supporting an environment for student motivation · community increased engagement motivation...
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SUPPORTING AN ENVIRONMENT FOR STUDENT MOTIVATION
DEANNA DAVIS, PHDPRINCIPAL INSTRUCTOR, GTLP
PROFESSIONAL DEVELOPMENT INSTRUCTIONAL DESIGN SPECIALIST
OBJECTIVES
➤ Participants will be introduced to the influencing factors on
student motivation
➤ Participants will have a deeper understanding the ways that
instructors support student motivation
LEARNING OUTCOMES
➤ Discuss the factors that influence student motivation
➤ Explain 3 approaches to learning: mastery,
performance, strategic
➤ Discuss strategies instructors can use to support
student motivation
➤ Course design
➤ Teaching and learning strategies
2004-2006 Augustana Campus, UA
2007-2015 Department of Music, UA
2014-2015 FGSR Contract Instructor
2015—FGSR Instructional Designer
2017—Acting Director of Professional Development
Teaching:
Medieval-Renaissance Music
Baroque-Classical Music
19th-20th C. Music
Popular Music
Advanced Popular Music
Pedagogy and Course Design
(GTL3)
Teaching and Learning (GTL4
Facilitator)
WHO AM I
WHO ARE YOU?
WHY ARE YOU HERE?
INTRODUCE YOURSELF TO THE
PERSON ON EITHER SIDE OF YOU
“Why are we talking about this
anyway?!”
~Anonymous GTL Level 1 Participant who
wants to get on with it!
WHY SPEND TIME GETTING TO
KNOW EACH OTHER?
COMMUNITYIncreased
➤ Engagement
➤ Motivation
➤ Culture for Feedback
➤ Collaboration
➤ Meeting students’ needs
➤ Emotional safety
influences learning
Decreased
➤ Student/instructor isolation
➤ Student/instructor frustration
➤ Student aggression
➤ Cheating
➤ Anonymity
Learning is a deeply social process.
Jason Barr, “Developing a Positive Classroom Climate, IDEA Paper #61, October 2016,
https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_61.
pdf, Accessed 27 August 2018
Josh Cuevas, “Brain-Based Learning, Myth vs. Reality: Testing Learning Styles & Dual Coding,” Science-
Based Medicine October 12, 2014, Accessed September 1, 2015,
Sara Bernard, “Neuro Myths: Separating Fact & Fiction in Brain-Based ” Edutopia, December 10, 2010,
Accessed September 1, 2015, http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting
https://www.teachervision.com/blog/morning-announcements/importance-building-community-classroom
TEACHINGMATTERS
What legacy do you want to leave
http://standingstrongwellness.com/2015/07/09/motivation-a-tool-in-your-wellness-toolbox/
What conditions help you feel motivated to learn?
Write [1 minute], Pair, Share (3 minutes)
13
14
Motivation
Movere (to move) = process whereby goal-directed
activity is instigated and sustained
Why do students set and sustain goals?
Image: https://exercisephysiologist.wordpress.com/2012/04/13/environmental-influence-during-the-boston-marathon-from-2000-2011/
“People with high assurance in their
capabilities approach difficult tasks as
challenges to be mastered rather than
as threats to be avoided.”
~ Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior
(Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of
mental health. San Diego: Academic Press, 1998).
THE IDEAL SELF | ALBERT BANDURA
Our view of our ideal self influences:
➤ Where we want to be;
➤ Who we want to be
➤ Influences the goals we
➤ Set
➤ Value
➤ Continue to work at Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University
http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
Image: http://xponents.com/2012/11/20/identifying-ideal-self-the-first-step-on-the-path-toward-a-successful-adult-learning-
strategy/
SELF-EFFICACY
Who students think they are affects what they want to be.
~Alberta Bandura
SELF EFFICACY | ALBERT BANDURA
Influencing Factors
• Past performance outcomes
• Vicarious experience (models)
• Verbal persuasion
• Emotional state
• Personal history
Jenifer Husman, Thinking About Motivation, Psychology in Education, Arizona State University
http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
Image: https://www.hopespeak.com/blog/9-reasons-why-students-must-develop-habit-of-goal-setting/
The discrepancy between
who students are and
who they want to be can
be motivating or
devastating.
BELIEFS ABOUT ABILITY
• Incremental= ability changes over time
• Entity= ability is set at birth
• Beliefs about ability impact goal orientations
• Incremental=Mastery student
• Entity= Performance student
LEARNING OUTCOMES
➤Discuss the factors that influence student
motivation
➤Explain 3 approaches to learning: mastery,
performance, strategic
➤Discuss strategies instructors can use to support
student motivation
➤Course design
➤Teaching and learning strategies
21
Deep
(Mastery)
Approaches to Learning
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.
Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge
reproducing
orientation
meaning
orientation
• Intrinsic motivation
• Personal experiences
• Relates prior & new knowledge
• Bigger picture
• Analysis, evaluation, interpretation
• Extrinsic motivation
• Memorization without reflection
• Learning as “boring”
• Looks for what the “teachers
wants”
Surface
(Performance)
INTRINSIC
MOTIVATION
• Primarily concerned with
deep learning/mastering
• Failure = areas for
improvement (motivating)
• Approach:
• Deep
• Autonomous
• Intrinsic
Mastery Orientation
Jenifer Husman, Thinking About Motivation, Psychology in Education, Arizona State University
http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41.
EXTRINSIC MOTIVATION
• Performance orientation
• Primarily concerned outside factors (grades,
punishment, etc.)
• Failure = something about their ability to do the
task
• Approach
• Strategic
• Surface
• Extrinsic
Ken Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlBain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41Image: https://instrinsicandextrinsicmotivation.wordpress.com/category/uncategorized/Image: http://thebettermanprojects.com/2015/03/17/what-is-extrinsic-motivation/, Accessed 27, 2018
Achieving Orientation
• Will do what is
necessary to get
highest grade
• Flexible approach to
learning
• Deep or surface
approach as
necessary
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open
University Press.
Ramsden, P. (2003). Learning to Teach in Higher Education, 2nd Ed. New York: Routledge
Felder and Brent (2005). “Understanding Student Differences.” Journal of Engineering Education
94/1, 57-72.
Image: http://www.hscompanies.com/services/strategic-planning/
STRATEGIC
ORIENTATION
CASE STUDY
In groups of 4
Examine the syllabus
➤ Which factors encourage mastery/intrinsic motivation
(and why)
➤ Which factors encourage performance/extrinsic
motivation (and why)
Make note of your observations
Choose a representative to share the group’s thoughts.
How does course design impact motivation?
LEARNING OUTCOMES
➤Discuss the factors that influence student
motivation
➤Explain 3 approaches to learning: mastery,
performance, strategic
➤Discuss strategies instructors can use to
support student motivation
➤Designing significant learning experiences
➤Course design and lesson planning
➤Active learning
Creating significant learning experiences
is about designing learning experiences not simply delivering content.
The opportunity to engage in significant learning
experiences influences student motivation.
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
➤ Assesses higher thinking
➤ Provides feedback on
➤ Misconceptions
➤ Strengths/areas for improvement
➤ Connects topics, courses, disciplines
➤ Employs active learning
Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences
(PNAS) 111:8410–8415.
Graphs taken from: Weiman, C.E., (2014) Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of
Sciences (PNAS), 111 (23), 8319-8320.
Examined 2 questions
➤ Does active learning boost examination
scores?
➤ Does it lower failure rates?
➤ Traditional lecturing students 1.5
times more likely to fail than students
in active learning classes
➤ Average examination scores improved
by 6% in active learning sessions
“Active learning increases student performance in science, engineering, & mathematics”
PASSIVE LEARNING➤ Students are empty vessels/sponges to be filled
➤ Students record and absorb knowledge
➤ Instructor as holder of knowledge (expert)
ACTIVE LEARNING➤Students restructure new info and prior knowledge into
new knowledge
➤Students practice using knowledge
➤Coach/facilitate
“Active learning “involves
students in doing things and
thinking about what they are
doing.”
~Boswell, Charles and James Eison (1991) Active Learning:
Creating Excitement in the Classroom, 2
• Activities that students do to construct
knowledge and understanding
• Require students to do higher order
thinking
• Involve metacognition—students’ thinking
about their own learning—is an important
element, providing the link between activity
and learning.
ACTIVE LEARNING
~Cynthia Brame Active Learning, https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Active-
Learning.pdf, Accessed 27 August 2018
ACTIVE LEARNING BARRIERS
➤ “I do have to lecture. What else can you do in these
large classes?”
➤ “I can’t get the content covered if I don’t lecture.”
➤ “Students want me to lecture.”
➤ “Students don’t bother to learn anything.”
➤ “Students don’t have the critical thinking skills to
participate.”
~Maryellen Weimer, “More Evidence that Active Learning Works,”
Faculty Focus, 3 June 2015
Image: https://goo.gl/images/ak0dI5
SPEED NETWORKING
Discuss the 1 of the common arguments instructors
give for not including active learning in their
courses.
