Supporting an Environment for Student Motivation · COMMUNITY Increased Engagement Motivation...
Transcript of 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
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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
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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
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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
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WHO ARE YOU?
WHY ARE YOU HERE?
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INTRODUCE YOURSELF TO THE
PERSON ON EITHER SIDE OF YOU
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“Why are we talking about this
anyway?!”
~Anonymous GTL Level 1 Participant who
wants to get on with it!
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WHY SPEND TIME GETTING TO
KNOW EACH OTHER?
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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
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TEACHINGMATTERS
What legacy do you want to leave
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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)
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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/
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“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).
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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/
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SELF-EFFICACY
Who students think they are affects what they want to be.
~Alberta Bandura
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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.
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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
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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
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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)
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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.
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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
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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
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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?
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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
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Creating significant learning experiences
is about designing learning experiences not simply delivering content.
The opportunity to engage in significant learning
experiences influences student motivation.
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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.
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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”
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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
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“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
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• 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
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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
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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?
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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.
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“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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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WHAT ARE YOUR QUESTIONS?
DEANNA DAVIS, PHDPRINCIPAL INSTRUCTOR, GTLP
PROFESSIONAL DEVELOPMENT INSTRUCTIONAL DESIGN SPECIALIST