Motivation Theory

With Contributions

By

John Emerson

Classroom Atmosphere

Environment Interaction Motivation Theory Reinforcement Assertive Discipline

Classroom rules Consequences for violation

Lesson plan and debriefing

Components of a Lesson Plan

Lesson Objectives Anticipatory set Instruction Checking for understanding Guided or independent practice Closure Materials and equipment Evaluation or assessment

Strive for critical thinking – decision making

Develop Critical ThinkingBloom’s Taxonomy of Cognition

Knowledge: Must have information to think – teacher provides information

Comprehension: Must understand – restate or give example – TRI trice retention index

Application: Using information in new or unknown situation appropriately

Analysis: Take something apart to understand the parts

Synthesis: Take apart and put back together to create something new

Evaluation: Issues of judgmental nature

Reinforcement Theory Methods of changing behavior

Positive reinforcement

Positive reinforcer – anything the student needs or wants

Strengthens the desirable response making it more likely to reoccur

Positive reinforcer must immediately follow positive behavior or conscious attempt to change behavior

Reinforcement Theory Methods of changing behavior

Extinction

Completely eliminating behavior by withholding reinforcement

Ignore it and it will go away Students act out to get attention Negative attention is better than no attention When students don’t receive the desired

attention they change their apporach

Reinforcement Theory Methods of changing behaviorNegative Reinforcement

Negative reinforcer – anything unpleasant or undesirable to student

Weakens response it follows immediately Helps person remember what not to do If not used skillfully can reinforce undesirable

behavior – any attention is better than no attention

Can cause worse behavior – if this get that, more will increase what I get

Reinforcement Theory Methods of changing behavior

Schedule of reinforcement

Relationship between frequency of behavior and frequency of reinforcement

3 types Regular – reinforcer always follows behavior

to facilitate faster learning Intermittent – reinforcer follows behavior only

part of the time, not every time Occasional – reinforcer applied once-in-while

to maintain desired behavior

Reinforcement Theory Steps in Changing Behavior

Step 1

Identify for yourself undesirable behavior Identify for your student undesirable behavior Identify new behavior to replace the old

Reinforcement Theory Steps in Changing Behavior

Step 2

Decide what constitutes positive and negative reinforcement

Develop strategy to facilitate new behavior Determine how you will positively reinforce

new behavior

Reinforcement Theory Steps in Changing Behavior

Step 3

Assess strength of undesirable behavior Do you need to suppress it or extinquish it Determine negative reinforcement Remember – negative reinforcement should

only be strong enough to discourage undesirable behavior

Reinforcement Theory Steps in Changing Behavior

Step 4

Develop a strategy for student to practice desirable behavior

Determine a positive reinforcer Use positive reinforcer and a regular

schedule

Reinforcement Theory Steps in Changing Behavior

Step 5

When desirable behavior is more frequent than undesirable behavior remove negative reinforcement

Undesirable behavior received no reinforcement

Promote extinguishment of undesirable behavior

Reinforcement Theory Steps in Changing Behavior

Step 6

Change to intermittent positive reinforcement schedule

Helps desirable behavior become resistant to forgetting

Gradually increase interval between positive reinforcers

Reinforcement Theory Steps in Changing Behavior

Step 7

Student will occasionally back-slide into old behavior

Follow pattern of extinction and positive reinforcement to bring student back to desirable behavior

Observation Indicators

Appropriate

1. Enthusiasm

2. Busy at task

3. Meeting objective

4. Focused/paying attention

5. Participating/involved

6. Asks appropriate questions

7. Thoughtful responses

8. Statements likeI understand

I like this

Inappropriate

1. Boredom

2. Unnecessary activity

3. No meeting objective

4. Looking into space

5. Silence/no participation

6. Too many/inappropriate questions

7. Wild guesses

8. Statements likeI don’t get it

We already had this

Observation Indicators cont’

