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Chapter 12: Motivation in Learning and Teaching - Coggle Diagram

- - - - Teachers must encourage and nurture intrinsic motivation, while making sure that extrinsic motivation supports learning.
- - - - Mastery Goal: A personal intention to improve abilities and learn, no matter how performance suffers.
      - Performance Goal: A personal intention to seem competent or perform well in the eyes of others.
      - Goal Orientations: Patterns of beliefs about goals related to achievement in school.
    - - Earlier research indicated that performance goals generally were detrimental to learning, but like extrinsic motivation, a performance goal orientation may not be all bad, all of the time.
      - Approach versus Avoidance: Students may be motivated to either approach mastery or avoid misunderstanding.
      - Performance-approach goals can turn into performance-avodiance goals if students are not successful in looking smart or winning.
    - - Work-avoidant learners: Students who don't want to learn or to look smart, but just want tot avoid work.
      - Social Goals: A wide variety of needs and motives to be connected to others or part of a group.
    - - The way students perceive their class defines the classroom goal structure---the goals students think are emphasized in that class.
      - We need to work on challenging, supporting, and focusing on learning, not looking good, because this seems to create a positive classroom environment.
- - - - Individual interest are the more long-lasting aspects of the person.
      - Situational interest are more short-lived aspects of the activity, text, or material that catch and keep the student's attention.
      - Interest can be individual or situational.
    - - Lessons that hold the student's interest were related to real-life problems and active participation in laboratory experiments and projects.
      - Challenge, choices, novelty, fantasy, working with others, hands-on activities and experiments, encouraging students' expectations, instructional conversations, assuming the role of an expert, personal relevance, utility value, and participating in a group project can also trigger and support interest.
  - - - Emotions: Three interrelated factors--physiological responses, behaviors, and feelings---that produce an affective response to a situation.
      - Human emotions are the outcome of physiological responses triggered by the brain, combined with interpretations of the situation and other information such as context.
    - - Boredom is the opposite of interest and curiosity and is a clear enemy of learning at any age.
      - Matching challenges to the student's skill levels and giving them choices can increase the student's sense of control and flow, limiting them from getting boarded.
    - - Psychologists have known for years that there is an optimum level of arousal for most activities.
      - Generally speaking, higher levels of arousal are helpful on simple tasks, but lower levels of arousal are better for complex tasks.
    - - Anxiety: Gernal uneasiness, a feeling of tension.
      - Anxiety can be both a cause and an effect of school failure.
      - Academic anxiety has both trait and state components.
    - - Comtemporary orientations to academic anxiety suggest that anxiety affects the beliefs and behaviors of learners in three phases of the learning-testing cycle: preparation, performance, and reflection.
  - - - What can Teachers Do?
        
        They can limit the environmental triggers for anxiety in their classroom by examining their underlying biases, promoting mastery-oriented classroom goal structures, and providing a positive role model for appropriate interest and excitement for the content.
        
        They can help anxious learners become more effective at recognizing the source of their anxious feelings and accurately interpreting them.
        
        They should help highly anxious students to set realistic goals, because these individuals often have difficulty making wise choices.
        
        They can support improved performance by teaching students more effective methods for learning and studying.
- - - - T: Task that students are asked to do.
      - A: Autonomy or authority students are allowed in working.
      - R: Recognition for accomplishment.
      - G: Grouping practices.
      - T: Time in the classroom.
      - E: Evaluating procedures.
  - - - Powerful ideas expand and enrich the quality of students' subjective lives.
        
        These ideas give us lenses for viewing the world, tools for making decisions, and frames for appreciating the beauty in words and images.
    - - Authenic Task: Tasks that have some connection to real-life problems the students will face outside the classroom.
      - Problem-based Learning: Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process.
  - - - Choices should provide a range of selections that allow students to follow their interest and pick an option that is important and relevant to them.
      - Too much autonomy is bewildering and too litter is boring, so be aware when giving students choices.
    - - Students should be recognized for improving on their own personal best, for tackling difficult tasks, for persistences, and for creativity---not just for performing better than others of finishing quickly.
  - - - The teacher must be a patient, supportive person who never embarrasses the student because they made a mistake.
      - The work must be challenging, but reasonable.
      - The classroom must be relatively organized and free from constant interruptions and disruptiosn.
      - The learning tasks must be authentic.
    - - We want students to have confidence in their ablities so they will approach learning with energy and enthusiasm.
      - Genuine Progress: Begin work at the students' level, and more in small steps; Make sure learning goals are clear, specific, and possible to reach in the near future; stress self-comparison, not comparison with others; communicate to students that academic ability is improvable and specific to the task at hand; and model good problem solving.
    - - We want students to see the value of the tasks involved and work to learn, not just try to get the grade or get finished. (Use Attainment Value, Intrinsic Values, and Utility Value to do so.)
    - - We want students o believe that success will come when they apply good learning strategies instead of believing that their only option is to use self-defeating, failure-avoiding, face-saving strategies.
      - Give students frequent opportunities to respond, have students create a finished product, avoid heavy emphasis on grades and competition, reduce the task risk without oversimplifying, model motivation to learn for your students, and teach the particular learning strategies that students will need to master material.
    - - We want students to feel as though they belong in school---that their teachers and classmates care about them and one be trusted.