chapter 12: motivating students - corwin...effective instructional strategies chapter 12: motivating...

Chapter 12: Motivating Students

Effective Instructional Strategies Chapter 12: Motivating Students

Chapter 12 Objectives

After completing chapter 12, students should be able to do the After completing chapter 12, students should be able to do the following:following:

1. Describe the concept of motivation from the cognitive, stimulation, and reinforcement points of view, as well as explain the interrelationship between the three viewpoints.

2. Identify examples of intrinsic and extrinsic motivation.3. Discuss student attitudes and needs and their motivational effect on

learning.4. Explain the possible effects of stimulus variation on learning as well as

techniques for varying the stimuli in the teaching-learning environment.

5. Define reinforcement and describe the different types of classroom reinforcement.


Chapter 12 Objectives—Continued

6. Differentiate between the concepts of positive and negative reinforcement.

7. Identify and discuss three techniques that can be used in providing feedback to students.

8. Describe the characteristics of reward-mechanism systems and explain the advantages associated with their use.

9. Describe common ways of identifying viable reinforcers for use with students.

10. Describe contingency contracts and their appropriate classroom use.


Intrinsic Versus Extrinsic Motivation

•• Motivation: Motivation: − Behavior that is Energized, Directed and

Sustained.

•• Two Types of Motivation:Two Types of Motivation:1. Intrinsic: Cognitive Approach to Motivation.2. Extrinsic: Reinforcement Approach to Motivation.


Intrinsic Versus Extrinsic Motivation—Continued

Extrinsic/Reinforcement

Intrinsic/Cognitive

1. Internal

2. Learner Brings to the Situation

3. Essential

1 External

2. Environmental Factors

3. Artificial

•Motivation

•Behavior


Intrinsic Versus Extrinsic Motivation—Continued

• Current Research Favors Establishing a Classroom Climate that Fosters an Intrinsic Motivation/ Desire to Learn.

•• Stimulation Approach to MotivationStimulation Approach to Motivation− Extrinsic and Intrinsic Motives are Interrelated and will Interact. − Extrinsic/Environment Factors can be Used in Influencing

Intrinsic/Internal Factors. • How Cognitive and Reinforcement Motivation Relate to Other

Motivation Approaches −− Cognitive ApproachCognitive Approach to Motivation is Similar to Intrinsic Motivation

because it is Concerned with Students’ Internal Thoughts and Beliefs and their Interaction with Motivation.

−− Reinforcement ApproachReinforcement Approach to Motivation is Similar to Extrinsic Motivation Because It Relies on External Conditions.


Motivational Interactions


The Cognitive Approach to Motivation

•• Overview:Overview:− Internal Perspective on Motivation.− Self-Motivated/Self-Directed.− Thoughts Guide Behavior.−Beliefs of Achievement and Success Drive the

Behavior.− Stresses Goal Setting, Planning, and Monitoring

Progress toward a Goal. −Can Control the Environment.


Cognitive Approach to Motivation—Continued

The Next Several Slides Will Deal with the Following Elements of the Cognitive Approach Cognitive Approach to Motivation: to Motivation:

− Students’ Attitude Toward Learning and Its Impact on Motivation.

− Student Needs Using Maslow’s Hierarchy of Needsand Its Impact on Motivation.

−Natural Motives of Students and Its Impact on Motivation.


The Cognitive Approach to Motivation—Continued

•• StudentsStudents’’ Attitude: Attitude: − Predetermined Attitudes/Mind Sets Toward School/Life are Based on

Prior Experiences. •• TeacherTeacher’’s Job Change Negative Attitudes Toward School:s Job Change Negative Attitudes Toward School:

− Entice Students w/Innovative Instructional Practices.− Demonstrating School is Worthwhile—Utilize Guest Speakers

w/High Status to Speak to Students.− Content Must be Relevant and Connect to Students’ Interests.− Involve Students in their Own Learning and Stimulate their Interests. − Provide for Choice and Input. − Teach w/Passion and Enthusiasm.


