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
Derek Bruff / derekbruff.org / @derekbruff
Identify two learning experiences from your past: one in which you felt well motivated to learn and one in which you did not.
Turn to your neighbor and briefly describe the two experiences. What motivated you in the first instance? What de-motivated you in the second?
THE COGNITIVE DOMAIN
THE AFFECTIVE DOMAIN
(How We Think)
(How We Feel)
What motivates a student to learn?
Fear of Failure
(Ryan & Deci, 2000)
"Capture the Flag," Derek Bruff, Flickr (CC-BY-NC)
"Waterfall Climbing," Ada Be, Flickr (CC-BY)
"Show them the beauty and power of mathematics..."
"Pink Pedal Power," Derek Bruff, Flickr (CC-BY-NC)
"Puzzle," Liza, Flickr (CC-BY)
"Darts," Bogdan Sudito, Flickr (CC-BY)
"Ladybugs in Action," Derek Bruff, Flickr (CC-BY-NC)
(Ryan & Deci, 2000)
(Benkler & Nissenbaum, 2006)
How can we foster intrinsic motivation and thus deep learning?
Return to the personal learning experiences you identified earlier. How were these intrinsic motivators present or not in your experiences?
Turn to your neighbor and discuss.
Margaret Rubega, U. Connecticut: http://is.gd/KbKhFO
See also: http://is.gd/T2kybD
And this: http://is.gd/0s55se
Derek Bruff, Vanderbilt U.: http://is.gd/OlsWhp
Don't have a student's grade depend on a single exam.
Don't grade on a curve.
Allow students to revise and resubmit (some) work.
“Nothing says mastery—seriously, nothing at all—like telling a learner that they get to keep practicing and trying until they get it right.”
Cheating Lessons (2014)
Identify two or three changes you might make in your teaching to better motivate students.
Discuss your ideas in pairs.
See also: http://derekbruff.org/?p=2118
The "Talking About Leaving" project identified 8 factors that led to persistence in STEM fields:
Inclusive learning environments
Additional support for minority students
The message: "Success is a priority."
"spellingbee12," Jeff, Flickr (CC-BY-NC-SA)