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Teaching for Academic Learning

Professor Bill Bauer
EDUC 202
Marietta College
Chapter 12
Copyright 2001 by Allyn and Baco...
Reflection Questions
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Think of a teacher that was particularly
encouraging for you. What motivation
strategies did...
Strategies to Encourage Motivation
and Thoughtful Learning

Copyright 2001 by Allyn and Bacon
Necessary Classroom Conditions
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Organized classroom

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Free from interruptions

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Safe-to-fail environment

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Challen...
Critical Student Questions
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Copyright 2001 by Allyn and Bacon

Can I do it?
Do I want to do it?
What do I need to
do...
Building Confidence & Positive
Expectations
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Match tasks to student ability level
Move in small steps
Clear, ...
Seeing the Value of Learning
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Younger students: intrinsic/interest value
Older students: utility value
Attainment ...
Seeing the Value of Learning:
Instrumental
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Explain connections
Provide incentives
and rewards if needed
Authentic ...
Staying Focused on the Task
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Frequent opportunities to respond
Have students create finished products
Avoid he...
Beginning Teachers &
Motivation Approaches by Rank
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Reward/punishment
Attention-focusing
Relevance
Confidence-buil...
Beginning Teachers’ Motivation
Strategies
Reward/Punish
Build Confidence
Focus Attention
Relevance

Copyright 2001 by Ally...
Student Views of Motivation
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Copyright 2001 by Allyn and Bacon

Know YOUR
students
Expect developmental
difference...
Honest Enthusiasm Is Contagious

Western Michigan University Men’s Basketball Coach, 1975

Copyright 2001 by Allyn and Bac...
Scenarios

The next three slides
highlight three scenarios
based on real students.
Reflect on each scenario.
How will you ...
Heidi : 1st Grade
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Very quiet: shy

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Will not speak out loud in class

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Will not maintain eye contact

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Poor readi...
Josh : 4th Grade
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ADHD

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Child of divorce

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Monday depression

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Dad is ex-Marine drill sergeant

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15% homework h...
Adam : Junior High
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Low grades

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Physically big & athletic

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Vandalism with police record

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Interview: honest, int...
Reflection Questions
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What are ways of soliciting information
about what motivates your students?
If several membe...
Summary
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Motivation to Learn in School

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On TARGETT for Learning

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Teacher Expectations

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Strategies to Encourage ...
Review Questions
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Define motivation to learn.
What does TARGETT stand for?
How do tasks affect motivation?
Wha...
Review Questions
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How can recognition undermine motivation
and a sense of self-efficacy?
What determines whether ...
Review Questions
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What are some sources of teacher
expectations?
What are the two kinds of expectation
effects and...
Review Questions
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



What else can teachers do to motivate
students?
What are the most commonly used
motivational str...
End Chapter 11