Maslow’s Needs Hierarchy

1. Survival

2. Safety

3. Belonging

4. Self-Esteem

5. Intellectual Achievement

6. Aesthetic Application

7. Self-Actualization

Deficiency NeedsLow

Being NeedsHigh

Student Cognitive Needs and Motivation


Maslow’s Needs Hierarchy and Motivation in the Classroom

The Maslow

School

1. Students’ Desire to Fulfill Fulfill Lower-Level Needs Might Interfere w/Achievement in Academic Subjects.

• Students Might Break Rules to Maintain Self-Esteem within a Group.

2. Teachers Should Create an Environment that is NurturingNurturing and Safe Safe so that Students Feel Secure to Share Opinions and Ideals.

3. Students Should Feel that their Teachers CareCare for them and have High High ExpectationsExpectations——this will Motivate them Achieve and Take Risks.

4.4. Differentiate InstructionDifferentiate Instruction so that All Children Experience Success.


Natural Motives and the Cognitive Approach to Motivation

• Teachers Should Harness/UtilizeHarness/Utilize the Following Student Natural Motives to Increase Motivation:

− Curiosity.− Stimulated by Suspense.− Desire for Action, Adventure, and Interesting Experiences.

− Games, Puzzles, and Simulations. • Select Activities Enable Students to Pursue Individual

Interests and Desires. • Provide Incentives:Incentives: Honor Roll, Student of Week/Month,

Mention the Accomplishments and Extra Time for Special Activity—Computer Time.


The Stimulation Approach to Motivation

• The Next Several Slides Will Deal with the Following Elements of the Stimulation Stimulation Approach to Motivation: Approach to Motivation:

−Classroom Atmosphere. −Modeling. − Stimulating Interest.− Stimulus Variation. − Set Induction.−Motivational Methods/Techniques.


The Stimulation Approach to Motivation—Continued

1.1. Classroom Atmosphere Affects Motivation:Classroom Atmosphere Affects Motivation:− Attractive and Colorfully Decorated Classroom− Compelling Bulletin Boards and Displays.− Provide Students w/the Opportunity to Help

Decorate the Room—Perhaps their Own Bulletin Board.

− Seating Arrangement can Help Create Group Cohesiveness and Belonging.

− Allow Students Occasionally to Rearrange their Own Seating.



2.2. Modeling Affects Motivation: Modeling Affects Motivation: − Individuals with StatusStatus—People who Children Admire—

Demonstrate with Actions the Values and Behaviors that Are Needed to Succeed.

− Subtle Suggestions through NonverbalNonverbal Body Language are Effective.

−− Role PlayRole Play Parts of the Lives of Admired People in the Classroom—this Might Help Students Develop Related Interests.

− Utilize RespectedRespected Students as Role Models.−− Enthusiastic, PassionateEnthusiastic, Passionate Teachers can Affect both

Achievement and Motivation.



3.3. Stimulating Interest Affects Motivation:Stimulating Interest Affects Motivation:− Environment Rich in Stimuli.− Active Engagement in Learning.− Enthusiastic and Passionate Teacher. − Utilize Stimulus Variation:

− Gestures.− Focusing Strategies.− Varied Interaction Styles.− Shifts in Sensory Channels. − Movement.



How Stimulus Variation Can Increase Motivation How Stimulus Variation Can Increase Motivation

1. Gestures • Capture Capture and Focus Attention.Focus Attention.

− Tap on Desk.− Shift in Body Position.− Nod of the Head.

2. Focusing • Directs Students’ Attention to the Lesson Using a Verbal Statement. Verbal Statement. • Gesture and Verbal Statements TogetherTogether are Effective for Focusing Attention.

3. Interacting Styles • Teacher-Group/Whole Class. • Teacher-Student.• Student-Student. • Student-Group.



How Stimulus Variation Can Increase Motivation How Stimulus Variation Can Increase Motivation

4. Shifting Sensory Channels

• Oral.• Touching.• Tasting.• Smelling. • Hearing.

5. Movement • Move Left/to the Right in the Classroom.• Move to the Back/to the Front in the Classroom.• Move among the Students.



