it is good

1. Motivation to Learn
Is it different to motivation?

2. Think, Pair, Share
 Think about each of the 5 scenarios. What is the
motivator for you.
 Preparing a family evening meal.
 Stopping at a red traffic light.
 Producing your class end of year reports.
 Drinking a glass of your favourite Merlot.
 Coming to this meeting.

3. Think, Pair, Share
 Are we all motivated by the same things?
 Are we all motivated in the same way?
 What happens when we are not motivated?

4. My motivation this morning????
 Alice Cooper, Minister’s son. School’s out
for summer.

5. Maslow’s hierarchy of needs
Self Actualisation
(personal growth and fulfilment
Esteem
Belonging/Connectedness
Safety
Biological and Physical Needs
(Food, shelter etc)

6. Maslow’s B Values














Wholeness/Unity/Oneness
Perfection/Just-so-ness
Completion/Finality/Ending
Justice/Fairness
Aliveness/Full-Functioning
Richness/Intricacy
Simplicity/Essential/Honesty
Beauty/Form/Richness
Goodness/Oughtness
Uniqueness/Idiosyncrasy/Novelty
Effortlessness/Ease/Perfect
Playfulness/Joy/Humor
Truth/Reality/Beauty/Pure
Self-Sufficiency/Independence

7. Types of Motivation
 Intrinsic- experience- the immediate response- pleasure,
satisfaction, “feel good”
 “Yippee surf’s up.”
 External- to obtain reward or avoid punishment
 “Oh no, deadline Friday, and will get in deep **** if I don’t
get it done”
 Internal- Actions are pursued because there is a value
attached to the outcome. (A purpose other than feel good)
 “My student’s will achieve better if my lessons are wellprepared”
 Amotivation- This occurs when we cannot see the
connection between the action and the outcome, there is
no perceived gain, so the task seems pointless.
 “What’s the point in….. I’m not doing it…”

8. In the classroom
 How do we communicate our expectations
to students?
 How do we feedback/forward
achievement/progress etc.

9. In the Classroom
 How Can Motivation To Learn Be
Fostered In The School Setting?
 Although students' motivational histories
accompany them into each new classroom
setting, it is essential for teachers to view
themselves as "ACTIVE SOCIALIZATION
AGENTS capable of stimulating...student
motivation to learn" (Brophy 1987).

10. Teacher/pupil relationships
 Classroom climate is important. If students
experience the classroom as a caring,
supportive place where there is a sense of
belonging and everyone is valued and
respected, they will tend to participate more
fully in the process of learning.

11. Classroom based
 Various task dimensions can also foster motivation
to learn. Ideally, tasks should be challenging but
achievable. Relevance also promotes motivation,
as does "contextualizing" learning, that is, helping
students to see how skills can be applied in the
real world (Lepper). Tasks that involve "a
moderate amount of discrepancy or incongruity"
are beneficial because they stimulate students'
curiosity, an intrinsic motivator (Lepper).

12. As a whole school?
 In addition, defining tasks in terms of specific,
short-term goals can assist students to associate
effort with success (Stipek). Verbally noting the
purposes of specific tasks when introducing them
to students is also beneficial (Brophy 1986).
 Extrinsic rewards, on the other hand, should be
used with caution, for they have the potential for
decreasing existing intrinsic motivation.

13. Whole school ethos
 What takes place in the classroom is critical, but
"the classroom is not an island" (Martin Maehr and
Carol Midgley 1991). Depending on their degree of
congruence with classroom goals and practices,
schoolwide goals either dilute or enhance
classroom efforts. To support motivation to learn,
school-level policies and practices should stress
"learning, task mastery, and effort" (Maehr and
Midgley) rather than relative performance and
competition.

14. Is reflective learning and self
evaluation therefore a tool?
 Getting students to set short term realistic
goals. SMART
 Getting students to regularly reflect on their
learning, interaction and performance, and
the why?
 Collaborative learning
 Recording and target setting.

15. Current Y11 health
 These classes are having to learn about advocacy
strategies linked to food and nutrition for an external exam.
 They are using an ACLP approach- actually doing it rather
than write about it!
 They have set a SMART personal goal for change.
Identifying barriers and enablers.
 The most important aspect of SMART was “achievable and
realistic”
 Aim to bring about small change rather than change so
unrealistic that they would fail the first day!
 Eg. Eat two pieces of fruit per day.