The document summarizes chapter 11 from the textbook "Teaching for Academic Learning" which discusses strategies for motivating student learning. It covers key topics like the TARGETT framework for motivation including task, autonomy, rewards, grouping, evaluation/feedback, time, and teacher expectations. It also discusses building student confidence, the value of learning, focusing attention on tasks, and beginning teacher approaches to motivation. The chapter provides reflection questions and scenarios to apply motivational strategies.
SlideShare de la ponència a càrrec de Francesc Casadellà, CEO de La Perruquera i expert en comunicació web via wordpress, al I Congrés #CHEF (Congrés Hostaleria d'Empresa Familiar) organitzat per l'Associació d'Hostaleria de l'Alt Empordà a Figueres, el dilluns 17 d'octubre 2011.
SlideShare de la ponència a càrrec de Francesc Casadellà, CEO de La Perruquera i expert en comunicació web via wordpress, al I Congrés #CHEF (Congrés Hostaleria d'Empresa Familiar) organitzat per l'Associació d'Hostaleria de l'Alt Empordà a Figueres, el dilluns 17 d'octubre 2011.
http://www.celt.iastate.edu/elearning/?p=6088
Class Climate, the web-based course evaluation tool, helps measure an instructor’s achievements in teaching. To create well-designed, valid, reliable, and practical Student Evaluation of Teaching (SET) questionnaires the instruments should:
>> include open- and close-ended questions
>> include intentional measures of both general instructor attributes (e.g. enthusiasm or effectiveness) and specific instructor behaviors (e.g. listening, providing feedback)
>> use consistent scales (e.g., five-points, same direction, 1 = low, 5 = high) and a no-opinion option
>> produce useful feedback to instructors that can inform their teaching
>> can be completed thoughtfully within 10 to 15 minutes
When developing course evaluations consider:
>> How will the student evaluation information be used?
>> Is it important to re-ask demographic information?
>> What types of reports do we need for our department? for the College? for Promotion and Tenure?
>> What types of questions will help achieve professional, departmental, and College goals?
>> How will the findings help us departmentally to recruit students, and promote Iowa State University’s mission?
Once these objectives have been defined the creation of the questionnaire will be easier to accomplish.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
http://www.celt.iastate.edu/elearning/?p=6088
Class Climate, the web-based course evaluation tool, helps measure an instructor’s achievements in teaching. To create well-designed, valid, reliable, and practical Student Evaluation of Teaching (SET) questionnaires the instruments should:
>> include open- and close-ended questions
>> include intentional measures of both general instructor attributes (e.g. enthusiasm or effectiveness) and specific instructor behaviors (e.g. listening, providing feedback)
>> use consistent scales (e.g., five-points, same direction, 1 = low, 5 = high) and a no-opinion option
>> produce useful feedback to instructors that can inform their teaching
>> can be completed thoughtfully within 10 to 15 minutes
When developing course evaluations consider:
>> How will the student evaluation information be used?
>> Is it important to re-ask demographic information?
>> What types of reports do we need for our department? for the College? for Promotion and Tenure?
>> What types of questions will help achieve professional, departmental, and College goals?
>> How will the findings help us departmentally to recruit students, and promote Iowa State University’s mission?
Once these objectives have been defined the creation of the questionnaire will be easier to accomplish.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Antifertility, Toxicity studies as per OECD guidelines
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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1. Teaching for Academic Learning
Professor Bill Bauer
EDUC 202
Marietta College
Chapter 12
Copyright 2001 by Allyn and Bacon
2. Overview
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and
Thoughtful Learning
Copyright 2001 by Allyn and Bacon
3. Concept Map for
Chapter 11
Strategies for
Motivation &
Thoughtful
Learning
Motivation to
Learn in School
Motivation,
Teaching,
and Learning
Teacher
Expectations
Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
On TARGETT
for Learning
4. Motivation to Learn in School
Goals for students:
Productive involvement
State motivation
Trait motivation
Thoughtful learners
Copyright 2001 by Allyn and Bacon
5. On TARGETT for Learning
Task motivation
Autonomy
Rewards
Grouping
Evaluation & feedback
Time for learning
Teacher expectations
Copyright 2001 by Allyn and Bacon
See Table 11.2, Woolfolk, p. 404
6. Tasks for Learning
Task operations: risk & ambiguity
Task value
Attainment value
Intrinsic or interest value
Utility value
Authentic tasks
Problem-based learning
Copyright 2001 by Allyn and Bacon
8. Supporting Autonomy and
Recognizing Accomplishments
Supporting student choices
Bounded choices
Student choice on feedback
See Figure 11.2, Woolfolk, p. 409
Recognizing accomplishment
Authentic praise
Personal improvement
Cautions for use of rewards!
Copyright 2001 by Allyn and Bacon
9. Grouping, Evaluation, & Time
Goal structures
Competitive
Cooperative
Copyright 2001 by Allyn and Bacon
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
Copyright 2001 by Allyn and Bacon
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
See Table 11.4, Woolfolk, p. 418, and
Guidelines, p. 420
Copyright 2001 by Allyn and Bacon
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?
Copyright 2001 by Allyn and Bacon
14. Strategies to Encourage Motivation
and Thoughtful Learning
Copyright 2001 by Allyn and Bacon
15. 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
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
Copyright 2001 by Allyn and Bacon
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
Copyright 2001 by Allyn and Bacon
19. 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
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
Copyright 2001 by Allyn and Bacon
21. 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
23. 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
24. Honest Enthusiasm Is Contagious
Western Michigan University Men’s Basketball Coach, 1975
Copyright 2001 by Allyn and Bacon
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?
Copyright 2001 by Allyn and Bacon
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
Copyright 2001 by Allyn and Bacon
27. 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
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
Copyright 2001 by Allyn and Bacon
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?
Copyright 2001 by Allyn and Bacon
30. 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
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.
Copyright 2001 by Allyn and Bacon
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 goalsetting?
What are some effects of time on
motivation?
Copyright 2001 by Allyn and Bacon
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?
Copyright 2001 by Allyn and Bacon
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?
Copyright 2001 by Allyn and Bacon