motivating students with teaching techniques that ... · pdf fileestablish relevance...
TRANSCRIPT
Motivating
Students with
Teaching
Techniques
that Establish
Relevance
Major Factors of Poor Motivation
• Inability to see relevance in classroom activities to their chosen careers
• Lack of a sense of autonomy.
Establish Relevance
• Experiential learning
– Definition: a process through which students develop skills through direct experience.
• Experiential learning is possible through real-life experiences in the classroom, too.
Establishing Relevance
• Experiential learning (cont.)
– Design activities that imitate real-life
– Re-name an activity
(e.g. primary article instead of lab report)
– Use real-life scenarios
Real-Life Scenarios
• Students were asked to write an NIH grant proposal in place of a senior research project proposal
• Students no longer write essays. Instead they are asked to write articles in the style of the New York Times.
Real-Life Scenarios
– Instead of summaries, students write reviews
– Instead of reflections, students write self-evaluations or personal statements
Encourage Autonomy
• Overly-comprehensive instructions can:
– stifle creativity
– hinder independence
– actually lower motivation
• Autonomy-supportive teaching styles:
– improve student motivation
– encourage independent thought and critical thinking
Encourage Autonomy
• Some teachers have students write their own guidelines
– (e. g. students write detailed instructions for Authors as an assignment)
Other Ideas
• Students pick a topic from their textbook and teach it to the rest of the class
• Allow the class to select topics for a few “students’ choice” lectures
• Assign students to write a personal statement about their experiences in the course
Overview
• Using these techniques could:
– help in better student engagement
– help with better quality assignments
• Many students leave class having learned something “useful” to their future careers
References
• Balduf, M. (2009) Underachievement among College Student. J. Adv. Academics, 20 (2), 274-294.
• Glynn, S. M., Taasoobshirazi, G. and Brickham, P. (2009) Science Motivation Questionnaire: Construct Validation with Nonscience Majors. J. Res. Sci. Teaching, 46 (2), 127-146.
• NIH, (2010) Quick Guide for Grant Applications. Available online from http://www.nlm.nih.gov/ep/Tutorial.html.
References (cont.)
• Reeve, J. (2009) Why Teachers adopt a Controlling Motivating Style Toward Students and How They can Become More Autonomy Supportive. Educational Psychologist, 44 (3), 159-175.
• Reeve, J. and Jang, H. (2009). What Teachers Say and Do to Support Students’ Autonomy during a Learning Activity. J. Ed. Psych. 98 (1), 209-218.
• Robertson, K. (2013) Assessment as an Opportunity for Developing Independent Thinking Skills in Students. Faculty Focus, April, 1, 2013. Available online at http://www.facultyfocus.com/articles/educational-assessment/assessment-as-an-opportunity-for-developing-independent-thinking-skills-in-students/.