a seminar about the music model of motivation

1. The Music Model of Motivation
By
Sanan Shero Malo
Dept. of English
Faculty of Humanities
University of Zakho
Email: sanan.malo@uoz.edu.krd
August, 2019

2. Outlines
the music model of motivation
 The philosophy of music model
 Five key Principles
 How can each component be enhanced and activated

3. Objectives
By the end of this seminar the attendees will be able to:
1.know abut the music model of motivation
2. know about the different techniques for designing the
different conditions for learners.

4. The Music model of Motivation
eMpowerment
Usefulness
Success
Interest
Caring
This model was designed by Dr. Brett D. Jones in 2009 from Virginia Tech .
It can be used in any subject area. The name of the model, MUSIC, is an
acronym based on the second letter of “eMpowerment” and the first letter
of the other four components.

5. Uses of the Music model
1. To design instructions that motivate students.
2. To diagnose strengths and weaknesses of instruction.
3. To Research factors associated with motivating others

6. How can teachers motivate their students
Students attend classes on time, eager
to be involved in the activities prepared
for them, focused, curious about new
activities,, studious, etc.

7. The philosophy behind each principle
Teachers need to ensure that their students:
understand why the content is useful.
believe that they can succeed if they put forth the effort.
are interested in what they are supposed to be learning.
believe that the instructor cares about whether they
meet the course objectives.
believe that they have some control over some
aspect of their learning.

8. M – Design for eMpowerment
u
s
i
c

9. M
U Design for Usefulness
S
I
C

10. M
U
S Design for Success
I
C

11. M
U
S
I Design for Interest
C

12. M
U
S
I
C Design for Caring

13. For more reading consult
www.MotivatingStudents.info
Jones, B. D. (2009). Motivating students to engage in
learning: The MUSIC Model of Academic Motivation.
International Journal of Teaching and Learning in Higher
Education, 21(2), 272-285.