ENHANCING STUDENTS MOTIVATION TO LEARN

1. ENHANCING STUDENTS� MOTIVATION TO LEARN

2. OUTLINE Key issues in student motivation to learn Students� academic needs Cooperative Learning and Peer Tutoring Sample lesson

4. Motivation Motivation: DEFINITION: From the Latin verb movere (to move). Motivation is the process whereby goal-directed activity is instigated and sustained.

5. Key Issues in Student Motivation to Learn

7. MOTIVATION FORMULA Motivation= Expectation x Value x Climate M=E x V x C

8. Why multiplication instead of addition?

9. Three Types of Value Intrinsic Value (simple interests or enjoyment) Attainment Value (obtaining achievement) Utility Value (benefits)

10. Teachers need to ensure that at least one type of value is present if students are to be motivated by the task.

11. Establishing inclusion Developing attitude Enhancing meaning Engendering competence

12. STUDENTS� ACADEMIC NEEDS Understand and value learning goals Understand the learning process Be actively involved in the learning process Have learning goals relate to students interest and choices Receive instruction match to their learning styles and strenghts. See learning modeled by adults as an exciting and rewarding process Experience success Have time to integrate learning Receive realistic and immediate feedback that enhances self-efficiency Be involved in self-evaluating their learning and effort Receive appropriate rewards for performance gains Experience a supportive safe well-organized learning environment

13. Findings of a Study on Student Engagement in Academic Tasks (Brophy, 1986) �Analysis of the teacher�s presentations of assignments to the students suggested that teacher failure to call attention to the purposes and meanings of these assignments was a major reason for students� low quality of engagement in them. Most presentations included procedural directions or special hints (pay attention to the underlined words), but only 5 percent explicitly described the purpose of the assignment in terms of the content being taught.�

14. UNDERSTAND AND VALUE THE LEARNING GOALS

15. Objective(s) Reason(s) Activity(ies) Assessment

17. Academic Need 2 : UNDERSTAND THE LEARNING PROCESS

18. Develop a functional definition of learning Understand basic concepts of motivation Appreciate and use one�s special abilities Learn about your learning style Understand a taxonomy of learning Learn how to study effectively General methods for demystifying (a�ikliga kavusturmak) learning

19. Develop a functional definition of learning Can you describe what an effective learner �looks like� and �sounds like�?

20. A Successful Learner; Looks Like Eyes focused on speaker Concentrates on their work Is well organized Cooperates with others Follows classroom rules and procedures Sets goals Stays calm when having a problem Uses time wisely Learns from mistakes Shares materials Does not give up Sounds Like Gives encouragement Uses appropriate voie level Asks questions Asks for help when needed Shares their ideas with others Comments are on-task Is courteous to others Uses problem solving

21. Learn How to Study Effectively Are there any special techniques that you use while you�re studying

22. Two useful strategies for studying effectively The SCROL method Survey Connect Read Outline Look back The SQ3R method Scan Question Read Reflect Review

24. Graphic Organizers(Crank and Bulgren, 1993) Central and hierarchical Directional Comparative

25. Central

26. Hierarchical

27. Directional

28. Comparative A thing is Something Something Someting Someting Another thing is Not something Not something Not something Not something

29. Academic Need 3 : BE ACTIVELY INVOLVED IN THE LEARNING PROCESS

30. Students are much motivated when they are actively involved in the learning process. It is useful for teachers to examine their daily and weekly schedules to determine the type of instructional activities in which they are engaging students.

31. Have Learning Goals Related to Students� Interests and Choices According to Davidson; Studies suggest that students prefer instructional methods supportive of their special interests and needs.

32. As teachers, we can increase students� motivation and learning by using a wide range of strategies that directly incorporate students� interest into the curriculum.

33. Methods:

34. Place Based Education: Students are actively involved in learning experiences that involve and provide benefit to the communities in which they live. For example; Cultural studies Nature studies Real world problem solving Internships

35. Teachers need to help students to develop goals that are both realistic and achievable. This will enhance their motivation and reduce acting-out or withdrawal behavior. An academic goal should include, Material Activities Degree of proficiency Demonstrate the learning has occured. Involving Students in Academic Goal Setting

36. Academic Need 5: Receive Instruction Responsive to Their Learning Styles and Strengths  Teachers can increase students� motivation and success by responding effectively to students� learning styles. Students� attidutes and behaviors are influenced by the instructional strategies and type of learning atmosphere they experience in the clasroom.

37. Therefore ; We should adjust environmental factors to meet students� learning needs. We should be aware of instructional methods required to how students prefer to learn. Bernice McCharthy developed a model she calls 4MAT. (Innovative,Analytic,Common sense,Dynamic)Learners

39. Howard Gardner�s Work on Multiple Intelligences Concept of multiple intelligence is not a goal in itself but rather a way to assist students in reaching important goals selected by them and adults.(Gardner) According to Campbell and colleagues The eight intelligences become an organising tool for educator to determine how many windows exist into the content they teach.

41. Questionaire

42. Academic Need 6: See Learning Modeled by Adults as an Exciting and Rewarding Activity

43. Although we must be careful to not overshadow our students or provide ideas they should be generating, we will be more effective when they observe us actively and enthusiastically engaged in the learning process.

