Antenille's Motivation Theories Presentation

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This presentation was created for EDL 520 - Instructional Leadership course under University of Phoenix. It features 3 motivation theories: Behavioral, SocioCultural, and Humanistic. Enjoy!

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  • Thank you for participating in this presentation today. Of the several different motivation theories, the three that will be discussed today are behavioral, sociocultural, and humanistic. Before we begin, please complete your Pre-Assessment.
    [Pre-Assessment - 2 minutes]
    Now, take a moment to think about why you are here for this presentation. What motivated you to come today? Write 2 reasons. Be as honest as possible. When I give you the signal, you will all stand up to begin the Inside-Outside Circle Activity. You will share your reasons with each other.
    [Thought time - 2 minutes]
    [Inside-Outside Circle - 3 minutes]
    I’m sure that for some of us, our motivation is: “I have to, or else I’ll get in trouble.” or “I want to become a better teacher.” or “I just want to get out of having to go to a party that I don’t want to go to.”
    Whatever your reasons are, the fact is, there are reasons that motivate you to do (or not to do) something.
    Today’s presentation will give you more details and more tools to encourage our students love learning and gain academic success.
  • Please take a moment to absorb our objectives for this presentation.
    [Reading time - 1 minute]
    If you have no questions or need for clarification, we will continue.
  • Please complete one of these sentence frames:
    If you _____, I will ____.
    I will reward you with _____ if you _____.
    You will receive _____ if you ____.

    Write your answers on a post it and be ready to share with your tables.
    [Brainstorm - 90 seconds]
    [Talk time - 90 seconds]
    How many of you have actually used this method to get something done? How many have done something because rewards were promised to you?

    The experience you had is what behavioral motivation is all about. The two types of rewards given are intrinsic and extrinsic.
    Studies show that intrinsic rewards, or praise, are more meaningful to students, whereas extrinsic become superficial over time.

    Some extrinsic rewards that are used in classrooms are:
    hall passes
    stars/stamps
    certificates
    extra credit points
    Can anyone else give examples?
    Can anyone think of intrinsic rewards that motivate students?
    Possible answers:
    sense of confidence and self-worth
    sense of belonging
    sense of purpose and meaning
    sense of personal growth

    The short clip is from The Big Bang Theory. [play clip]
    Sheldon makes friends with is foe from work thinking that he can be given a chance to use the lab equipment. He subjects himself to his fear of heights, but finds that his efforts are moot.
  • Behavioral motivation helps teachers become stronger classroom managers. With consistency, students will begin to see that their efforts and behaviors have consequences, thus will encourage them to work harder. Positive reinforcements make students want to do something or behave a certain way.

    The negative effects of behavioral motivation is that students will simply see extrinsic rewards as the means to an end; they will not pursue a wider spectrum of learning. Lack of consistency can lead to a disruptive classroom. If students see that teachers are inconsistence with rewards and consequences, they will not be comfortable and may cause problems in class. Lastly, negative reinforcements develop distrusting students who are pushed with fear factors rather than a desire to become better.
  • If behavior motivation is consistent, the results become an energy saver for teachers and empowerment in students. Students will not only behave properly in the classroom, but they will exhibit good behavior when they leave the class with the understanding that what they do may result in a reward or penalty.
    Safety and security are essential for student focus as well. With consistency in applying behavior motivation, students can believe that their classrooms are conducive for learning.
    One very profound result is also that teachers will be able to actually teach! With class disruption, much time is wasted on addressing disciplinary problems. Effective and consistent behavior motivation makes it possible for instructional time to be preserved and used fully.
  • Besides incorporating and teaching technology and financial literacy, the 21st Century Skills ideal also includes cooperative learning and social interaction. Although this is a bit ironic, given the current trend of social networking vs. human interaction, the sociocultural motivation theory directly studies how students learn within a classroom setting. Nevertheless, sociocultural theory gives teachers tools that can empower students to learn.

    The video lists four terms that we have come across in trainings: intrapersonal, interpersonal, ZPD, and scaffolding.

    Cooperative learning activities or interpersonal interactions are norms in schools. However, cooperative learning can only be affective if everyone is responsible for a task. This is the heart of sociocultural motivation, thus lays the groundwork for the rest of the forms.

