MOTIVATING LEARNERS
Cognitive and Emotional
Attribution theory
Self-determination theory
(with relevance and fun)
How could you use the Theory of Cognitive and Emotional Arousal to help Jordan (or another student)? I would help Jordan reach an "optimal level of cognitive and emotional arousal" to promote learning motivation. It seems he might need to have more movement and more peer work than he was able to find in the classroom or with worksheets so I would incorporate those activities in my lesson planning.
Summary: Carol Dweck's, "Mindset" Theory prioritizes the perception of the mind as capable of growth in that one 's ability is a malleable quality and therefore subject to an individual's efforts. Closely linked to our current understanding and ideas about Brain Anatomy / Development, Metacognition, and to the several Theories of Motivation Dweck's "Growth Mindset" represents a foundational aspect of our approach to teaching and helping students learn. major concepts/vocabulary
Key Terms and Definitions:
"Fixed Mindset" = Ability is static:
Avoids challenges,
Gives up easily,
Sees effort as fruitless,
Ignores useful criticism, and
Threatened by others
VS
"Growth Mindset" = Ability is developed:
Embraces challenges,
Persists in obstacles,
Sees effort as necessary,
Inspired by others' success.
"fixed mindset" and "growth mindset"
“Fixed Mindset” or “Entity View” of "ability" – a characteristic that is stable or uncontrollable. It cannot change.
“Growth Mindset” “Incremental View” of "ability"-a characteristic that is unstable and controllable. By working hard, studying, and practicing knowledge can increase and ability improves.
How could you use Carol Dweck's Theory of "Mindset" to help Jordan (or another student)?Have students practice the related concept of Metacognition-to promote "positive self-talk" Praise students' efforts in the classroom . Give feedback which helps students to learn "see" their own "growth"
Summary: Attribution Theory= Stability (Stable or Unstable)
Locus of Causality (Internal or External)
Locus of Control (In One's Control or Outside One's Control)
Major concepts/vocabulary:
Stability (Stable or Unstable)
Stable-Not likely to change (i.e. "Fixed)
Unstable- Capable of Change (i.e. "Growth")
Locus of Causality (Internal or External) the reasons an individual gives as the cause to his or her successes/ failures.
Locus of Control (In One's Control or Outside One's Control)
In One's Control– Meaning that the cause is within the individual's control (e.g. ability, effort)
Outside One's Control– Meaning that the cause is outside the individual's control (e.g. outside influences /circumstances, luck)
How could you use the Theory of Attribution to help Jordan (or another student)?
Self-efficacy (with learned helplessness and Expectancy x Value)
Self-determination Theory- A theory that states that we need to feel competent and capable, to have choices, and a sense of control over our lives.
Summary:"I think I can, I think I can . . ."
Major concepts/vocabulary: "Sefl-efficacy does not ensure success, but self-disbelief assuredly spawns failure" (Bandura, 1997, p.77)
Self-efficacy – an individual’s belief about one’s competence.
Self-worth – the quality of being worthy of respect or esteem.
Learned Helplessness – when you believe that events and outcomes in your life is mostly uncontrollable and will lead to failure.
Learned Optimism – positive psychology that means you can develop the skills of being happy or positive.
How could you use the Theory of Self-efficacy (and the concepts of Learned Helplessness and Expectancy x Value) to help Jordan (or another student)?
Break down complicated concepts into steps so that students can practice success -enacting the principle that "success builds success."Help the students understand why and how they can personally value the information they are learning -so make it relevant!
Intrinsic/extrinsic motivation
(with interests and flow)
How could you use the Theory of Intrinsic/Extrinsic Motivation (with Interests and Flow) to help Jordan (or another student)?
My Answers: To motivate Jordan intrinsically? Have Jordan participate in peer/ group work in order to give him an opportunity to learn through an intrinsic motivator “talking to people.”
I might plan lessons which reference or mimic a favorite video game.
To motivate Jordan extrinsically? Given the information about Jordan’s preferences and motivating factors, and in following the advice Kendra Cherr outlines in her article “Differences Between Extrinsic and Intrinsic Motivation,” I would provide Jordan with more challenging questions/ assignments while “offering positive praise and feedback.” This plan gives Jordan the “opportunity to do something better in comparison to others” which “can [also] improve intrinsic motivation.”
Goal theory
Summary:
major concepts/vocabulary:
Mastery Goal –(about the skill) An individual's intentions to improve and learn no matter how embarrassing or awkward it feels or looks
Performance Goal – (about the performance) different from Mastery Goal- this is an individual's motivational need to show one's capability to others the desire/ need to perform well for others.
Maslow's Hierarchy of Needs
Summary : Everybody has basic needs that must be met in order to function, learn, and grow. Remember the ABC's! A= Autonomy
B= Belonging (or relatedness) C= Competence Major concepts/ vocabulary: Autonomy – the desire to have our own wishes over external rewards. Belonging (or Relatedness) – the desire to establish emotional bonds with others.
Competence – the desire to feel effective in interacting and succeeding.
How could you use the Maslow's Hierarchy of Needs to help Jordan (or another student)?
Make sure students feel safe, foster classroom relationships, give students options to demonstrate understanding, and provide explicit feedback for competent work.
How could you use the Theory of Self-Determination to help Jordan (or another student)?
Summary:
Level of Arousal: Low-> Med-> High->
Quality of Performance:
Sleep-> Boredom-> Mild Interest/ Alertness->
Optimal Level->Stress-> Anxiety-> Panic
Major concepts/vocabulary:
Cognitive arousal **is at the very base of motivation. No cognitive arousal and students are asleep in their desks. Too much cognitive or emotional arousal and they are too hyper, anxious, upset, or overwhelmed to learn.
We want to stimulate their interest above boredom yet, at the same time, avoid over-stimulation which goes beyond the normal level of stress and causes anxiety.
How could you use the Theory to help Jordan (or another student)?Help students plan and set personal goals for learning. I would ensure that students motivated by Performance Goal factor have the opportunity to feel rewarded for their efforts. I would try to move learners toward learning based on the Mastery Goal factor (making the reward of the mastery relevant to the student
Summary: Self-determination Theory-A theory that states that we need to feel competent and capable, to have choices, and a sense of control over our lives.Everybody needs to play! Students need to have teachers help them learn content through engaging and fun learning activities. Students also need to connect to the content they are trying to learn. In other words, students need to have help understanding why they are trying to learn the concept not just what the concept is. Major concepts/vocabulary: #
Summary: Major concepts/vocabulary
Interest- students have to find something interesting to engage and persist in learning. Much like the importance of making content relative to students. .
FLOW— Flow is a state of mind that we experience when we are really enjoying what we are doing.
When we are in flow, Time seems to pass by without us knowing as we get lost in a task or activity.
Flow occurs when students feel challenged and are having fun.