Workshop3:Motivation&Learning

Lectures
Theabilitytomotivatelearnersthemostimportantteachercapacity.Findawaytoengageevery
childin
meaningful
activities.Engagementmaximiseslearning.
B.Weinersattributiontheory.Causeofevent(successorfailure)attributabletoexternal(others)
orinternal(yourself)factors.Externalnegative.
Extrinsicmotivation:motivatedbyrewardsandpunishments.Inextrinsicallymotivatedstudents
desiredtraitsbecomeingrainedthroughencouragementanddiscouragement.
Intrinsicmotivation:motivatorsareachievement,prideandtask/topicenjoyment.Taskvalue,
interests,goals,positiverelationsandselfefficacycontributetointrinsicallymotivatestudents.
Combinationofbothextrinsicandintrinsicappropriateinclassroombutwithagreateremphasis
onintrinsicmethods.
2kindsofinterests:personal,subjectinterestsandsituational,task,readingmaterial,
presentationofinformation.
Authentic
tasksengagestudents,basedonrealsituationswithgenuinevalue.Theymake
learningmeaningfulandinteresting.
Goalorientation.Effective:realistic,meaningful,challenging,clearparameters.
Readings
Motivatedstudentsachievehigheracademicallyandpresentfewerbehaviouralproblems.
Moderntechnologyimpactingonbrainfunctioncreatingmultitaskinglearnerswhocan
efficientlyfilterinformationandmakesnapdecisions.
Motivationalstrategiesmustbeadaptedtosuitthenewgenerationofstudents.
Workshop
Obligationofteacherstoemployvariedandindividualisedmotivationstrategies.
TEDtalk,RitaPierson
:raiseselfesteemandacademicachievement,useselfimprovementasa
motivation,emphasisepositivefeedback,advocateforstudentsandholdhighexpectations.

Reflections&StudyQuestions
Motivationisconnectedtoclassroommanagementstrategy,becauseengagedstudentswillcontribute
positivelytotheclassroomenvironment,anditisclearateacherhasanethicalobligationtomotivate
studentsandfacilitatelearning,andthechosencommunicationstrategyhasthepowertomotivate
students.Whenweunderstandthatmotivationandlearningstylesvaryamongststudents,itisclear
teachersshouldcommunicateandengagestudentsutilisingavarietyofmethods.
IntheworkshopweworkedonideastoreengagethehypotheticalstudentHarrison.IthoughtHarrison
neededacollaborative,intrinsicallymotivating,authentictasklinkedtohisinterests/hobbies.Iwas
surprisedotherstudentssuggestedmore(extrinsic)rewards,easierworkandlesshomework.ButasI
identifymyselfasanintrinsicallymotivatedlearner,itwaseasyformetorecognisethatHarrisonwas
tooandthattheextrinsicreward/punishmentmotivationwouldnotbehelpful.Iwilltryandconsidermy
ownbiasesinlearningasateacherandrecognisemystudentswillnotalllearnandbemotivatedinthe
samemannerasme.
Whatmotivateschildren,adolescents,adultstolearn?(Churchilletal.,2013)
Motivationchangeswithageandisaffectedbynature/nurture(p129).Peoplemaybeextrinsically
motivated,abehaviouristviewsuggestingrewardsandpunishmentsmotivatepeopletolearn,or
intrinsicallymotivated,thesocialcognitivistpositionassertingknowledge,competencyorasenseof
independencearemotivatorsthemselves(p123).Aswithmostdichotomiesinacademictheory,the
answerisbothcanbeusefulmotivatorsandwouldbedependentonthecontext,howeffectivelycowed
toauthoritythestudentis,andwheretheindividualsnaturesitsontheintrinsicextrinsicmotivation
spectrum.Furthertheoriessupportingintrinsicmotivationsuggestemotionsinformaspects:interest
theory,studentsvaluestheexperienceselfefficacy,studentsfeelcapableattribution,wherethe
outcomeisseenasaresultofstudenteffortandgoalorientationtheorywherethelearninggoalis
relevantandalignswithstudentspersonalobjectivesorvalues(p124).
Expectationsprojectedontostudentsalsoaffecttheirmotivation(p133),thelecturesandworkshops
havesuggesteditisanobligationtohavehighexpectationsforallstudentsandignoresocialclass
stereotypesthatmayperpetuateunderachievement.Teacherscanassiststudentstoachievethrough
scaffoldedsupport,timelyandexplicitfeedback,challengingbutachievabletasks,supportive
environmentsandselfreflectionopportunities.(p139).