How much do you know motivation


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This is session one of "Teach the Teacher".

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  • Intrinsically motivated learners, however, are more likely to continue learning following the conclusion of a lesson, activity or term because of a self-driven connection to internal rewards. Intrinsic motivation works off of an internal reward mechanism that is significantly personal. As previously mentioned, one particular theory that helps to explain why the concept “motivation” is so important in the minds of students (and teachers) is the Attribution theory. Malone and Lepper (1987) have defined intrinsic motivation more simply in terms of what people will do without external inducement.
  • Motivation, as a broad topic within education, 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). Extrinsic motivators (external rewards) within the classroom are controlled by the teacher. “Most educators would agree that their primary goal is to help students learn the material for their specific grade level and content area during the course of the term. A higher goal, however, consists of helping students not only learn the content for the term at hand, but motivating students to continue to learn once the term ends” (Taylor, 2012). The external rewards of learning are self-limiting and dependent on the learner’s interpretation.
  • How much do you know motivation

    1. 1. Louis Cabuhat, Education Director Managing Emotions and Improving Motivation
    2. 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. 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. 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. 5. Intrinsic Motivation ("Homer thinking," 2013)
    6. 6. Extrinsic Motivation ("Engagement and motivation," n.d.)
    7. 7. Which Type of Motivation is MORE useful to Higher Ed. professionals A B
    8. 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. 9. Hard Skills versus Soft Skills  Verbal/Written  Mathematic  Laboratory  Questioning  Computer  Attitude  Relationships  Empathy  Listening  Tact
    10. 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. 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?
    12. 12. Head to to continue the discussion
    13. 13. 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)
    14. 14. Reference List Engagement and motivation. (n.d.). Retrieved from Homer thinking. (2013). Retrieved from Lei, S. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors' perspective. Journal of instructional psychology, Retrieved from 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 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