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<ul><li>Arousal  : suggests orientation toward a  goal </li></ul><ul><li>Drive:   caring enough to do something about achi...
<ul><li>* lack of positive relationship </li></ul><ul><li>* learned helplessness </li></ul><ul><li>* awareness of disrespe...
<ul><li>induce  pleasure </li></ul><ul><li>increase the frequency of goal-seaking behaviours </li></ul><ul><li>maintain le...
<ul><li>*Use rewards judiciously </li></ul><ul><li>*Use low-cost, concrete rewards </li></ul><ul><li>*Use abstract rewards...
<ul><li>Activate their natural  curiosity to learn </li></ul><ul><li>Link contents to their lives </li></ul><ul><li>Ask le...
<ul><li>Students should have a process model to follow or a strong end goal </li></ul><ul><li>Working tools are needed </l...
<ul><li>All external behaviours have a relationship with brain’s internal processes </li></ul><ul><li>Millions of neurons ...
<ul><li>Choose the target state for your audience </li></ul><ul><li>Read present states </li></ul><ul><li>Plan your strate...
<ul><li>Eliminate threat </li></ul><ul><li>Set daily goals that incorporate some students choice </li></ul><ul><li>Work to...
<ul><li>“  How can I motivate students?” </li></ul><ul><li>“ In what ways is the brain naturally motivated  from within?” ...
<ul><li>Thank  you!! </li></ul><ul><li>Blanca  and  Mariela </li></ul><ul><li>September  12, 2011 </li></ul>
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Motivation

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Done by: Mariela Rocha and Blanca Mederos, IFD P), 4th form (night shift)

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Transcript of "Motivation"

  1. 2. <ul><li>Arousal : suggests orientation toward a goal </li></ul><ul><li>Drive: caring enough to do something about achieving the goal </li></ul>
  2. 3. <ul><li>* lack of positive relationship </li></ul><ul><li>* learned helplessness </li></ul><ul><li>* awareness of disrespect toward one’s culture or ethnicity </li></ul><ul><li>* perception of threats </li></ul><ul><li>* brain anomalies </li></ul><ul><li>* drug use </li></ul><ul><li>* perception that class assignments or tasks are irrelevant. </li></ul>
  3. 4. <ul><li>induce pleasure </li></ul><ul><li>increase the frequency of goal-seaking behaviours </li></ul><ul><li>maintain learned behaviours </li></ul><ul><li>increase social behaviours </li></ul><ul><li>reinforce existing learning </li></ul><ul><li>increase the success rate of new learning </li></ul>
  4. 5. <ul><li>*Use rewards judiciously </li></ul><ul><li>*Use low-cost, concrete rewards </li></ul><ul><li>*Use abstract rewards </li></ul><ul><li>*Avoid going “cold turkey” </li></ul><ul><li>*Begin to develop intrinsic motivation </li></ul><ul><li>*Step up the abstract rewards </li></ul>
  5. 6. <ul><li>Activate their natural curiosity to learn </li></ul><ul><li>Link contents to their lives </li></ul><ul><li>Ask learners how they feel about a project </li></ul><ul><li>Organize a good environment </li></ul>
  6. 7. <ul><li>Students should have a process model to follow or a strong end goal </li></ul><ul><li>Working tools are needed </li></ul><ul><li>Provide encouragement but not direct reward </li></ul><ul><li>Students should choose, little or big things </li></ul><ul><li>Provide a variety of relevant experiences </li></ul><ul><li>Increase feedback to the learners </li></ul>
  7. 8. <ul><li>All external behaviours have a relationship with brain’s internal processes </li></ul><ul><li>Millions of neurons cooperate to form complex systems that represent what is called “states” </li></ul><ul><li>States change as our sensations,feelings and thoughts </li></ul><ul><li>They combine our emotional, cognitive and physical interactions to allow us to make decisions </li></ul><ul><li>The states are always changing </li></ul>
  8. 9. <ul><li>Choose the target state for your audience </li></ul><ul><li>Read present states </li></ul><ul><li>Plan your strategy (who,how,when) </li></ul><ul><li>Create a back-up plan </li></ul><ul><li>Set up the state change </li></ul><ul><li>Begin the change of state </li></ul><ul><li>Monitor and adjust during the process </li></ul>
  9. 10. <ul><li>Eliminate threat </li></ul><ul><li>Set daily goals that incorporate some students choice </li></ul><ul><li>Work to have a positive influence </li></ul><ul><li>Manage students emotions and teach them to do it too </li></ul><ul><li>Provide relevant curriculum and coherent activities </li></ul><ul><li>Give feedback </li></ul>
  10. 11. <ul><li>“ How can I motivate students?” </li></ul><ul><li>“ In what ways is the brain naturally motivated from within?” </li></ul><ul><li>Rewards are natural to the brain </li></ul><ul><li>States rule our motivations and behaviours </li></ul><ul><li>Start with meaningful appropriate curriculum </li></ul><ul><li>Add learner choice and positive social groupings </li></ul><ul><li>Create the challenge and build a supportive environment </li></ul>
  11. 12. <ul><li>Thank you!! </li></ul><ul><li>Blanca and Mariela </li></ul><ul><li>September 12, 2011 </li></ul>
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