Motivating the Motivating the UnmotivatedUnmotivated

Lorin W. AndersonLorin W. Anderson

The Anderson Research GroupThe Anderson Research Group

andregroup@sc.rr.comandregroup@sc.rr.com

To Truly Improve Teaching To Truly Improve Teaching Effectiveness,Effectiveness,

we must look at schooling through we must look at schooling through the eyes of the students.the eyes of the students.

What is Motivation?What is Motivation?

From a practical perspective, From a practical perspective, motivation is motivation is putting forth the effortputting forth the effort needed to be successful at needed to be successful at something.something.

Students who don’t pay attention, Students who don’t pay attention, don’t do their work, and don’t hand don’t do their work, and don’t hand in homework are said to be in homework are said to be unmotivatedunmotivated..

What Explains Student What Explains Student Motivation?Motivation?

A rather simple equation. M = f (V, A rather simple equation. M = f (V, E)E)

MotivationMotivation is a is a functionfunction of the of the valuevalue a a student attaches to something and student attaches to something and the student’s the student’s expectancyexpectancy of success of success in achieving that something.in achieving that something.

So How Does It Work?So How Does It Work?

So How Does It Work?So How Does It Work?

Example 1: CheerleadingExample 1: Cheerleading For Bert, becoming a cheerleader is very For Bert, becoming a cheerleader is very

important (high value)important (high value) Initially, Bert experiences great difficulty learning Initially, Bert experiences great difficulty learning

the cheers and is a little awkward in performing the cheers and is a little awkward in performing them (little success). them (little success).

However, because cheerleading is However, because cheerleading is veryvery importantimportant to him, Bert practices cheerleading to him, Bert practices cheerleading two hours every day (two hours every day (motivationmotivation). Eventually, he ). Eventually, he makes the cheerleading team (makes the cheerleading team (high successhigh success).).

Lesson: Value can trump lack of initial success.Lesson: Value can trump lack of initial success.

So How Does It Work?So How Does It Work?

Example 2: DatingExample 2: Dating Ernie “values” Tanya (that is, he is interested in Ernie “values” Tanya (that is, he is interested in

“getting to know her better”).“getting to know her better”). However, Bert, Ernie’s best friend, tells him that However, Bert, Ernie’s best friend, tells him that

he doesn’t have a chance with Tanya (that is, he he doesn’t have a chance with Tanya (that is, he is not likely to be successful in his attempts to is not likely to be successful in his attempts to date her)date her)

Even though Bert values Tanya, he doesn’t put Even though Bert values Tanya, he doesn’t put any effort into getting to know Tanya better any effort into getting to know Tanya better because he believes he will not be successful.because he believes he will not be successful.

Lesson: At other times, a fear of failure can Lesson: At other times, a fear of failure can trump value.trump value.

So How Does It Work?So How Does It Work?

Example 3: MathematicsExample 3: Mathematics Bert does not believe that mathematics has any Bert does not believe that mathematics has any

relevance in his life (that is, he does not value it).relevance in his life (that is, he does not value it). Despite this fact, Bert initially tries to learn math, Despite this fact, Bert initially tries to learn math,

but after several months he realizes that he “just but after several months he realizes that he “just can’t seem to get it” (that is, he is not successful). can’t seem to get it” (that is, he is not successful).

With no perceived value and no expectation of With no perceived value and no expectation of success, Bert is unmotivated to learn math. He success, Bert is unmotivated to learn math. He stops paying attention in class and rarely turns in stops paying attention in class and rarely turns in completed assignments.completed assignments.

Lesson: When both value and success are Lesson: When both value and success are “negative,” motivation will almost always be “negative,” motivation will almost always be lacking.lacking.

So How Does It Work?So How Does It Work?

Example 4: ReadingExample 4: Reading Ernie thinks that reading is just about the best Ernie thinks that reading is just about the best

thing in the world (that is, he values it greatly).thing in the world (that is, he values it greatly). In addition, Ernie is a very good reader (that is, In addition, Ernie is a very good reader (that is,

reading comes easy to him and he is a reading comes easy to him and he is a “successful” reader).“successful” reader).

