Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Motivation and Learning
Transcript of Motivation and Learning
Identify the features that define students and groups in terms of motivation.
Highlight the role the teacher plays in students' learning.
Distinguish a set of strategies to enhance the learning experience in the classroom.
3. Norms & Strategies
4. Teacher's Role
5. Teaching Practices
Effort and Ability
Is the assessment of ability a predictor?
Motivation: success and failure
Failure-avoiding and success: luck
YOUNG LEARNERS & NOT SO YOUNG ONES
effort = worthiness
effort = ability = achievement
"Smart students try, dumb ones don't"
no ability makes the effort not profitable
ability = success
humiliation = effort without success
failure avoiding = no humiliation
"If someone is not smart, they can do only so well"
High School Student
FOCUS IS WILLINGNESS TO LEARN
pursuit of success NOT avoidance of failure
study time should be self-compared
action plan agreements
Teach Learning-to-Learn Strategies:
VALUE IDEAS AND THE PRODUCTIVE
USE OF THE MIND
a complex human being:
values & imperfections
High level of acceptance to even
Override negative feelings
Learn about each other
Shared Group History
Teacher's Role Model
Norms & Roles
Norms - General
Roles - Specific
Norms - Student's achievement and morale
Norms - Social Products
Lasting - Discussion and acceptance
Role - Balance
Group & Individual
life & productivity
necessity & complement
Prepare for the role
Autocratic groups were more productive.
The quality of the products in demogractic groups was superior.
Interpersonal relations were far better in demographic groups.
Being a Facilitator
- Full responsibility for curriculum design and instruction
- assisted devising and negotiated outcomes
- set conditions so student's self-determination can flourish
a well-prepared withdrawal of scaffolding rather than an abandonment of responsibilities
Motivational Practices Are a Process
Enhance Values & Attitudes
Increase Expectancy of Success
Increase Student's Goal-Orientedness
Make Materials Relevant
Foster Realistic Beliefs
Keeping favorable intentions
Identifying distractiors, focusing on steps
Adding a Twist
Using relaxation and meditation
asking friends for help, eliminating distractors
Promote effort attributions and avoid ability attributions.
attribution: the explanation people offer about why they succeded or failed
"Although boring lessons can be very unpleasant and sometimes excrutiatingly painful, boredom itself does not seem to affect the short-term effectiveness of learning"
(Wlodkowski in Dörnyei 2001)
Covington (1984) The Self-Worth Theory of Motivation: Findings and Implications.
Dörnyei (2001) Creating a Motivational Classroom Environment.
Sullo (2011) The Motivated Student: Five Strategies to Inspire.
(Lewis et al, 1939)