    Many students are able to find meaning in their learning by intra personal means or by understanding how information affects their lives. By finding that meaning through what the student is learning, he/she is motivated to gain more insight.
    The third form mentioned in the video is zone of proximal development. We know that our students begin school with the information they have learned from home; our massive task is to extend that ZPD so that students can grow as thinkers and learners. By building their motivation to have these skills, we can expand their ZPD.
    Lastly, when a teacher scaffolds, students find comfort and confidence in the class. They will be able to believe that teachers are their advocates for learning and not be discouraged or intimidated with complex lessons and tasks.
  • The one important skill that technology and social media have stolen is socializing. A benefit of school is that students learn how to behave and the acceptable rules of conduct around peers and teachers. With sociocultural motivating, students can continue to practice those norms and begin to appreciate and value diversity. They will be able to learn teamwork and synergy through compromise and negotiation skills. Most importantly, they will learn how to treat each other proper both in social media and face-to-face interactions.
    The downside to sociocultural motivation are that some students may have extremely different beliefs and values that can interfere with proper social norms, thus the focus on learning. The Zone of Proximal Development for students can vary drastically which can make unit lessons tedious and lengthy. Lastly, I’m sure this is something that some teachers may not consider, some students care genuinely fearful of being around other people. Interaction will be stifling and they won’t learn as effectively as they should.
  • This video of Mr. Clinton wraps up what has been already discussed. It gives us an insight of how things were and how things can be if we continue to teach our students to work with each other.

    The two most important takeaways I got from this excerpt are: working with others is a discipline and that we need to learn how to organize and synthesize what we know.

    Sociocultural motivation can help our students acquire these “mega educational skills.”
  • This theory argues that people do things for the sole purpose of acquiring what they need. Abraham Maslow developed this pyramid that reveals, what he believes, motivates people. The bottom of the pyramid focuses on what we need to simply stay alive. The topmost point would be what I would compare to Buddhist’s sense of Enlightenment. It’s probably not that extreme, but think of it as something that we ultimately want to achieve in our lives.
    This particular motivation theory is a favorite of mine because here is where we can teach our students to find the humanity within themselves. This is where we can show our students that there is more to life than material possessions.
  • Whenever I teach the unit of characters in my class, I find myself, unteaching something that students have been taught; that is the definition of protagonist and antagonist.

    Traditionally, those terms are defined as:
    protagonist: the hero or the good guy
    antagonist: the villain or the bad guy

    The reason I bring this up is because this information is taught year and after year and by the time they enter my class, they have to modify their definition. This is the same with the weaknesses involved in humanistic motivation. Students enter the class with their preconceived notions of what and how things are. Teachers have the daunting task to find a way to align universal themes of right vs. wrong, hard work vs. belief in entitlement, and even finding purpose vs. the single hope for riches.
    If the humanistic theory is applied effectively, students can be aware of what they truly need and how they can become better global citizens. They become engaged contributors in the classroom and continue that practice as adults.
  • All students can learn!
    This should be every educator’s mantra. If this belief is instilled in all of our students, they can see their potential and believe that anything is possible. Here is a short clip on how we can all be motivated by using the humanistic theory.
    [PLAY VIDEO]
    Before I proceed, please speak with your table groups about how this video targets humanistic motivation.
    [TABLE TALK - 3 minutes]
    [WHOLE GROUP DISCUSSION - 2 minutes]
    POSSIBLE ANSWERS:
    -allows students to believe they can achieve
    -allows students to envision possibilities and set goals for themselves
    -allows students to be goal driven
    -allows students to build self-esteem and self-efficacy

    It may be ineffective for me to continue speaking after this video as it speaks for itself. However, begin thinking of how you can incorporate this theory in your lives.
  • After listening to the highlights and possible obstacles of applying these three motivational theories, it is inevitable that they be used in our classrooms.
    Now, you will be broken into groups to answer the questions on the slide.
    After your group has finished, pick one of the colored paper stacked at your tables. When I call on the color, you will rotate to the clockwise to the next table and discuss your answers for questions.
    We will continue rotating until all of the questions are answered.
  • Thank you so much for your active participation and insightful input during this presentation. I wish the best and please do not hesitate to contact me if you have any questions that you forgot to ask today.

