Motivation, Teaching, &

Learning

Chapter 11

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 & Motivation to
Thoughtful Learn in School
Learning
Motivation,
Teaching,
and Learning

Teacher On TARGETT
Expectations for Learning
Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
 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
Copyright 2001 by Allyn and Bacon
See Table 11.2, Woolfolk, p. 404
 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
 Doyle’s Task Operations

RISK
High Low

High Comprehension Opinion

Doyle’s Task Operations

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

Difficult memory Simple memory

Low or difficult routine 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
 Recognizing accomplishment
 Authentic praise
 Personal improvement
 Cautions for use of rewards!
Copyright 2001 by Allyn and Bacon
 Grouping, Evaluation, & Time
 Goal structures
 Competitive
 Cooperative
 STAD
 TGT
 Individualistic
 Effects of evaluation
 Effects of time pressure
Copyright 2001 by Allyn and Bacon
 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
 See Table 11.4, Woolfolk, p. 418, and
Guidelines, p. 420
Copyright 2001 by Allyn and Bacon
 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 Men’s 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 goal-
setting?
 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