9. Working at a steady pace

10. Students grouped

11. Few discipline problems

12. Productive noise level

13. Student & teacher satisfaction

14. Honest effort

9. Slow progress with many questions

10. All doing same task

11. Frequent discipline issues

12. Uncontrolled noise level

13. Frustration and confusion with lesson

14. Possible cheating

Evidence of Monitory & Adjusting

Monitoring Teacher movement Regrouping students Pre & Post testing Self correction answers k Follow-up/practice Observe facial expressions Observe student work Expectation Environment Materials

Adjusting Use of AV equipment Repeat/modify directions Re-teach Shorten Level of expectation Pairing students Changing behavior Different time Teacher comments Adjust materials Enrichment Questioning levels Rewards available

Specific Suggestions

Level of Concern – tension

Assign practice papers of reasonable length – more practice does not necessarily make perfect

Active participation techniques when teaching new material or holding discussion so student are not allowed to be passive listeners

Watch for boredom and tiredness State expectations Emphasize importance of lesson

Specific Suggestions cont’

Feeling Tone – comfort

Call students by name Give students some decision making Be animated and enthusiastic Listen to legitimate complaints Pleasant room environment promotes

positive feeling tone

Specific Suggestions cont’

Interest

Guest speakers Field trips Change classroom arrangement & décor Alternate visuals – whiteboard, overhead,

charts, slide shows, etc. Move around the room Use real life examples

Specific Suggestions cont’

Success

Have students work with partners or groups State lesson objective and relate it to

students’ lives Provide adequate reinforcement before

testing Make first few test questions easy to promote

confidence

Specific Suggestions cont’

Knowledge of Results

Post answer keys when appropriate Short specific comments on papers Class monitoring techniques to ensure

comprehension (checking for understanding) Discuss and communicate with students Provide students with opportunity to give their

feedback

Specific Suggestions cont’

Reward

Write personal notes/cards to students when they are especially thoughtful or worked diligently

Occasionally offer free choice time Shorten or eliminate homework assignment Reward students with something they really want

or like when appropriate – ice cream or pizza party

Promote Critical Thinking

Compare and Contrast

Compare how things are similar and contrast how things are different simultaneously or at different points in time

Implies ability to organize information into defined categories

Promote Critical Thinking cont’

Central Issues or Problems

Ability to analyze for main idea – for example point of passage, argument, or political cartoon

Analyze for central issues in complex arguments

Implies ability to evaluate for major components such as reasons and conclusions

Promote Critical Thinking cont’

Distinguish Fact from Fiction

Ability to determine between observation and inference

Promote Critical Thinking cont’

Recognize Fallacy in Reasoning

Bias, emotional factors, propaganda, semantic slanting

Ability to analyze for partialities or prejudices in written or graphic materials

Ability to determine credibility of sources Gauge reliability, expertise, objectivity,

validity

Promote Critical Thinking cont’

Respect Different Value Orientations/Ideologies

Compare/contrast differences among value orientations and ideologies

Form values common to core American citizenship (1981 Framework)

Respect the right for others to form their own values

Promote Critical Thinking cont’

Evaluate for Relevant Information

Distinguish between verifiable and unverifiable Distinguish between relevant and non-relevant Distinguish between essential and incidental

information

Promote Critical Thinking cont’

Evaluate Adequacy of Data

Decide whether information is of sufficient quantity and quality to justify Conclusion Decision Generalization Plausible hypothesis

Promote Critical Thinking cont’

Evaluate for Consistence

Determine whether statements or symbols are consistent

Determine whether different points or issues have logical connections or agree with central issues

Promote Critical Thinking cont’

Formulate Appropriate Questions

Formulate provocative questions that lead to deeper and clearer understanding of issues

Delve below surface to deeper meanings and issues

Promote Critical Thinking cont’

Predicting Probable Consequences

Determine possible outcomes, ramifications, or results of a series of evens

Promote Critical Thinking cont’

Evaluate for Unstated Assumptions

Isolate what is taken for granted though not explicitly stated

Determine what is inferred Analyze conflicting messages

Students who think critically

Make better decisions