Getting you started:
➤ Do you agree/disagree with the statement? Why?
➤ What assumptions about teaching and learning
does the statement reveal?
Speed Networking | Instructions
➤ Stand up, and move to another area of the room.
➤ Find a partner. Introduce yourself.
➤ Discuss ONE of the barriers 2 minutes.
➤ When you hear the signal, find a new partner.
➤ Repeat.
“Teachers may cover the content, but if
that doesn’t promote learning, does it
really matter that it’s been covered? . .
And since when did education
become governed by what learners
may think they need or want?”
~ Maryellen Weimer, “More Evidence that Active Learning Works,” The Teaching Professor Blog, Faculty Focus, 3 June 2015
SOME THEORY
➤ Memory is affected by
how deeply new info
processed
➤ Learning elaborated by:
➤ Thinking about
relationships
➤ Explaining
➤ Summarizing
➤ Questioning
Image: http://daniel-venezuela.blogspot.ca/2014/06/can-we-get-grand-
unified-theory-of.html, Accessed 27, August 2018
https://teaching.berkeley.edu/resources/learn/memory-and-recall
38
Passive Learning and the
“OVERCONFIDENCE BIAS”Dunning-Kruger Effect
Pete Walkins, “Everybody with Me?” and Other Not-so-useful Questions, Faculty Focus, 26 February 2018, https://www.facultyfocus.com/articles/teaching-and-
learning/bad-questions-prompts/,
Image: http://takingcareofmyownbusiness.com/2014/07/09/overconfidence/, Accessed 27 August 2018
WHY ACTIVE
LEARNING?
• Provides students opportunities
to:
• Think, talk about, process
material
• Create personal connections
to material
• Practice skills for
homework/exams!!
• Build self-esteem/confidence
• Creates classroom community
• Get more students talking!
http://cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html
Image: http://www.digitalcounterrevolution.co.uk/2015/active-learning-
reconsidered/, Accessed 13 March 2018
ACTIVE LEARNING PITFALLS
➤ Diving into activity with no explanation
➤ Starting too big (hint: start small and build)
➤ Expecting all students to eagerly develop groups
➤ Not doing it consistently
➤ Programming trivial activities
➤ Activities that are too long (hint: chunk activities)
➤ Predictability
➤ Little variation in activity types
➤ Predicable post-mortem following activity
Common Active Learning Mistakes, Tomorrow’s Professor, Stanford https://tomprof.stanford.edu/posting/1491
LEARNING OUTCOMES
➤Discuss the factors that influence student
motivation
➤Explain 3 approaches to learning: mastery,
performance, strategic
➤Discuss strategies instructors can use to
support student motivation
➤Active learning
➤Designing significant learning experiences
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
➤ Content tyranny
➤ Topics as short discrete units
➤ Assesses
➤ Content immediately, never to return
➤ Fails to connect units, courses, disciplines
➤ Factual recall
➤ Without feedback
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.
Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge
University of Calgary Course Design Workshop Manual 2013
Image: http://www.imgmob.net/water-surface.html
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
➤ Demonstrates instructor’s commitment to, and passion
for, subjective
➤ Clear/transparent expectations
➤ Transparency in teaching methods
➤ High expectations
➤ Student choice
➤ Responds to student interest
DESIGNING SIGNIFICANT LEARNING EXPERIENCES
➤ Points to transferable skills
➤ Connects material with real world applications
➤ Clear/transparent expectations
➤ Examples, anecdotes, stories
➤ Shares strategies for dealing with material
➤ Establishes a sense of community and belonging
➤ Uses immediacy behaviours
ACTIVE LEARNING RESOURCES
➤ Angelo and Cross, Classroom assessment techniques (CATS)
➤ https://valenciacollege.edu/faculty/development/centers/documents/ClassroomAssess
mentTechniquesPrimerandWebsite.pdf
➤ http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf
➤ https://cft.vanderbilt.edu//cft/guides-sub-pages/cats/
➤ Active Learning Ideas
➤ https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-
tips/developing-assignments/assignment-design/active-learning-activities
➤ http://www.ion.uillinois.edu/resources/otai/
➤ https://ctl.byu.edu/active-learning-ideas
➤ Common Active Learning Mistakes, Tomorrow’s Professor, Stanford
https://tomprof.stanford.edu/posting/1491
WHAT ARE YOUR QUESTIONS?
DEANNA DAVIS, PHDPRINCIPAL INSTRUCTOR, GTLP
PROFESSIONAL DEVELOPMENT INSTRUCTIONAL DESIGN SPECIALIST