During free time at school or at home, Ernie is During free time at school or at home, Ernie is more likely to read a book than do anything more likely to read a book than do anything else.else.

Lesson: Value + Success = MOTIVATIONLesson: Value + Success = MOTIVATION

EXPECTANCY OF SUCCESS

VALUE LOW HIGH

HIGH ??? Motivation(Depends on strength of value)

Highest Motivation

LOW Lowest Motivation Low to Moderate Motivation

(Doing enough to get by)

Exploring ValueExploring Value The student values the thing itself The student values the thing itself

(intrinsic)(intrinsic) Bert studies science Bert studies science becausebecause he thinks science he thinks science

is importantis important The student values the rewards associated The student values the rewards associated

with the thing (extrinsic)with the thing (extrinsic) Bert studies science Bert studies science becausebecause he gets good he gets good

grades in sciencegrades in science The student values the thing because The student values the thing because

“valuable” others believe the thing to be “valuable” others believe the thing to be valuable (socio-emotional)valuable (socio-emotional) Bert studies science Bert studies science becausebecause his father is a his father is a

scientist and he wants to be like his fatherscientist and he wants to be like his father

Exploring Expectations of Exploring Expectations of SuccessSuccess

The best predictor of future success is past The best predictor of future success is past success. In other words, past success will success. In other words, past success will most likely lead to expectations of future most likely lead to expectations of future success. Conversely, past failure will most success. Conversely, past failure will most likely lead to expectations of future failure.likely lead to expectations of future failure.

Success, like beauty, is in the eye of the Success, like beauty, is in the eye of the beholder. It is NOT objective reality. beholder. It is NOT objective reality. Students must see themselves as successful. Students must see themselves as successful. If a student answers 10 incredibly easy If a student answers 10 incredibly easy questions correctly, he or she is not likely to questions correctly, he or she is not likely to perceive himself or herself as successful. A perceive himself or herself as successful. A certain amount of challenge is needed before certain amount of challenge is needed before a student is likely to see himself or herself as a student is likely to see himself or herself as successful.successful.

To Motivate the Unmotivated To Motivate the Unmotivated Then We Must Find Ways ofThen We Must Find Ways of

Increasing the value they attach to Increasing the value they attach to various aspects of schooling, AND various aspects of schooling, AND

Increasing their expectancies of Increasing their expectancies of success.success.

Five Ways of Increasing Five Ways of Increasing ValueValue

Establish personal, caring relationships Establish personal, caring relationships with students (social-emotional)with students (social-emotional) Talk with each student one-on-one for five Talk with each student one-on-one for five

minutes every month with an emphasis on minutes every month with an emphasis on listening to themlistening to them

Show students that you are human; for Show students that you are human; for example, make mistakes purposely and example, make mistakes purposely and have students catch them, and don’t be have students catch them, and don’t be afraid to say that you don’t know afraid to say that you don’t know something.something.

Five Ways of Increasing Five Ways of Increasing ValueValue

Incorporate student interests Incorporate student interests whenever possible, offering limited whenever possible, offering limited choices (intrinsic)choices (intrinsic) Use popular song lyrics to introduce a Use popular song lyrics to introduce a

unit on poetry; use familiar objects to unit on poetry; use familiar objects to introduce counting, adding, and introduce counting, adding, and multiplying.multiplying.

Give students a selection of five research Give students a selection of five research projects from which to choose.projects from which to choose.

Five Ways of Increasing Five Ways of Increasing ValueValue

Connect schooling with their out-of-Connect schooling with their out-of-school experiences (intrinsic)school experiences (intrinsic) Use cereal boxes to introduce a unit on Use cereal boxes to introduce a unit on

vitamins and minerals (or other vitamins and minerals (or other appropriate concepts).appropriate concepts).

In discussing a character in a story, ask In discussing a character in a story, ask students if they know someone who students if they know someone who reminds them of that character. reminds them of that character.