Copyright 2001 by Allyn and Bacon
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  1. 1. Teaching for Academic Learning Professor Bill Bauer EDUC 202 Marietta College Chapter 12 Copyright 2001 by Allyn and Bacon
  2. 2. Reflection Questions    Think of a teacher that was particularly encouraging for you. What motivation strategies did that teacher employ? Do you have any biases or behaviors that may send messages to students that they lack competence? How will you monitor possible biases that you may have? Copyright 2001 by Allyn and Bacon
  3. 3. Strategies to Encourage Motivation and Thoughtful Learning Copyright 2001 by Allyn and Bacon
  4. 4. Necessary Classroom Conditions  Organized classroom  Free from interruptions  Safe-to-fail environment  Challenging but reasonable work  Authentic, worthwhile tasks Copyright 2001 by Allyn and Bacon
  5. 5. Critical Student Questions    Copyright 2001 by Allyn and Bacon Can I do it? Do I want to do it? What do I need to do to succeed?
  6. 6. Building Confidence & Positive Expectations       Match tasks to student ability level Move in small steps Clear, specific, attainable learning goals Stress self-comparison Communicate that academic ability can be improved Model good problem solving Copyright 2001 by Allyn and Bacon
  7. 7. Seeing the Value of Learning     Younger students: intrinsic/interest value Older students: utility value Attainment value: achievable Intrinsic value     Tie class activities to student interests Arouse curiosity Make learning fun Use novelty and familiarity Copyright 2001 by Allyn and Bacon
  8. 8. Seeing the Value of Learning: Instrumental    Explain connections Provide incentives and rewards if needed Authentic tasks:   Ill-structured Real world problems Copyright 2001 by Allyn and Bacon
  9. 9. Staying Focused on the Task       Frequent opportunities to respond Have students create finished products Avoid heavy emphasis on grades and competition Reduce task risk without oversimplifying the task Model motivation to learn Teach particular learning tactics Copyright 2001 by Allyn and Bacon
  10. 10. Beginning Teachers & Motivation Approaches by Rank     Reward/punishment Attention-focusing Relevance Confidence-building See Figure 11.5, Woolfolk, p. 425 Copyright 2001 by Allyn and Bacon
  11. 11. Beginning Teachers’ Motivation Strategies Reward/Punish Build Confidence Focus Attention Relevance Copyright 2001 by Allyn and Bacon
  12. 12. Student Views of Motivation     Copyright 2001 by Allyn and Bacon Know YOUR students Expect developmental differences Expect individual differences Use TARGETT to help meet the needs of YOUR students
  13. 13. Honest Enthusiasm Is Contagious Western Michigan University Men’s Basketball Coach, 1975 Copyright 2001 by Allyn and Bacon
  14. 14. Scenarios The next three slides highlight three scenarios based on real students. Reflect on each scenario. How will you apply the principles of motivation to help each student succeed? Copyright 2001 by Allyn and Bacon
  15. 15. Heidi : 1st Grade  Very quiet: shy  Will not speak out loud in class  Will not maintain eye contact  Poor reading skills  Draws beautifully  Writes poetry Copyright 2001 by Allyn and Bacon
  16. 16. Josh : 4th Grade  ADHD  Child of divorce  Monday depression  Dad is ex-Marine drill sergeant  15% homework handed in  Loves class discussions Copyright 2001 by Allyn and Bacon
  17. 17. Adam : Junior High  Low grades  Physically big & athletic  Vandalism with police record  Interview: honest, intelligent, & witty  Helpful with other students  No homework handed in Copyright 2001 by Allyn and Bacon
  18. 18. Reflection Questions    What are ways of soliciting information about what motivates your students? If several members of the French Club are in your math class, how could you tie their interests in French with your math content? In your discipline, how will you connect content with real world, authentic tasks? Copyright 2001 by Allyn and Bacon
  19. 19. Summary  Motivation to Learn in School  On TARGETT for Learning  Teacher Expectations  Strategies to Encourage Motivation and Thoughtful Learning Copyright 2001 by Allyn and Bacon
  20. 20. Review Questions       Define motivation to learn. What does TARGETT stand for? How do tasks affect motivation? What does it mean for students to “negotiate a task”? What are the three kinds of task value? Distinguish between bounded and unbounded choices. Copyright 2001 by Allyn and Bacon
  21. 21. Review Questions     How can recognition undermine motivation and a sense of self-efficacy? What determines whether a goal structure is cooperative, competitive, or individualistic? How does evaluative climate affect goalsetting? What are some effects of time on motivation? Copyright 2001 by Allyn and Bacon
  22. 22. Review Questions     What are some sources of teacher expectations? What are the two kinds of expectation effects and how do they happen? What are the different avenues for communicating teacher expectations? What are four conditions that must exist in a classroom before any motivational strategies can be successful? Copyright 2001 by Allyn and Bacon
  23. 23. Review Questions    What else can teachers do to motivate students? What are the most commonly used motivational strategies of beginning teachers? What can we learn from students about motivation? Copyright 2001 by Allyn and Bacon
  24. 24. End Chapter 11 Copyright 2001 by Allyn and Bacon

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