Teaching is an ongoing process...

1. Teaching for Academic Learning
Prof. Ghufran Majeed Hashmi,
B. Com, B. Com (Hons.),
M. Com (Mgt.), MS (HRM).
Career Clinic
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career.clinic.cc@gmail.com

2. Overview
 Motivation to Learn in School
 On TARGETT for Learning
 Teacher Expectations
 Strategies to Encourage Motivation and
Thoughtful Learning

3. Copyright 2001 by Allyn and Bacon
Concept Map
On TARGETT
for Learning
Strategies for
Motivation &
Thoughtful
Learning
Teacher
Expectations
Motivation,
Teaching,
and Learning
Motivation to
Learn in School

4. Copyright 2001 by Allyn and Bacon
Motivation to Learn in School
 Goals for students:
 Productive involvement
 State motivation
(Confidence, sensory interest, effort & satisfaction)
 Trait motivation
(Control, challenge, independence, fantasy)
 Thoughtful learners

5. On TARGETT for Learning
 Task motivation
 Autonomy
(the capability to take control of one’s own learning)
 Rewards
 Grouping
 Evaluation & feedback
 Time for learning
 Teacher expectations

6. Tasks for Learning
 Task operations: risk & ambiguity
 Task value
 Attainment value
 Intrinsic or interest value
 Utility value
 Authentic tasks
 Problem-based learning

7. Doyle’s Task Operations
Doyle’s Task Operations
A
M
B
I
G
Comprehension Opinion
U
I
T
Y
Difficult Memory Task
or
Routine
Simple Memory Task
or
Routine
RISK
RISK
Comprehension Opinion
Difficult memory
or difficult routine
Simple memory
or simple routineLow
High
High Low

8. Supporting Autonomy and
Recognizing Accomplishments
 Supporting student choices
 Bounded choices
 Student choice on feedback
 Recognizing accomplishment
 Authentic praise
 Personal improvement
 Cautions for use of rewards!

9. Grouping, Evaluation, & Time
 Goal structures
 Competitive
 Cooperative
 STAD
 TGT
 Individualistic
 Effects of evaluation
 Effects of time pressure

10. Teacher Expectations
 Pygmalion in the classroom
 Self-fulfilling prophecy
 Sustaining expectation
effect
 Sources of expectations
 IQ tests
 Sex differences
 Reputations

11. Perspective on Teacher
Expectations
“Students will
rise to the level
of expectation.”
Jaime Escalante

12. Teacher Behaviors and
Student Reactions
 Instructional strategies
 Teacher comments about expectations
 Teacher-student interaction differences
 Quality and quantity of questions
 Amount of time to answer
 Number of teacher interruptions
 Nonverbal behaviors

13. 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?

14. Strategies to Encourage Motivation
and Thoughtful Learning

15. Copyright 2001 by Allyn and Bacon
 Organized classroom
 Free from interruptions
 Safe-to-fail environment
 Challenging but reasonable work
 Authentic, worthwhile tasks
Necessary Classroom Conditions

16. Critical Student Questions
 Can I do it?
 Do I want to do it?
 What do I need to
do to succeed?

17. 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

18. 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

19. Copyright 2001 by Allyn and Bacon
Seeing the Value of Learning:
Instrumental
 Explain connections
 Provide incentives
and rewards if needed
 Authentic tasks:
 Ill-structured
 Real world problems

20. 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

21. Beginning Teachers &
Motivation Approaches by Rank
 Reward/punishment
 Attention-focusing
 Relevance
 Confidence-building

22. Beginning Teachers’ Motivation
Strategies
Reward/Punish
Build Confidence
Focus Attention
Relevance

23. Copyright 2001 by Allyn and Bacon
Student Views of Motivation
 Know YOUR
students
 Expect developmental
differences
 Expect individual
differences
 Use TARGETT to
help meet the needs
of YOUR students

24. Honest Enthusiasm Is Contagious
Western Michigan University Men’s Basketball Coach, 1975

25. 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?

26. 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

27. Josh : 4th Grade
 ADHD
 Child of divorce
 Monday depression
 Dad is ex-Marine drill sergeant
 15% homework handed in
 Loves class discussions

28. Adam : Junior High
 Low grades
 Physically big & athletic
 Vandalism with police record
 Interview: honest, intelligent, & witty
 Helpful with other students
 No homework handed in

29. 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?

30. Summary
 Motivation to Learn in School
 On TARGETT for Learning
 Teacher Expectations
 Strategies to Encourage Motivation and
Thoughtful Learning

31. 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.

32. 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 goal-
setting?
 What are some effects of time on
motivation?

33. 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?

34. 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?