Five Ways of Increasing Five Ways of Increasing ValueValue

Arouse curiosity using mystery, Arouse curiosity using mystery, controversy, and contradictions controversy, and contradictions (intrinsic)(intrinsic) Use Crime Scene Investigation (CSI) Use Crime Scene Investigation (CSI)

materials in science.materials in science. Use mysteries to teach reading and ELA. Use mysteries to teach reading and ELA.

Five Ways of Increasing Five Ways of Increasing ValueValue

Give reward and recognition (extrinsic)Give reward and recognition (extrinsic) Strive for a goal of 4 positive comments to Strive for a goal of 4 positive comments to

1 negative comment for each student.1 negative comment for each student. Initially recognize and reward Initially recognize and reward

improvement, rather than some absolute improvement, rather than some absolute level of performance. Sometimes you can’t level of performance. Sometimes you can’t get there from here directly. get there from here directly.

Five Ways of Increasing Five Ways of Increasing SuccessSuccess

Provide challenging, yet attainable, Provide challenging, yet attainable, assignments assignments Use Vygotsky’s “zone-of-proximal Use Vygotsky’s “zone-of-proximal

development” as the basis for determining development” as the basis for determining appropriate assignments. This may require appropriate assignments. This may require that different assignments are given to that different assignments are given to different students.different students.

Provide encouragement and assistance to Provide encouragement and assistance to those who have struggled with assignments those who have struggled with assignments in the past. in the past.

Five Ways of Increasing Five Ways of Increasing SuccessSuccess

Establish clear and reasonable criteria Establish clear and reasonable criteria of success on assignmentsof success on assignments When assigning a worksheet or problem When assigning a worksheet or problem

set, establish set, establish X-in-a-row correctX-in-a-row correct as the as the criteria for completing it (e.g., 5 in a row, criteria for completing it (e.g., 5 in a row, 7 in a row, etc.).7 in a row, etc.).

On longer assignments, distribute rubrics On longer assignments, distribute rubrics and “model” papers or projects so help and “model” papers or projects so help students understand your expectations. students understand your expectations. Also, require students to hand in pieces of Also, require students to hand in pieces of the assignment or drafts of projects on a the assignment or drafts of projects on a regular basis.regular basis.

Five Ways of Increasing Five Ways of Increasing SuccessSuccess

Give corrective feedbackGive corrective feedback Have students correct errors and Have students correct errors and

misunderstanding when the occur so misunderstanding when the occur so they don’t accumulate and interfere they don’t accumulate and interfere with future learning.with future learning.

Provide clues to help students correct Provide clues to help students correct their errors and misunderstandings on their errors and misunderstandings on their own, rather than correcting them their own, rather than correcting them for them.for them.

Five Ways of Increasing Five Ways of Increasing SuccessSuccess

Provide “worked out” examplesProvide “worked out” examples When giving students a problem set, When giving students a problem set,

include a sheet on which a couple of include a sheet on which a couple of problems are worked out. This allows problems are worked out. This allows students to go back periodically and students to go back periodically and check how they’re doing. check how they’re doing.

Help students learn to use the textbook Help students learn to use the textbook as a resource or reference book. Move as a resource or reference book. Move away from having students read chapters away from having students read chapters as though they were reading fiction. as though they were reading fiction.

Five Ways of Increasing Five Ways of Increasing SuccessSuccess

Have students work with partnersHave students work with partners Have students correct each other’s Have students correct each other’s

papers as you give the correct answers. papers as you give the correct answers. Then, have them work together to Then, have them work together to correct errors on each paper.correct errors on each paper.

Have students engage in paired reading, Have students engage in paired reading, stopping periodically to ask and answer stopping periodically to ask and answer questions about the meaning of what questions about the meaning of what they read.they read.

Two Final ThoughtsTwo Final Thoughts

Even when students engage in Even when students engage in strategies that are ultimately self-strategies that are ultimately self-defeating (such as withholding effort, defeating (such as withholding effort, procrastination, cheating, and so on), procrastination, cheating, and so on), their goal is actually to protect their their goal is actually to protect their sense of self-worth. sense of self-worth.

Students must be helped to see the Students must be helped to see the connection between effort and connection between effort and accomplishment. Work harder, learn accomplishment. Work harder, learn more.more.