4.4. Set Induction Affects Motivation: Set Induction Affects Motivation: − Establish a CognitiveCognitive Set. − Get the AttentionAttention of Students at the OutsetOutset of the Lesson.

•• TechniquesTechniques for Establishing Cognitive Set—it’s an Art:− Silence. − Interesting Topic.− Gestures.− Teacher Movement. − Suspense.− Models.− Pictures. − Simple Story Related to Topic.



1. Involve. 7. Caring Teachers.

2. Vary Teaching Methods. 8. Set Realistic Expectations.

3. Utilize Self-Directed Learning. 9. Establish Early Opportunities for Success.

4. Input from Students. 10. Accountability for Students.

5. Pose Questions, Problem Solving and Utilize Writing/Designing/Crafting.

11. Focus on Improvement and Effort.

6. Pause and Humor. 12. Equal Treatment for Students and Set Realistic High Expectations.

5. Motivational Methods/Techniques for Teachers


The Reinforcement Approach to Motivation

•• Reinforcement Reinforcement − Rewarding of DesiredDesired Actions—a Payoff. − Actions that InduceInduce Pleasure will be Repeated.

NegativeReinforcement

Positive Reinforcement

Something of Value is PresentedPresentedbecause of a Student Action

Aversive Stimulus Removed Removed w/ Student in Control

Influence Behavior


The Reinforcement Approach to Motivation—Continued

The Next Several Slides Will Deal with the Following Elements of the Reinforcement. Reinforcement. Approach to Motivation: Approach to Motivation:

−Reinforcement Techniques.−Vicarious Motivation.− Stimulating Interest. − Set Induction.−Motivational Methods/Techniques.


1.1. Reinforcement Techniques: Reinforcement Techniques: − Teacher Approval—Verbal/Nonverbal.− Observation of Others—Vicarious Reinforcement.− Knowledge of Results—Immediate Feedback after

a Test/Project.− Reward Mechanisms—Tokens, Stars, Points/Stars− Genuine Praise. − Differentially Reinforce Acceptable Parts of a

Student Action/Attempt.




2.2. Vicarious Motivation: Vicarious Motivation: − Seeing Other Students Being Reinforced for their Action Can

Motivate Others. − First Student Serves as a Model for the Desired Behaviors. − Premack Principle—Something Desirable is Made Contingent on

Doing Something Less Desirable. − “As soon as you finish your work, you may go outside.”

− Punishers/Consequences Weaken Behavior. − Presentation Punishment—use of Unpleasant

Consequences/Aversive Stimuli—Demerits, Extra Work.− Removal Punishment—withdrawal of Pleasant Stimulus

after a Behavior—Take Away Privileges, Time-Out.



3.3. Feedback as Motivator: Feedback as Motivator: − Techniques for Feedback are:

− Praise—Genuine and Affect Students’Self-Esteem.

− Disclosure of Results—Motivates Some Students because it Communicates the Correctness of Responses.

− Tests/Grades—Motivates Only Top Students therefore Not Wise to Use Grades as a Primary Source of Motivation.



4.4. Reward Mechanisms: Reward Mechanisms: − Agreement That Stipulates that Students Can Earn Rewards

for Displaying Certain Types of Behavior. −− Examples:Examples: Tokens, Points, Stars/Checks.− Accumulated Rewards Can Yield More Desirable

Awards—No Homework, More Computer Time. − Students Are Not Overlooked from Receiving Rewards. − Survey Students to Identify the Items that Could be Used as

Reinforcers.



5.5. Contingency Contracts:Contingency Contracts:− Formal, Written Agreement Between a Teacher

and Student.− Specifies Exactly what Student Must Do to Earn a

Privilege/Reward.− Effective when Written by Teacher and Student in

a Negotiating Process. − Use Realistic Expectations. − Contracts can be Changed—But a Built-in Penalty

Should be Used.


Sample Contract


Reinforcement Approach to Motivation


Reflection

Based on your reading of this Chapter, if you were this Teacher, how would you respond to this Student?

Based on your reading of this Chapter, if you were this Teacher, how would you respond to this Student?

chapter 12: motivating students - corwin...effective instructional strategies chapter 12: motivating...

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