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Motivation & Pedagogies for Engagement - Coggle Diagram
Motivation & Pedagogies for Engagement
Motivating Students
Theories of motivation
Behaivourist views
Dervied from past experiences
Influenced by rewards/ punishment
Social Congitivist views
Sees students as naturally active learners
Rewards may not be necessary
Goal-directed behaviour
Intrinsic motivation
Humanist views
Linked to achievement, education student welfare and wellbeing
Maslows Hierarchy of needs
Emotions and motivation
Intrinsic motivation plays an important role
Motivations enhanced when students feel capable
When students find value in their learning
Motivation increased when students value their experiences
The problems with rewards
Work best in the short term only
When rewards disappear so does the behaviour
Rewards only improve performance in simple and quantifiable tasks
Lack of evidence to suggest extrinsic motivating factors engages learning in deep and meaningful way
Understanding students
Twenty-first century learners
Digital Natives- People who have never known a world without computers
New language systems for communication (e.g. text, google, tweets, emoticons, graphics, internet slang etc.)
Engaging motivation and learning in the twenty-first centruy
Fostering Motivation
Designined learning experiences that are at an appopriate level of difficulty, challenging and specific
Providing strategies and ideas for students to succeed
Providing ongoing and informative feedback
Providing scaffolding to ensure successful outcomes are within reach of the student
As the teacher, what will you do to......
Ensure students feel accepted by the teacher and their peers (enhance self-esteem and self-worth)
Provide opportunities for students to self-reflect and articulate their own ideas and feelings about learning (Enhance self-esteem and self-worth)
Ensure that students know what to expect (Diminish stress/ anxiety)
Ensure students perceive learning environment as comfortable, orderly, safe and secure (diminish stress and anxiety)
Ensure students perceive learning environment as their space for learning and feel included in all activities (improve self-esteem, self-worth and decrease stress and anxiety)
Ensure students feel they have control of their learning (improve self-esteem, self-worth and reduce stress and anxiety
Positive relationships
Improve emotions
Improve motivations
Improve academic/school success
Teachers who show warmth and enthusiasm to students and are accepting of all students
Instill equity in their practice
A sense of safety, security and belonging in the classroom
Motivation to learn
Limiting stress and enhancing success
Assessment
Standardised testing
Results often come back long after test is done, making ineffective as tool for enhancing learning
Can be limited in determining what student actually knows
Homework
Cited as a source of difficult and conflict at home and school
Lack of evidence to suggest it improves academics and is good for improving time management
Impact of stress, anxiety and learned helplessness
Learned Helplessness
Ehnancing motivation
Allow for measure of individual success
Premised on their interests and experiences they bring to class
Activities relevant to students
"So why bother trying"
Expectations, based on previous experiences, that learning efforts will lead to failure
Anxiety
Negative impact on motivation and achievement
Apprehension
Uneasiness
Tension
Stressors
Negative chronic or traumatic stress (Distress)
Optimal Levels (Eustress)
Absolute
Rare
Promote greatest physiological response in the body
Relative
Out of ones control
Threatening, novel or unpredictable event
Fight or flight response