44. It is through achievement that academic self-confidence grows, and increased confidence in turn promotes achievement through inspiring further learning. Students who have a history of school failure and are concerned about future failure are at a distinct disadvantage. �Learned helplessness� ACADEMIC NEED 7: Experience Success

45. To increase student motivation,the teacher incorporates some methods, Using peer-relationship activities to create a more cohesive group Establishing base groups so students had peer invitations and accountability. Expanding use of cooperative learning Using goal setting and monitoring

46. Modifying Instruction and Assessment �All good instruction begins with knowing your students and planning.� Once you have determined the type of assistance a student may need, you will find many methods available for assisting students in having successful learning experiences.

47. Students need time during the schoolday to slow down and integrate what they have learned. 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. Academic Need 8: Have time to Integrate Learning

48. Students most concerned about failing are most in need of immediate feedback. Feedback should include supportive comments,specific strenghts and weaknesses,grades or brief positive comments. Hostile or extensive criticism creates negative attitutes and lowers achievement and creativity. Teachers should make feedback and evaluation more private matter. ACADEMIC NEED 9: Receive Realistic and Immediate Feedback That Enhances Self Efficacy

49. Academic Need 10: Be involved in Self-Evaluating One�s Learning and Effort

50. Involving students in self-evaluation provides students with opportunities to understand their academic performance better and to experience a sense of personal responsibility. When students evaluate and record their own work, they are more likey to develop an internal locus of control and view their progress as based on their own efforts. Similarly, self-evaluation enables students to acknowledge areas that need improvement.

51. Academic Need 11: Receive Appropriate Rewards for Performance Gains

52. Children who receive a reward for participating in an activity may show less interest in the activity. Therefore, rewards should be used only when other attempts failed. �Punishment by rewards� One way for rewards to be effectively integrated into your school or classroom is to view rewards one aspect of a celebration

53. Academic Need 12: Experience a Safe, Well-organized Learning Environment

54. It is a teacher�s responsibility to ensure that other students will not interfere with a student�s right to feel safe, supported, and able to work in a calm environment. Students also need to understand how the classroom will operate, how problems will be resolved, and how they will be involved in influencing classroom structures.

55. When presenting material,use visual displays. Allow students to select where they will sit. Permit students to choose where they wish to study. Be sensitive to individual students� needs to block out sound or visual distractions. Make healthy snacks available to students or allow them to bring their own. Provide opportunities for students to select whether they will work alone,in pairs,or with a small group. Provide adequate structure for both short-term and long-range assignments. Adjusting Environmental Factors to Meet Students� Learning Needs

56. Give students instruction in study skills Employ individual goal setting,self-monitoring,and contract. Realize that some students require more frequent breaks than do others. Consider that students doing poorly in a subject might perform better if it was taught at a different time of day Increase the length of time you wait before calling on a student to answer a question Develop learning centers that incorporate a variety of learning modalities.

57. Have Instruction Be Sensitive to the Needs of Second-Language Learners

58. Speak clearly and carefully pronounce key words Face the students when you speak Repeat, clarify, paraphrase Use gestures, intonation and other nonverbal aspects of communication Use pictures or objects Use hands-on activities Preteach vocabulary Give and request examples Check frequently for understanding Have students share in pairs Use peer tutoring and cross-age tutoring Provide pre-teaching whenever possible Allow students to use their first language Provide an outline for the lesson Review material frequently Provide samples of final projects

59. Strategies to be more effective in developing lessons that involve second language students Joint productive activities: students are encouraged to work with each other. Language development: teachers provide students with opportunuties to experience second landuage. Contextualization: teachers draw upon students� backgrounds and respect for multicultural perspectives Challenging activities: teachers plan for and implement activities that encourage academic concept development by using culturally appropriate approachhes to teaching. Instructional conversations: teachers organize their classrooms to ensure that conversation between the teacher and peers develops academic concepts and language. Diverse entry points: in all content areas, the teacher is sensitive to the students� needs, interests, talents, and understandings and is able to use that information to extend student�s learnings.

60. TWO METHODS FOR ENHANCING STUDENTS� MOTIVATION TO LEARN COOPERATIVE LEARNING PEER TUTORING

61. COOPERATIVE LEARNING Simple Structure Activities Process Approach Extended structure Approach 2. PEER TUTORING OUTLINE

63. Simple Structure Activities Activities that are used by teachers periodically to stimulate discussion and review materials. Roundtable Numbered heads together Stars COOPERATIVE LEARNING

64. Process Approach 5 basic elements of this approach Positive Interdependence: Students must be concerned about the performance of all members of the group. Methods to accomplish positive interdependence: Role interdependence Materials interdependence Goal interdependence Reward interdependence Resource interdependence COOPERATIVE LEARNING

65. Process Approach 5 basic elements of this approach 2. Individual Accountability: Every students must be accountable for mastering the material. Methods to accomplish individual accountability: Having each student to take a test or quiz Asking each student about the content COOPERATIVE LEARNING

