1. MOTIVATING THE UNMOTIVATED Switching on the turned off.
2. STARTER ACTIVITY Working with the teachers at your table,
discuss your answers to these questions. What do you believe to be
the most important things in the lives of the pupils that you
teach? What have you observed as being motivational to pupils? (5
MINS)
3. DISCUSSION: DID YOU GROUP COME UP WITH ANSWERS LIKE THESE?
Whats important? Friends Lunch Socializing Sports How they look in
front of their peers Extracurricular activities What motivates? Fun
activities Competition Being with friends If the subject is
interesting If the topic is relevant Getting good grades
4. LEARNING ABOUT LEARNING Humans are a unique creation. Each
pupil has a mind that can think, learn, reason, and solve problems.
Cognitive theory, currently the primary perspective used to
describe and explain human learning, recognizes the importance of
the processes used by the brain to learn.
5. ASSUMPTIONS OF COGNITIVE THEORY Some learning processes are
unique to humans. Individuals are actively involved in the learning
process by controlling their learning. Learning involves an
internal, mental change. Knowledge is organised by association and
interconnectedness. New knowledge is related to previously learned
information. Inferences about mental processes can be drawn by
observing a pupils behavior.
6. IMPLICATIONS OF COGNITIVE THEORY Learning is a function of
how information is processed. Therefore, we as teachers should be
concerned with pupils cognitive processes. We need to be aware not
only of what pupils are learning, but how pupils are learning.
Piaget and Vygotsky determined that kids develop more complex
reasoning processes over time. Therefore, when planning units of
study and lesson plans, we must consider the pupils current
cognitive level of functioning.
7. IMPLICATIONS OF COGNITIVE THEORY, CONTINUED As people learn,
they mentally organise new information. Therefore, it is important
to present material in an organised fashion. Learning is more
likely to occur when people associate new material with previously
learned material. Therefore, we must help pupils relate new
information to old information. Pupils control their own learning
by being mentally involved in the classroom. Therefore, we need to
monitor pupils to ensure they are paying attention, thinking, and
processing.
8. Y DO YOU work out? go shopping? read a novel? watch a movie?
cook dinner for your family? keep a blog? go travelling?
9. WHAT MOTIVATES PEOPLE TO ENGAGE IN AN ACTIVITY? People
engage in activities because they are enjoyable and/or
rewarding.
10. DEFINITION OF MOTIVATION Motivation is an internal state
that arouses us to action pushes us in particular directions keeps
us engaged in certain activities THEREFORE Motivation determines to
what extent a pupil will actually learn.
11. IMPORTANCE OF MOTIVATION Pupils will always be motivated by
something. It is our responsibility to determine WHAT motivates
pupils.
12. A WEE QUESTION FOR YOU: Imagine: a motivated pupil is
walking into your class. Describe them. (2MINS)
13. IF A PUPIL IS MOTIVATED TO LEARN, THEY WILL engage in an
activity with greater energy and activity. set goals for
themselves. increase time on task by initiating work and by
persisting despite difficulty and interruptions. be cognitively
engaged, i.e. actually thinking about whats being taught.
14. EXTRINSIC & INTRINSIC MOTIVATIONExtrinsic motivation
occurs when the source for motivation comes from outside the person
and task. (desire for rewards, fear of punishment, need for
positive recognition, etc.) Intrinsic motivation occurs when the
source of motivation comes from within the individual and task. The
individual sees the task as enjoyable and worthwhile. Group work:
With the people sitting at your table, make a list of both
extrinsic and intrinsic motivation that occurs in school.
(5mins)
15. BOTH CAN BE EFFECTIVE, BUT
16. INTRINSIC MOTIVATION IS MORE BENEFICIAL THAN EXTRINSIC
MOTIVATION TO PROMOTE LEARNING. Pupils who are intrinsically
motivated are more likely to: Begin a task on their own Pay
attention Learn material in a meaningful way Show creativity Be
persistent despite failures Enjoy the activity Evaluate their own
progress Achieve at high levels
17. THE BAD NEWS FOR SECONDARY SCHOOL TEACHERS Although most
pupils start school with a high level of intrinsic motivation to
learn, they tend to lose this motivation as they get older.
18. SO HOW CAN WE PROMOTE INTRINSIC MOTIVATION? Relate units of
study to the students lives. How are the effects of the tsunami in
2004 similar to the destruction caused by Mount Vesuvius in 79
A.D.? How would you have reacted if your mother embarrassed you in
front of your peers like this character did? Talk about intrinsic
motives. You must be proud of yourself for getting a A in that
test. Im glad you enjoy doing this experiment. Its important you
understand how to reduce fractions. You use this when you.. Pursue
and discuss your own individual interests. I really enjoyed the
Australian Open; it makes me want to get out on the tennis
court!
