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motivation in education

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Dafne Pfister

on 6 August 2013

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Transcript of motivation in education

Motivation in Education: An Exploration of Various Approaches
Behavioral Approach
Why is this your favorite motivation theory?
Sociocultural Approach
The use of groups in the classroom strengthens the belief in sociocultural theory.
Technology is increasing hte use of sociocultural theory as students are able to work with other students throughout the world.
Zone of Proximal Development allows students to achieve learning in different ways:
What can I do by myself?
What can I do with others?
What I can not do?

Cognitive Approach
Why is this your favorite motivation theory?

The cognitive approach is a favorite because it allows students to search for what the meaning of life is. This is the motivation for students. What a person thinks or believes abut the world around them is key. "One of the central assumptions in cognitive approaches is that people respond not to external events or physical conditions like hunger, but rather to their interpretations of these events." (Hoy and Hoy, p. 150)
Questions:
1. How is your lesson interactive?
2. How are students going to do this? Cooperative groups?Socratic Seminars?
3. How are you going to use data to know your students? How well do you know your students? Who's your SPED?GT? Economic status?
4. How are you going to differentiate your lesson?
5. How well do we know our content?

Introduction
Conclusion
Team C
EDL/520
August 5, 2013
Dr. Helen Mozia

Behavioral theory refers to the uses of positive reinforcement to motivate students. The behavioral theory uses "rewards" and "incentives to encourage desired behavior. Rewards include grades, stickers, certificates, or privileges that are promised in attempt to motivate students. (Hoy and Hoy 2009)


What are the strengths and weaknesses
Strengths- This theory provides
reinforcement for desired behavior. It allows teachers to reward their students for achievements and accomplishments. Students like rewards and incentives and are easily motivated by them.

Weakness- With this theory students may expect a reward for every achievement. Some theorist believe that once the praise and rewards stop so does the desired behavior (Hoy and Hoy 2009).
What are the practical applications of this theory? Provide classroom examples
Teachers can practice theory in the classroom by creating a sticker chart that allowed students to earn a sticker each time they passed their spelling test. This incentive could go further by allowing the student to choose a trinket from the treasure box after they have earned ten stickers in a row. Another idea would be to allow students extra priveledges for good behavior, such as extra recess or free time.
What results do you expect from your teachers if they use the motivation theories you propose?
If teachers use the behavioral theory for motivation we expect them to use rewards and incentives fairly. We want them to use treats sporadically so that the students do not always expect them. Finally, we want time to continue verbal praise along with the incentives.
What are the strengths of this approach?
The cognitive approach is a strong motivational approach because it helps students see that there is value in what they have learned. The value is tied to real life relevance. In cognitive theories, people are seen as active and curious, searching for information to solve personally relevant problems. Thus, cognitive theorists emphasize intrinsic motivation. "In addition, task involved learners are more likely to seek appropriate help, use deeper cognitive processing strategies, and apply better study strategies." (Hoy and Hoy p.153)
What are the weaknesses of this theory?
One weakness of the cognitive approach to motivation is the focus only on intrinsic motivation. In cases where students have not been able to develop or transition. to intrinsic motivation only the cognitive approach is lacking. Also, when students attributes that failures to a lack of ability on their part this can be devastating to the learning process. This is what the attribution theory terms as learned helplessness.
"Attribution theories of motivation describes how the individual's explanations justifications and excuses influence motivation. Learned helplessness appears to cause three types of deficits: Motivational, cognitive, and affective. Students who feel hopeless will be unmotivated and reluctant to attempt work. They expect to fail so why even try, thus motivation suffers." (Hoy and Hoy, p. 162)
What are the practical applications of this theory? Provide some classroom examples.
"Create a visual chart that provides incentives or rewards when the student reaches a learning goal. This chart will show the student how hard work has led to achieving goals."
A leader's job is to engage students and encourage participation. a teacher's goal is for students to truly understanding what they are learning and be able to apply what they learned in a real-world situation.
Another application of this theory ,might be for student to work collaboratively to create solutions to solve the water pollution and contamination problems in the Washington D.C. area. The proposed solutions can actually be sent to the agency in charge requesting a response. People do not really think of the United States as a place where water contamination is a problem. This scenario can be compared to water issues in third world countries.
What results do you expect from your teachers if they use the motivation theories you propose?
I expect students to reach goals that have set with the support of the teachers. Student will achieve higher results both because their motivation drives them to want to solve problems and think critically. Students will grow to know who they are and continually seek to improve themselves and those around them.
Why it is a favorite?
The sociocultural theory of motivation relies on the belief that higher level of thinking grow from social interaction (Hoy and Hoy, 2009).
Practical applications and examples:

Scaffolding uses demonstration in a controlled environment.
What I can't do:
teacher explains through different ways why the English came to America.
What I can do with others
Students work in a group to research reasons specific people came to America using strategies such as think , pair, share debates, and cartoon analysis
What I can do by myself:
Student is able to analyze and synthesize their thinking through writing from a variety of perspectives about the English coming to America.
Students are able to respond to essay and document-based questions.


Expected results:
Students are able to work collaboratively in a variety of situations
Students are able to synthesize their group learning to show theri individual learning
Questions cont.
6. How are you going to make your lessons culturally sensitive?
7. What are your expectations of classroom behavior and how are you going to teach them?
8. What interventions are you going to use for students that are not at the level needed to pass the CSS test?
9. How are you going to prepare students for the test?
10. How are you going to use assessments both common and state data to prepare students for success?
The act of motivating students does not come easy. As educators we need new and innovative strategies in order to motivate students. The motivation may be intrinsic or extrinsic. Our team chose cognitive, behavioral and the sociocultural approach methods to learn how to keep our students engaged and motivated to learn. We believe these approaches are the most effective for teachers to use in the classroom setting.
The behavioral socio-cultural and cognitive are approaches that use positive reinforcement. We believe that these motivational approaches have been proven effective for many educators, including ourselves. It is important to keep in mind that our students need to be motivated more so now than they needed in the past.
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