This is session one of "Teach the Teacher".

1. Louis Cabuhat, Education
Director
Managing Emotions and
Improving Motivation

2. Learning Objectives
 You should be able create at least
one workable definition of
„motivation‟
 You should be able to differentiate
between hard skills and soft skills
 You should be able to investigate for
„personal learner motivation
attributes‟

3. Lesson Objective(s)
 Improve awareness of student
motivation
 Clarify reasons for variable motivation
 Create tools that become part of your
teacher/advisor toolbox

4. Defining Motivation
 Think ‘emotionally-driven’ actions
 Motivation may be defined as “an
internal state that arouses
learners, steers them in a particular
direction and keeps them engaged
with certain activities” (Lei, 2010, p.
153).

5. Intrinsic Motivation
("Homer thinking," 2013)

6. Extrinsic Motivation
("Engagement and motivation," n.d.)

7. Which Type of Motivation is
MORE useful to Higher Ed.
professionals
A
B

8. Student Scenario
Susan is a new student who is
attending classes at the college.
Immediately, you notice that she never
makes eye contact with you, she avoids
group conversations and repeatedly
misses appointments that you
scheduled.

9. Hard Skills versus Soft Skills
 Verbal/Written
 Mathematic
 Laboratory
 Questioning
 Computer
 Attitude
 Relationships
 Empathy
 Listening
 Tact

10. Motivation: Just the Facts
 Many students are not ready for the
challenges encountered in college
(Balduf 2009)
 Studies suggest that issues of time-
management tasks and self-discipline
“proved more challenging” than
anticipated upon enrollment to college
(Balduf, 2009).
 Morrow & Ackermann (2012) found that
learners who are unable to form positive
motivational “attitudes” towards goal
fulfillment are at greater risk of dropping
from program.
 Sparkman, Maulding & Roberts (2012)
note parental education
accomplishments as influential on learner
motivation and persistence in college.
Intrinsic
Intrinsic
Intrinsic
Intrinsic

11. Question:
- What data is currently
available in your class (or
daily interactions) that
can offer potential
information on a
student‟s presence or
absence of „motivation‟?
Put another way:
- How can you tell if
motivation exists?

13. Head to EduOs.net to continue
the discussion

14. 3-2-1
 Offer 3 big ideas (about the
discussion/activity)
 Draft 2 questions (to ponder once the
discussion/activity has concluded)
 List 1 action that will be taken
(because of today‟s lesson)

15. Reference List
Engagement and motivation. (n.d.). Retrieved from
http://kumardeepak.wordpress.com/2012/06/01/engagement-motivation-and-learning/
Homer thinking. (2013). Retrieved from http://www.newgrounds.com/art/view/gamenovice19/homer-thinking
Lei, S. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors'
perspective. Journal of instructional psychology, Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7561ffa-953d-4b17-96a8-
061cc4704cbc@sessionmgr111&vid=8&hid=108
Sparkman, L., Maulding, W. S., & Roberts, J. G. (2012). Non-cognitive predictors of student success in
college. College student journal, 46(3), 642-652. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-
acc4e88f76d0@sessionmgr15&vid=5&hid=12
Taylor, J. (2012). Students‟ perspective on intrinsic motivation to learn: a model to guide educators.
ICCTE, 7(2), Retrieved from http://icctejournal.org/issues/v6i1/v6i1-wilson/