Overview
• Students
• Learning
• Motivation
• Teaching
• Assessment
You Might be a Graduate Student If…
• you can identify universities by their Internet domains.
• you have difficulty reading anything that doesn't have references.
• you understand jokes about Vygotsky or Freire.
• the concept of free time scares you.
• you consider caffeine to be a major food group.
• you've brought books with you on vacation and actually studied.
• Saturday nights spent studying no longer seems weird.
• the professor doesn't show up to class and you discuss the readings anyway.
• you've traveled across two state lines to go to a library.
• you appreciate the fact that you get to choose which 20 hours out of the
day you have to work.
• you still feel guilty about giving students low grades (you'll get over it).
• you can read course books and cook at the same time.
• you hope it snows during spring break so you can get more studying in.
• you find taking notes in a park relaxing.
• you find yourself citing sources in conversation.
• you've ever sent a personal letter with footnotes.
Strategies for
Motivation & Definition
Thoughtful
Learning
Learning, Motivation
On TARGETT Motivation to
for Learning Learn
Motivation to Learn in School
Motivation: Engine & steering wheel of
learning and action.
• Direction (choices, goals)
• How long before you start (procrastination)
• Intensity of involvement
• Persistence
• Thoughts and feelings as you learn (anxiety,
excitement, interest)
Motivation to Learn
Take learning seriously, put out
effort, even if you are not
intrinsically interested.
duty, value of learning
paid for this, I‟ll get the max
really love the stuff
Resources
Anita Woolfolk Hoy:
http://www.coe.ohio-state.edu/ahoy
Instructional Leadership Text:
http://wps.ablongman.com/ab_woolfolk_instrlead_1
Websites for today:
http://www.coe.ohio-state.edu/ahoy/publications.htm#Work
Behavioral Explanation
Humanistic Explanation
Cognitive Explanation
Motivation
• Core IdeaTARGETT
• Core Idea Efficacy
On TARGETT for Learning
• Task
• Autonomy
• Recognition/rewards
• Grouping
• Evaluation & feedback
• Time for learning
• Teacher expectations
Tasks for Learning
• Task operations:
Risk & Ambiguity
Doyle’s Task Operations
RISK
High Low
High Comprehension Opinion
Doyle’s Task Operations
A
M
Comprehension Opinion
B
I
G
U
I Difficult Memory Task Simple Memory Task
or or
T
Routine Routine
Y
RISK
Difficult memory Simple memory
Low or difficult routine or simple routine
Tasks for Learning
• Task operations: risk & ambiguity
• Task value
Intrinsic or interest value
Utility value
• Authentic tasks
• Problem-based learning
Supporting Autonomy Recognizing
Accomplishments
• Supporting student choices
Bounded choices
Student choice on feedback
• Recognizing accomplishment
Authentic praise (not a “consolation prize”
Personal improvement
Grouping, Evaluation, & Time
Goal structures
Grouping, Evaluation, & Time
• Effects of evaluation
• Effects of time pressure
Teacher Expectations
• Pygmalion in the
classroom
• Self-fulfilling prophecy
• Sustaining expectation
effect
• College examples?
Teacher Behaviors and
Student Reactions
• Instructional strategies
Content/pacing/assessment
• Teacher-student interaction differences
Quality and quantity of questions
Amount of time to answer
Number of teacher interruptions
Nonverbal behavior
Strategies to Encourage Motivation and
Thoughtful Learning
Necessary Classroom
Conditions
• Organized classroom
• Free from interruptions
• Safe-to-fail environment
• Challenging but reasonable work
• Authentic, worthwhile tasks
Critical Student Questions
• Can I do it?
• Do I want to do it?
• What do I need to
do to succeed?
Can I do it? Building Efficacy
• Match tasks to student ability level
• Move in small steps
• Clear, specific, attainable learning goals
• Stress self-comparison
• Communicate that academic ability can be
improved
Do I want to do it?
Seeing the Value of Learning
Older students: utility value
• Explain connections
• Provide incentives and rewards if
needed
• Authentic tasks:
Ill-structured
Real world problems
http://edweb.sdsu.edu/webquest/webquest.html
What do I need to do?
Staying Focused on the Task
• Frequent opportunities to respond
• Have students create finished products
• Avoid heavy emphasis on grades and
competition
• Reduce task risk without oversimplifying the
task
• Model motivation to learn
• Teach particular learning tactics
Case: Thea Grossman
• Facts & Concepts
• Teacher’s point of view
• Students’ point of view
• Short-term solutions
• Long-term solutions
Summary
• Motivation to Learn in School
• On TARGETT for Learning
• Efficacy
• Strategies to Encourage Motivation and
Thoughtful Learning
Teaching
• Core IdeaHelp teachers develop a repertoire
to teach for to learning
Explanation: Clarity and organization:
six teaching functions
Cooperative learning: Webquests
Focus on the Teacher
Characteristics of Effective
Teachers
• Knowledge
• Organization and
clarity
• Warmth
The Teacher in Teacher-
Centered Instruction
• Direct instruction / Explicit Teaching
• Rosenshine‟s Six Teaching Functions
Review & check previous day‟s work.
Present new material.
Provide guided practice.
Give feedback and correctives.
Provide independent practice.
Review weekly and monthly
The Teacher in Student-
Centered Instruction
Constructivist Teachers:
• Encourage student autonomy • Encourage student dialogue
• Use primary sources • Encourage student inquiry
• Use terms like „classify‟, • Probe student responses
„analyze‟, „predict‟, „create‟
• Actively engage students
• Allow students to drive lessons
• Allow wait time
• Inquire about student
• Help students discover relationships
understanding
and develop metaphors
What Kind of Talk Supports Learning?
• Palincsar:
Interpretive Talk -- in the service of analysis or
explanation, is better than descriptive.
Teachers seed the conversation with new ideas that
provoke thought
Monitor groups so responsibility is shared,
expertise is distributed
• King: Explanations, inferences, hypotheses,
speculations, justifications, evidence,
conclusions
Resources
The Center for Critical Thinking
http://www.criticalthinking.org
NEA Works4Me Tips Library
http://www.nea.org/helpfrom/growing/works4
me/teachtec/thinking.html
Innovations in Teaching
Cooperative Learning
http://edweb.sdsu.edu/webquest/webquest.html
Edutopia Online http://www.glef.org
Practical Assessment, Research and
Evaluation
http://ericae.net/pare/