    Please don’t forget to complete and submit the Post Assessment and Evaluation before you leave.
  • Antenille's Motivation Theories Presentation

    1. 1. Motivation Theories Antenille M. Santos July 14, 2014 EDL 520/Instructional Leadership Dr. Laquanda Bruce
    2. 2. Today’s Objectives ➔Distinguish qualities of behavioral, sociocultural, and humanistic motivations ➔Evaluate how these motivation theories can contribute to academic success ➔Assess which motivation strategies you use and how effective they are ➔Develop a motivation plan for your classroom that incorporates all three theories
    3. 3. Behavioral Motivation ● Sentence Frame activity ● Intrinsic and Extrinsic ● Video Clip If the video does not play, click on this link: https://www.youtube.com/watch?v=GZC5 p2aTqM0
    4. 4. Weighing Behavioral Motivation Strengths ★ classroom management ★ efforts = rewards ★ positive reinforcement Weaknesses ➢classroom disruption ➢rewards outweigh purpose ➢negative reinforcement
    5. 5. ● students know and demonstrate acceptable behavior both in and out of the classroom ● students understand that actions have consequences ● students feel secure in the class ● less time addressing disciplinary problems and more time giving instructions Ideal Results of Behavioral Motivation
    6. 6. If the video does not play, click on this link: https://www.youtube.com/watch?v=4EpVTrBAr7g Sociocultural Motivation
    7. 7. Weighing Sociocultural Motivation Strengths ★ appreciate each other ★ value diversity ★ value compromise and negotiation ★ learn proper social interactions Weaknesses ➢ cultural differences may interfere ➢ students’ ZPD vary ➢ phobia of working with other people
    8. 8. If the video does not play, click on this link: https://www.youtube.com/watch?v=5 momchgLRFE Ideal Results of Sociocultural Motivation
    9. 9. Humanistic Motivation ● Maslow’s Hierarchy of Needs (1943) ● Focus: people are motivated by what they need
    10. 10. Weighing Humanistic Motivation Strengths ★ focus on personal growth ★ awareness of one’s needs ★ become effective global citizens Weaknesses ➢ obstacles can prohibit focus ➢ society’s needs can influence personal needs ➢ perceptions instilled in a child can distort morals and ethics
    11. 11. Ideal Results of Humanistic Motivation If the video does not play, click on this link: https://www.youtube.com/watch?v=8sRiUUywmHQ
    12. 12. Next Steps 1. Which of the three motivational theories do you apply the most in your class? How? 2. Which of the three motivational theories for apply the least in your class? What might you do to begin doing so? 3. In applying the theories, how might you design them to be age appropriate? 4. How can these theories be used to a. address our school’s purpose? b. promote cultural responsiveness? c. build morale and camaraderie amongst staff?
    13. 13. Talk Time and Takeaways Thank you for your time and attention ● Questions? ● Comments? ● Lingering Thoughts? ● Post Assessment ● Evaluation
    14. 14. References Can Stock Photo, Inc. (14 July 2014). Stock illustrations - teach, inspire, motivate in arrows. Retrieved from http://www.canstockphoto.com/teach-inspire-motivate-in-arrows-15511155.html Duszczak. R. (2008 May 23. The biggest room in the world!?. WordPress Blog. Retrieved from https://motivationalcartoons.wordpress.com/2008/05/23/the-biggest-room-in-the-world/ Hoy, A. W., & Hoy, W. K. (2009). Instructional leadership: A research-based guide to learning in schools (3rd ed.). Boston, MA: Pearson Education. Stalker-Firth, R. (2007, December 05). User motivation: Maslow’s heirarchy of needs. Retrieved from http://www.ruthstalkerfirth.com/user-motivation-maslows-hierarchy-of-needs Thomas, K. (2009). The four intrinsic rewards that drive employee engagement. Ivey Business Journal. 73(9). 9. Retrieved from http://iveybusinessjournal.com/topics/the-workplace/the-four-intrinsic-rewards-that-drive-employee-engagement#.U8PykvmSySo YouTube. [Big Think]. (2014, March 24). Bill Clinton: Learning to work with others. Retrieved from https://www.youtube.com/watch?v=5momchgLRFE YouTube. [soraiaserrao]. (2009, January 23). The Big Bang Theory - “Suddenly I am looking pretty good ah???” Retrieved from https://www.youtube.com/watch?v=GZC5p2aTqM0 YouTube. [sq moon]. (2012, April 01). Maybe, the most inspirational video ever..(without ad). Retrieved from https://www.youtube.com/watch?v=8sRiUUywmHQ YouTube. [TesolClass]. (2013, August 20). Sociocultural theory. Retrieved from https://www.youtube.com/watch?v=4EpVTrBAr7g

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