19. GROUP WORK WITH YOUR DEPARTMENT Thinking of your
department, come up with a list of ways to promote intrinsic
motivation among your pupils. Make your methods specific to your
subject matter. Again, the 3 ways to encourage this are: Relate
subject to pupils lives Talk about intrinsic motives Pursue and
discuss your own interests (5mins)
20. WORK WITH YOUR GROUP Now that you have come up with some
ways to encourage intrinsic motivation within your subject matter,
you are going to be working with your group. Make a list of ways to
intrinsically encourage students to excel. Some people in your
group may teach the same pupils; think of specific methods for
individual students who might need more encouragement than others.
(5mins)
21. DISCUSSION: What do you feel is the most important need for
pupils?
22. Maslows Hierarchy of Needs Need for Competence and
Self-worth Need for Relatedness Need for Affiliation Need for
Approval Need for Achievement
23. 1. IMPLICATIONS FOR MASLOWS HIERARCHY OF NEEDS Safety:
Students need to be aware of classroom expectations and to have
routines established. Love and belongingness: Pupils need to feel
as though they are part of a group. Esteem: In order to be
respected, a pupil may act in ways that will bolster his image in
front of peers. Conversely, some students exhibit low self-esteem.
Self- actualization Esteem Love and belongingness Safety
Physiological
24. 2. NEED FOR COMPETENCE AND SELF-WORTH Robert White (1959)
suggested that humans have a basic need for competence, a belief
that they can deal effectively with their environment.
(Ormrod,2004) Martin Covington (1992) suggested that self-worth
(defending ones competency) is a primary need for humans. This can
be done by Consistently succeeding Avoiding failure Setting low
expectations Refusing to participate in an activity or to complete
an assignment Making excuses Cheating Procrastinating We witness
these behaviours on a daily basis, dont we?
25. GROUP ACTIVITY Brainstorm with the people at your table.
Can you come up with 10 ways to meet pupils basic needs, as well as
their needs for competence and self-worth? Be as specific as
possible.
26. ADDRESSING THE NEEDS DESCRIBED BY MASLOW & THE NEED FOR
COMPETENCE & SELF- WORTH Allow pupils to take toilet breaks.
Allow students to drink water in the classroom. Refer sick or
troubled pupils. Change classroom activities frequently. Encourage
pupils to ask questions. Acknowledge pupils achievements. Have an
orderly classroom. Have pupils follow the classroom/school code
rigorously.. Be consistent in dealing with students. Clearly define
expectations.
27. 3. NEED FOR RELATEDNESS Pupils want to be connected
socially to others. They feel this leads to love and respect. It
might be manifested in the following ways: Using social media
rather than working on school tasks. Trying to look popular, smart,
cool, athletic, etc. Showing concern and helping others
28. 4. NEED FOR AFFILIATION Need for affiliation describes
pupils who desire friendly relationships. Some pupils have a high
need for affiliation, whereas others have a low need. Pupils with a
high need for affiliation might: Be nervous when watched by others
Communicate frequently Be affected by peer pressure Be more
interested in relationships than tasks Earn lower grades than their
peers Thrive in a classroom with a nurturing teacher
29. 5. NEED FOR APPROVAL Some pupils have a strong desire to
look good in front of others. How this might be observed: Seeking
teacher recognition/approval Seeking peer recognition/approval
Which of these two do we see more of at school? Note: Students with
a high need for approval tend to be less popular than their
peers.
30. 6. NEED FOR ACHIEVEMENT Some pupils have an intrinsic
desire to achieve excellence. These pupils might be persistent, be
realistic about tasks, and set high standards. Can you think of a
student this describes? Covington and Omelich (1991) have proposed
that learners can be divided into four groups: Over-strivers
Optimists Failure avoiders Failure accepters Can you think of a
student who could fit into each of these categories? *The need for
achievement might be influenced more by specific tasks and subjects
rather than true for all areas.
31. ADDRESSING THE NEEDS FOR RELATEDNESS, AFFILIATION,
APPROVAL, AND ACHIEVEMENT Foster healthy teacher-pupil
relationships: Get involved in the mentoring program. Attend
extra-curricular events. Show interest in their lives. Ask about a
pupils day and then listen. Give small gifts to the class.
Acknowledge them. Encourage pupils. Allow pupils to communicate
with their peers. Discussion with a partner Co-operative learning
Peer-evaluation Share assessment criteria with pupils. Challenge
pupils. Q: Which of these do we already do successfully?
32. GROUP ACTIVITY Brainstorm with the people at your table.
List ways you could meet pupils needs for relatedness, affiliation,
approval, and achievement. Be as specific as possible.
33. HOMEWORK ASSIGNMENT Individually, make a list of 5 ways you
think you could help to ensure your pupils needs are being
addressed. Set a goal: How many techniques can you commit to
implementing over the next couple of weeks? -please be realistic
Faculty Heads and Principal Teachers: In an upcoming departmental
meeting, set aside 10 minutes for your team to share their
experiences.
34. DUNCANRIG SECONDARY SCHOOL GIVE ALL YOU CAN GIVE