66. Process Approach 5 basic elements of this approach 3. Face- Face Interaction: Every students are arranged in such a manner that all students are involved in actively sharing and discussing the content COOPERATIVE LEARNING

67. Process Approach 5 basic elements of this approach 4. Teaching Collaborative Skills: To function effectively in groups, students must learn how to work cooperatively in a small group. 5.Processing group skills: It is necessary to monitor and reinforce the skills consistently. COOPERATIVE LEARNING

68. Advantages of Peer Tutoring It fosters that �asking for help� is a positive behavior. Thus, it create a more supportive and safe learning environment. �Helping a friend� provide the student with a sense of competence and personal worth. PEER TUTORING

69. Academic Need 10: Be involved in Self-Evaluating One�s Learning and Effort

70. Involving students in self-evaluation provides students with opportunities to understand their academic performance better and to experience a sense of personal responsibility. When students evaluate and record their own work, they are more likey to develop an internal locus of control and view their progress as based on their own efforts. Similarly, self-evaluation enables students to acknowledge areas that need improvement.

71. Academic Need 11: Receive Appropriate Rewards for Performance Gains

72. Children who receive a reward for participating in an activity may show less interest in the activity. Therefore, rewards should be used only when other attempts failed. �Punishment by rewards� One way for rewards to be effectively integrated into your school or classroom is to view rewards one aspect of a celebration

73. Academic Need 12: Experience a Safe, Well-organized Learning Environment

74. It is a teacher�s responsibility to ensure that other students will not interfere with a student�s right to feel safe, supported, and able to work in a calm environment. Students also need to understand how the classroom will operate, how problems will be resolved, and how they will be involved in influencing classroom structures.

75. When presenting material,use visual displays. Allow students to select where they will sit. Permit students to choose where they wish to study. Be sensitive to individual students� needs to block out sound or visual distractions. Make healthy snacks available to students or allow them to bring their own. Provide opportunities for students to select whether they will work alone,in pairs,or with a small group. Provide adequate structure for both short-term and long-range assignments. Adjusting Environmental Factors to Meet Students� Learning Needs

76. Give students instruction in study skills Employ individual goal setting,self-monitoring,and contract. Realize that some students require more frequent breaks than do others. Consider that students doing poorly in a subject might perform better if it was taught at a different time of day Increase the length of time you wait before calling on a student to answer a question Develop learning centers that incorporate a variety of learning modalities.

77. Have Instruction Be Sensitive to the Needs of Second-Language Learners

78. Speak clearly and carefully pronounce key words Face the students when you speak Repeat, clarify, paraphrase Use gestures, intonation and other nonverbal aspects of communication Use pictures or objects Use hands-on activities Preteach vocabulary Give and request examples Check frequently for understanding Have students share in pairs Use peer tutoring and cross-age tutoring Provide pre-teaching whenever possible Allow students to use their first language Provide an outline for the lesson Review material frequently Provide samples of final projects

79. Strategies to be more effective in developing lessons that involve second language students Joint productive activities: students are encouraged to work with each other. Language development: teachers provide students with opportunuties to experience second landuage. Contextualization: teachers draw upon students� backgrounds and respect for multicultural perspectives Challenging activities: teachers plan for and implement activities that encourage academic concept development by using culturally appropriate approachhes to teaching. Instructional conversations: teachers organize their classrooms to ensure that conversation between the teacher and peers develops academic concepts and language. Diverse entry points: in all content areas, the teacher is sensitive to the students� needs, interests, talents, and understandings and is able to use that information to extend student�s learnings.

80. TWO METHODS FOR ENHANCING STUDENTS� MOTIVATION TO LEARN COOPERATIVE LEARNING PEER TUTORING

81. COOPERATIVE LEARNING Simple Structure Activities Process Approach Extended structure Approach 2. PEER TUTORING OUTLINE

83. Simple Structure Activities Activities that are used by teachers periodically to stimulate discussion and review materials. Roundtable Numbered heads together Stars COOPERATIVE LEARNING

84. Process Approach 5 basic elements of this approach Positive Interdependence: Students must be concerned about the performance of all members of the group. Methods to accomplish positive interdependence: Role interdependence Materials interdependence Goal interdependence Reward interdependence Resource interdependence COOPERATIVE LEARNING

85. Process Approach 5 basic elements of this approach 2. Individual Accountability: Every students must be accountable for mastering the material. Methods to accomplish individual accountability: Having each student to take a test or quiz Asking each student about the content COOPERATIVE LEARNING

86. Process Approach 5 basic elements of this approach 3. Face- Face Interaction: Every students are arranged in such a manner that all students are involved in actively sharing and discussing the content COOPERATIVE LEARNING

87. Process Approach 5 basic elements of this approach 4. Teaching Collaborative Skills: To function effectively in groups, students must learn how to work cooperatively in a small group. 5.Processing group skills: It is necessary to monitor and reinforce the skills consistently. COOPERATIVE LEARNING

88. Advantages of Peer Tutoring It fosters that �asking for help� is a positive behavior. Thus, it create a more supportive and safe learning environment. �Helping a friend� provide the student with a sense of competence and personal worth. PEER TUTORING