.
• Once the needs are met they diminish for awhile.

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Growth Needs

• Can never be satisfied completely.
• When these needs become partially fulfilled the
  need to fulfill them can become even greater.

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4 Basic Needs

• Physical and Psychological Needs
• Safety Needs
• Belonging
• Self-Esteem

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3 Growth Needs

• Need to know and understand
• Aesthetic needs
• Self-Actualization needs

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In a Perfect World

• Teachers would know or be aware of the needs of
  students and take these needs into consideration
  when developing plans to motivate them.

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Limitations

• Teachers can only control what happens in the
  classroom and not necessarily the challenges kids
  face outside of it.
• When working with students we can empathize with
  a student who feels threatened even if we cant
  alleviate it.

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What We Can Do. . .

• Help satisfy the basic needs kids have.
• Schools provided breakfasts and lunches
• It is impossible to satisfy kids needs completely
  but a partial solution may still enable the
  student to be motivated by higher motives.

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The Ideal Situation

• We show learners how learning the subject matter
  of school can help satisfy the learners needs.
• Teach a hungry person how to cook, dont just
  feed them.

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Self-Efficacy

• people are likely to engage in activities to the
  extent that they perceive themselves to be
  competent at those activities.
• learners will be more likely to attempt, to
  persevere, and to be successful at tasks at which
  they have a sense of efficacy.

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Factors that reduce students feelings of
Self-Efficacy

• Lock-step sequences of instruction that may cause
  some children to get lost along the way
• Ability groupings that further diminish the
  self-efficacy of those in lower ranks
• Competitive practices in which many students are
  doomed to failure from the start.

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Strategies to Foster Perceptions of Self-Efficacy

• Helping learners set specific, attainable goals
• Modeling cognitive strategies that include
  statements of self-efficacy
• Helping the students focus feedback on the
  successful application of effort to achieve
  useful sub-skills
• Supplying positive incentives
• Encouraging students to verbalize effective task
  strategies.

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The Outcome

• Students will learn better if they believe that
  they are good at managing their thinking
  strategies in a productive manner.

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For Teachers Too

• Teachers who have a high sense of instructional
  efficacy devote more instructional time to
  academic learning, give students more and better
  help when they need it, and are more likely to
  praise students for their successful
  accomplishments.

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For Teachers Too

• Teachers with a low sense of self-efficacy are
  likely to employ a set of "custodial" strategies
  that focus on extrinsic inducements and negative
  sanctions (which are likely to be ineffective),
  whereas teachers with higher self-efficacy are
  more likely to employ strategies that support
  their students' intrinsic motivation and
  encourage the students to direct their own
  learning.

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Attribution Theory

• learners are strongly motivated by the pleasant
  outcome of being able to feel good about
  themselves.
• it emphasizes that learners' current
  self-perceptions will strongly influence the ways
  in which they will interpret the success or
  failure of their current efforts

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Basic Principle

• Attribution theory as it applies to motivation is
  that a person's own perceptions or attributions
  for success or failure determine the amount of
  effort the person will expend on that activity in
  the future.

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Internal Factor - Control

• Controllable We can control our effort by
  trying harder or Uncontrollable (most people
  cannot easily change their basic intellectual
  ability or change from being an introvert to
  being an extrovert).

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External Factor - Control

• Controllable (a person failing a difficult course
  could succeed by taking an easier course) or
  Uncontrollable (if calculus is difficult because
  it is abstract, it will still be abstract no
  matter what we do).

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Point of View

• People will interpret their environment in such a
  way as to maintain a positive self-image.
• They will attribute their successes or failures
  to factors that will enable them to feel as good
  as possible about themselves.
• When learners succeed they are likely to want to
  attribute this success to their own efforts or
  abilities
• When they fail, they will want to attribute their
  failure to factors over which they have no
  control, such as bad teaching or bad luck.

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Attribution Theory

• 4 Factors that Influence Motivation in Education
• Ability
• Task Difficulty
• Effort
• Luck

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Ability

• Ability is a relatively internal and stable
  factor over which the learner does not exercise
  much direct control.

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Task Difficulty

• Task difficulty is an external and stable factor
  that is largely beyond the learner's control.

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Effort

• Effort is an internal and unstable factor over
  which the learner can exercise a great deal of
  control.

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Luck

• Luck is an external and unstable factor over
  which the learner exercises very little control.

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Recipe for Success

• Students will persist at academics if they
  attribute their successes to the following
• Internal, unstable, factors over which they have
  control (e.g., effort)
• Internal, stable, factors over which they have
  little control but which may sometimes be
  disrupted by other factors (e.g., ability
  disrupted by occasional bad luck)
• If they attribute their failures to internal,
  unstable factors over which they have control
  (e.g., effort).

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Double Edged Sword

• It is not beneficial for students to attribute
  their successes entirely to ability. If they
  think they already have all the ability they
  need, they may feel that additional effort is
  superfluous.

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Best Case Scenario

• "I succeeded because I am a competent person and
  worked hard."

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What to Do?

• When students fail, they are most likely to
  persist and eventually succeed if they attribute
  their failure to a lack of appropriate effort.
• Therefore, when students perceive themselves as
  unsuccessful teachers help them develop the
  conviction that they can still succeed if they
  give it their best shot.

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The Bottom Line

• It is best for students to believe that it is
  their own behavior rather than external
  circumstances that leads to success or failure.

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