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Motivaton and Engagement - Coggle Diagram

- - - - Motivation will be enhanced if the students believe that their outcome will be better if they put more effort in
    - - Learning is improved when students believe their effort affects success and failiure more than their ability
  - - - Motivation is enhanced if students feel capable
    - - Learning is improved when students feel liek they can achieve the task
  - - - Motivation will be enhanced becuase the student finds the experience important of valueable
    - - Learning is improved when students are highly engaged in the lesson
  - - - Motivation is enhanced when the content they are presented with is linked to the students personal objectives or values
    - - Learning is improved when students are interested in and want to learn the material
- - - - Design learning experiences at an appropriate difficulty level
      - Provide strategies for students to succeed
      - GIve ongoing and deep feedback
      - Provide scaffolding to so that outcomes are within the grasp of the student
    - - Ensure the students feel accepted in the class by teacher and students
      - Provide opportunities for self-reflection and for students to give their feelins about learning
      - Ensure students have a sense of predictability to reduce stress and anxiety
      - Ensure students feel comfortable safe and secure to reduce stress and anxiety
      - Ensure the students see their class as a place for learning an constantly feel involved
      - Ensure students feel like they have a sense of control over their learning
- - - - What it means for teachers
        
        Students who expect to do well are more motivated to try hard and persist
      - What it suggests for teaching
        
        Provide clear feedback and competence and self-efficacy, focus on development of skill and expertise
        
        Design tasks that are challenging, but promote success
    - - What it means for teachers
        
        Students are more likely to succeed and achieve higher results when they feel they have control over their learning
      - What it suggests for teaching
        
        HWen giving feedback, focus on the process rather than the result
        
        Provide opportunities for the students to exercies choice and control
        
        Build strong supportive relationships in the community of learners
    - - What it means for teachers
        
        Students display higher levels of engagement when they are interested in the topic they are learning about
        
        The brain is more attuned to novelty and curiosity, these factors increase interest
      - What it suggests for teaching
        
        Know your students and design activies and tasks that connect to them on a personal level
        
        Provide content that is meaningful and interesting to students
        
        Provide stimulating and interesting tasks that include novelty and variety every now and then
        
        Display and model interest in the content and activities
    - - What it means for teachers
        
        Interest is important but so are perceptions and value and importance
      - What it suggest for teaching
        
        Provide tasks and content that are relevant to the the students lives providing personal identification with school
        
        Classroom discourse should focus on the importance and usefullness of content, not just the outcomes
    - - What it means for teachers
        
        Social goals are just as important for motivation, effort anf learning as acedemic goals
        
        Social engaement is not always a distraction
      - What it suggests for teaching
        
        Use organisational structures that encourage personal and social repsonsibilty
        
        Use group work to allow for social and acedemic growth
        
        Classroom discourse should focus on mastery and understanding of course content
        
        Use evaluation to promote learning, effort and progress, rely less on social comparision