Enhancingstudentsmotivationtolearn
- 2. •Effectively planned, well-paced, relevant, and interesting instruction is a key aspect of effective classroom management. •Forschools to be positive, supportive communities in which students feel respected and valued, instructional methods and content must meet students’ academic needs. •Students’ unproductive behaviorand failure can often be traced to failure to create an educational environment conducive to learning. •Students vary in the type of classroom structure and instruction that best facilitate theirlearning. •Understanding the instructional needs of an individual student orgroup of students provides teachers with information essential forcreating a positive learning
- 3. The extent to which people become actively and productively involved in an activity is based on: 1. Whetherthey believe they can be successful at the task 2. The degree to which they value the rewards associated with successful task completion 3. Climate orthe quality of relationships within the task setting during the time the people are engaged in a task
- 4. Educators should work towards a model of culturally responsive teaching based on theories of intrinsic motivation that includes the following conditions: 1. Establishing Inclusion – creating a learning atmosphere in which students and teachers feel respected by and connected to one another 2. Developing Attitude – creating a favorable disposition toward the learning experience through personal relevance and choice 3. Enhancing Meaning – creating challenging, thoughtful learning experiences that include student perspectives and values 4. Engendering Competence – creating an understanding that students are effective in learning something they value
- 5. Teachercharacteristics and instructional methods are associated with high achievement forstudents from diverse cultural backgrounds. These teacherbehaviors include: 1. Focusing instruction to some degree on what has meaning to students 2. Using a thematic approach to instruction 3. Incorporating active learning 4. Implementing cooperative/collaborative leaning activities 5. Communicating high teacherexpectations for achievement of all students 6. Developing warm, caring relationships with students that often extend beyond the school day 7. Integrating aspects of all students’ cultures into instructional activities 8. Creating opportunities forcross-age tutoring
- 6. Teachers can quite rapidly learn to give students specific explanations concerning the purpose of instructional activities during their lesson by including information on: Objective(s) Reason(s) Activity(ies) Assessment
- 7. Develop a Functional Definition of Learning One technique forredefining learning involves beginning the school yearby having students describe what an effective learner“looks like” and “sounds like.”
- 8. Student motivation and achievement will be enhanced by actively involving students in the learning process.
- 9. How Teachers Make Work Interesting forStudents 1. Hands-on activities 2. Group work 3. Personalizing the content by connecting it to students’ life experiences and interests 4. Involving students in sharing their ideas, planning and making choices
- 10. Teachers can increase students’ motivation and success by responding effectively to students’ learning styles. Teachers who use the same instructional methods with every student orwho use a limited range of instructional activities will create a situation in which some students become frustrated, experience failure, and respond by misbehaving.
- 11. Teachers who are more effective in enhancing students’ motivation to learn show an interest in and excitement about learning and model task-related thinking and problem solving.
- 12. Success experiences are instrumental in developing feelings of self-worth and confidence in attempting new activities. Following successful experiences, individuals tend to raise theirexpectations and set highergoals, whereas failure is met with lowered aspirations.
- 13. Students learn at varying rates and in different ways so it is important to slow down to provide all students with an opportunity to organize the new ideas that have been presented. Effective teachers develop specific instructional activities designed to help students summarize new learning and relate this new knowledge to previous and future learning and the students’ own lives.
- 14. Because students’ sense of academic identity and motivation to learn is dramatically impacted by being successful, it is important that they receive feedback clearly designating the extent to which they have succeeded at a task. Students who receive comments more frequently state that they: 1. Found the task more interesting 2. Worked on the task because they were interested in the material 3. Attributed theirsuccess on the task to theirinterest and effort
- 15. Involving students in self-evaluation provides students with opportunities to understand theiracademic performance betterand to experience a sense of personal responsibility.
- 16. Rewards are more effective for increasing effort than improving quality of performance, so it is betterto use them when there is a cleargoal and a clearstrategy to follow, as well as when students have the prerequisite skills forcompleting the task but are not doing so.
- 17. The creation of a safe learning environment is a prerequisite to helping students meet their academic potential.
- 18. The most important contribution multiple intelligences theory makes to education is that it stimulates teachers and students to be imaginative in selecting curricula, deciding how the curricula are to be taught ordelivered, and determining how student knowledge is to be demonstrated.
- 19. 1. Logical/Mathematical Intelligence: often called scientific thinking, thisintelligencedealswith inductive and deductivethinking/reasoning, numbers, and the recognition of abstract patterns. 2. Visual/Spatial Intelligence: thisintelligence, which relieson thesenseof sight and being ableto visualizean object, includestheability to createinternal mental images and pictures. 3. Bodily/Kinesthetic Intelligence: thisintelligenceis related to physical movement and theknowingsand wisdom of thebody, including thebrain’smotor cortex, which controlsbodily motion. 4. Musical/Rhythmic Intelligence: thisintelligenceisbased on therecognition of tonal patterns, including various environmental sounds, and on asensitivity to rhythm and beats.
- 20. 5. Naturalist Intelligence: this intelligence deals with the recognition, appreciation, and understanding of the flora and fauna of the natural world. 6. Interpersonal Intelligence: this intelligence operates primarily through person-to-person relationships and communication. 7. Intrapersonal Intelligence: this intelligence relates to inner states of being, self-reflection, metacognition (thinking about thinking), and awareness of spiritual realities. 8. Verbal/Linguistic Intelligence: this intelligence, which is related to words and language – written and spoken – dominates most Western educational systems.