Teaching for Academic Learning

Professor Bill Bauer EDUC 202 Marietta College Chapter 12

Copyright 2001 by Allyn and Bacon

Overview

Motivation to Learn in School On TARGETT for Learning Teacher Expectations Strategies to Encourage Motivation and Thoughtful Learning

Copyright 2001 by Allyn and Bacon

Concept Map for Chapter 11

Strategies for Motivation & Thoughtful Learning
Motivation, Teaching, and Learning

Motivation to Learn in School

Teacher Expectations
Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon

On TARGETT for Learning

Motivation to Learn in School

Goals for students:

Productive involvement State motivation Trait motivation Thoughtful learners

Copyright 2001 by Allyn and Bacon

On TARGETT for Learning

Task motivation Autonomy Rewards Grouping Evaluation & feedback Time for learning Teacher expectations
See Table 11.2, Woolfolk, p. 404

Copyright 2001 by Allyn and Bacon

Tasks for Learning

Task operations: risk & ambiguity Task value

Attainment value Intrinsic or interest value Utility value

Authentic tasks Problem-based learning

Copyright 2001 by Allyn and Bacon

Doyles Task Operations

RISK
High High Comprehension Low Opinion
Doyles Task Operations
A M B I G U I T Y Comprehension
Opinion Difficult Memory Task or Routine Simple Memory Task or Routine

RISK

Low

Difficult memory or difficult routine

Simple memory or simple routine

Copyright 2001 by Allyn and Bacon

Supporting Autonomy and Recognizing Accomplishments

Supporting student choices

Bounded choices Student choice on feedback See Figure 11.2, Woolfolk, p. 409 Authentic praise Personal improvement Cautions for use of rewards!

Recognizing accomplishment

Copyright 2001 by Allyn and Bacon

Grouping, Evaluation, & Time

Goal structures
Competitive Cooperative

STAD TGT

Copyright 2001 by Allyn and Bacon

Individualistic Effects of evaluation Effects of time pressure

Teacher Expectations

Pygmalion in the classroom Self-fulfilling prophecy Sustaining expectation effect Sources of expectations

IQ tests Sex differences Reputations

Copyright 2001 by Allyn and Bacon

Perspective on Teacher Expectations

Students will rise to the level of expectation. Jaime Escalante

Copyright 2001 by Allyn and Bacon

Teacher Behaviors and Student Reactions

Instructional strategies

Teacher comments about expectations

Teacher-student interaction differences

Quality and quantity of questions Amount of time to answer Number of teacher interruptions Nonverbal behaviors

Copyright 2001 by Allyn and Bacon

See Table 11.4, Woolfolk, p. 418, and Guidelines, p. 420

Reflection Questions

Think of a teacher that was particularly encouraging for you. What motivation strategies did that teacher employ? Do you have any biases or behaviors that may send messages to students that they lack competence? How will you monitor possible biases that you may have?

Copyright 2001 by Allyn and Bacon

Strategies to Encourage Motivation and Thoughtful Learning

Copyright 2001 by Allyn and Bacon

Necessary Classroom Conditions

Organized classroom
Free from interruptions

Safe-to-fail environment
Challenging but reasonable work Authentic, worthwhile tasks

Copyright 2001 by Allyn and Bacon

Critical Student Questions

Can I do it? Do I want to do it? What do I need to do to succeed?

Copyright 2001 by Allyn and Bacon

Building Confidence & Positive Expectations

Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be improved Model good problem solving

Copyright 2001 by Allyn and Bacon

Seeing the Value of Learning

Younger students: intrinsic/interest value Older students: utility value Attainment value: achievable Intrinsic value

Tie class activities to student interests Arouse curiosity Make learning fun Use novelty and familiarity

Copyright 2001 by Allyn and Bacon

Seeing the Value of Learning: Instrumental

Explain connections Provide incentives and rewards if needed Authentic tasks:

Ill-structured Real world problems

Copyright 2001 by Allyn and Bacon

Staying Focused on the Task

Frequent opportunities to respond Have students create finished products Avoid heavy emphasis on grades and competition Reduce task risk without oversimplifying the task Model motivation to learn Teach particular learning tactics

Copyright 2001 by Allyn and Bacon

Beginning Teachers & Motivation Approaches by Rank

Reward/punishment Attention-focusing Relevance Confidence-building

See Figure 11.5, Woolfolk, p. 425

Copyright 2001 by Allyn and Bacon

Beginning Teachers Motivation Strategies

Reward/Punish Build Confidence Focus Attention Relevance

Copyright 2001 by Allyn and Bacon

Student Views of Motivation

Know YOUR students Expect developmental differences Expect individual differences Use TARGETT to help meet the needs of YOUR students

Copyright 2001 by Allyn and Bacon

Honest Enthusiasm Is Contagious

Western Michigan University Mens Basketball Coach, 1975

Copyright 2001 by Allyn and Bacon

Scenarios

The next three slides highlight three scenarios based on real students. Reflect on each scenario. How will you apply the principles of motivation to help each student succeed?

Copyright 2001 by Allyn and Bacon

Heidi : 1st Grade

Very quiet: shy

Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry

Copyright 2001 by Allyn and Bacon

Josh : 4th Grade

ADHD
Child of divorce Monday depression Dad is ex-Marine drill sergeant 15% homework handed in Loves class discussions

Copyright 2001 by Allyn and Bacon

Adam : Junior High

Low grades
Physically big & athletic Vandalism with police record Interview: honest, intelligent, & witty Helpful with other students No homework handed in

Copyright 2001 by Allyn and Bacon

Reflection Questions

What are ways of soliciting information about what motivates your students? If several members of the French Club are in your math class, how could you tie their interests in French with your math content? In your discipline, how will you connect content with real world, authentic tasks?

Copyright 2001 by Allyn and Bacon

Summary

Motivation to Learn in School

On TARGETT for Learning

Teacher Expectations
Strategies to Encourage Motivation and Thoughtful Learning

Copyright 2001 by Allyn and Bacon

Review Questions

Define motivation to learn. What does TARGETT stand for? How do tasks affect motivation? What does it mean for students to negotiate a task? What are the three kinds of task value? Distinguish between bounded and unbounded choices.

Copyright 2001 by Allyn and Bacon

Review Questions

How can recognition undermine motivation and a sense of self-efficacy? What determines whether a goal structure is cooperative, competitive, or individualistic? How does evaluative climate affect goalsetting? What are some effects of time on motivation?

Copyright 2001 by Allyn and Bacon

Review Questions

What are some sources of teacher expectations? What are the two kinds of expectation effects and how do they happen? What are the different avenues for communicating teacher expectations? What are four conditions that must exist in a classroom before any motivational strategies can be successful?

Copyright 2001 by Allyn and Bacon

Review Questions

What else can teachers do to motivate students? What are the most commonly used motivational strategies of beginning teachers? What can we learn from students about motivation?

Copyright 2001 by Allyn and Bacon

End Chapter 11

Copyright 2001 by Allyn and Bacon