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Transcript of Motivating Learners
Other Characteristics of Holistic Theory
a belief that human beings have a natural eagerness to learn
there is some resistance to and pleasant consequences of giving up what is currently held to be true
The most significant learning involves changing one's concept of oneself
Facilitative Teachers are:
less protective of their constructs than other teachers
more able to listen to learners, specially to their feelings
inclined to pay as much attention to their relationship with learners as to the content of the course
apt to accept feedback, both positive and negative and to use it as constructive insight into themselves and their behavior
are encourage to take responsibility for their own learning
provide much of the input for the learning which occurs through their insights and experiences
are encourage to consider that most valuable evaluation is self evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results.
through concrete experience
through observation and reflection
through abstract conceptualization
through active experimentation
Differences in Learning
enjoys the experience it self
spends great deal of time and effort reflecting
good at making connections and abstracting ideas from experience
enjoys the planning
the approach that links the word of learning with the world of action through a reflective process within small cooperative learning group known as "action learning sets"
Classification of Motives
physiological, primary, unlearned, basic
secondary, acquired, learned, derived
Unconscious motive/General Drive
maternal tendency, gregariousness and curiosity
Hierarchy of Motives
the basic or fundamental needs, usually the physiological ones, such as water , air, food, clothing and shelter take priority over all others. Psychological needs come next, such as need for safety, esteem, success, belonging, security.The highest form of need involves creativity and self actualization.
this starts with a need which maybe physiological , primary or secondary, vital or non vital, affiliate or status. The body may need food or water. this need of the body for food becomes a drive which impels action
it is the behavior or activity which will reduce or satisfy the drive. Incentives may be used at this stage which may reduce intensity or redirect a drive
it is reached when hunger is satisfied, when food is eaten then the goal is reached. after 2 or 3 hours, when the food has been digested, one will begin to feel hungry again and the cycle starts all over again.
it is the state within the individual under certain circumstances, which regulates or initiates behavior in relation to a goal.
it occurs unconsciously due to physiological imbalance such desire for food and water.
is learned drive such as anxiety and anger
it refers to end result or the result toward, which effort is directed
it refers to an object or condition given to satisfy a motive
it is an individual's preference for doing one activity rather than the other.
it implies the tendency to investigate and learn more about an activity that he has not experienced or s little knowledge about it.
an act or result of act required or asked or requested to perform by another person or by himself
AFFECTIVE AROUSAL THEORY
CUE-STIMULUS (NON-DRIVE) THEORY
NEED-DRIVE INCENTIVE THEORY
THEORIES OF MOTIVATION