symp fall-2013-inspiring
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Whether we are tasked with educating our very own .... or notTRANSCRIPT
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Inspiring Students’ Motivation to Learn
Robin PappasCenter for Teaching and Learning
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Pre-Assessment: Habits of Mind
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Introductions and Overview
How did the difference in your motivation impact your learning?
What made the difference in inspiring (or diminishing) your motivation to learn?
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Motivation
There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation. (Terrel Bell, U.S. Secretary of Education, 1981-85)
One thing that is most certain about the past as well as the future is the importance of motivation in the practice of education. (Maehr and Meyer, 1997)
Motivation as an outcome is important to all students in the classroom all the time.(Ames, 1990)
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Motivation: Definition
Personal investment an individual has in reaching a desired state or outcome
• Focuses on behaviors, not innate or fixed characteristics • Attends to processes and causes• Investment metaphor suggests all persons possess resources • May be seen in action taken and affect expressed
Maehr and Meyer, 1997.
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Motivation: 2 Central Concepts and Their Context
Values
Expectancies
WGAD?!?
GOALS
Will it work out? Can I really do it?
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Goals
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Performance Goals versus Learning Goals
Elliot, 1999; Elliot and McGregor, 2001; Valle et al., 2003; Ford, 1992
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Expectancies
• Outcome Expectancies: specific actions will bring about a desired outcome (Carver and Scheier, 1998)
• Efficacy Expectancies: one is capable of identifying, organizing, initiating, and executing a course of action that will bring about a desired outcome (Bandura, 1997)
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Attributions and Expectancy
Habits of Mind pre-assessment
• Stable (but not fixed)• Controllable (via own behaviors)• Temporary, i.e., subject to learner behavior
Ames, 1990; Dweck and Leggett, 1988
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Environment
Less supportive More supportive
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Environment and Motivation
Environment is NOT SUPPORTIVE
Environment is SUPPORTIVE
DON’T SEE Value
SEE Value DON’T SEE Value
SEE Value
Student’s efficacy is…
LOW
HIGH
Rejecting Hopeless Rejecting Fragile
Motivated
EvadingDefiantEvading
Adapted from Ambrose et al., How Learning Works, 2010.
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To Establish Value
• Connect material to students’ interests• Provide authentic, real-world tasks• Show relevance between content and students’ current
academic lives• Demonstrate relevance of higher-level skills to students’
professional lives• Identify and reward what you value (syllabus, class
discussion/lecture, feedback, modeling, assessments aligned to course objectives)
• Show your own passion and enthusiasm for the discipline
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To Build Positive Expectancies
• Ensure alignment of learning objectives, assessments, and instructional strategies
• Identify appropriate level of challenge• Create assessments that provide an appropriate level of
challenge• Provide early success opportunities• Articulate expectations: desired learning for the course and
what students are expected to do to demonstrate that learning• Provide rubrics• Describe effective study strategies
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To Build Value and Expectancy
• Provide flexibility and control
• Give students opportunities to reflect
• Attend explicitly to course climate
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Course Climate
• Intellectual• Social• Emotional• Physical
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Course Climate
CentralizingMarginalizing
Explicit ExplicitImplicit Implicit
De Surra and Church, 1994
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Course Climate—Content
CentralizingMarginalizing
Explicit ExplicitImplicit Implicit
Exclusive Curriculum Exceptional Outsider Transformed Curriculum
De Surra and Church, 1994; Marchesani and Adams, 1992
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Establishing and Maintaining Supportive Course Climate
• Work across cultures and use examples, etc., to relate to people from diverse backgrounds and statuses
• Establish ground rules for interaction
• Use syllabus and first day of class to set tone for climate
• Set up processes to get feedback on climate
Ambrose et al., 2010; Ames, 1990
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