This document discusses various theories of motivation. It covers Maslow's hierarchy of needs theory, Herzberg's two-factor theory, McGregor's Theory X and Y, and expectancy theory. The key points are that motivation is driven by needs, directed towards rewards and away from punishments, and influenced by factors both internal and external to the individual. Effective motivation relies on understanding what drives behavior.
This document discusses motivation from several perspectives:
1) It outlines five areas of motivation: choices, persistence, getting started, feelings, and intensity of involvement.
2) It discusses intrinsic and extrinsic motivation, noting that intrinsic motivation comes from within and extrinsic comes from external factors like rewards.
3) It examines locus of causality, whether the perceived cause of behavior is internal or external, using examples.
This document outlines 16 habits of mind that are important for intelligent problem solving. It defines a habit of mind as a disposition toward behaving intelligently when facing problems with unknown answers. Some of the key habits discussed include persisting through challenges, managing impulsivity, listening with empathy, thinking flexibly, striving for accuracy, questioning and problem posing, and applying knowledge to new situations. For each habit, it provides a brief definition and supporting quote.
This document provides ideas and resources for motivating dyslexic learners. It discusses the concepts of activation, persistence and intensity in learning motivation. Intrinsic and extrinsic motivation are compared, with intrinsic motivation seen as best. Reasons for de-motivation in dyslexic learners are explored. The importance of self-efficacy, goal-setting, praise and supportive relationships are covered. Specific strategies are suggested for motivating reading, writing, and using technology to support learning. Games and interactive resources are presented as fun ways to engage and challenge dyslexic students.
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
The document discusses motivation and strategies to motivate students. It defines motivation and discusses intrinsic and extrinsic motivation. Both are useful for teaching and learning, especially language learning. Teachers can use positive feedback (extrinsic) while also making learning enjoyable (intrinsic). Effective strategies to motivate students include using engaging teaching techniques, making learning interesting and entertaining, conveying caring, helping students feel special and achieve their maximum potential, going beyond academics, discussing real-world topics, and providing tools for students' careers.
The document discusses motivation and the factors that influence it. It defines motivation as an internal state that precedes behavior and is influenced by various internal and external factors. It describes aspects of motivation like intrinsic and extrinsic motivation. It also discusses the elements of a motivational system, including personality, self-concept, self-esteem, and self-regulation. Self-regulation involves processes like setting goals, self-monitoring, and self-evaluation that help direct behavior. Inner speech, self-efficacy, outcome expectations, and other cognitive factors also influence motivation.
This document discusses self-management and different aspects of understanding oneself. It defines four ways of understanding oneself: assumed self, manifest self, objective self, and requisite self. It explains that there are often gaps between these different selves that can be minimized through habits like being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then to be understood, synergizing, and sharpening the saw. Developing these habits can help align one's different selves and understand oneself more fully.
Chapter 11 motivation in learning & teachingbigmanbc
This document discusses motivation and self-determination. It describes intrinsic motivation, which comes from internal rewards, and extrinsic motivation, which comes from external rewards or punishments. Maslow's hierarchy of needs is also summarized, which positions basic needs like safety and belonging below higher-level needs like self-actualization and intellectual achievement. The document advocates supporting students' autonomy and sense of control to enhance intrinsic motivation and engagement in learning.
This document discusses motivation from several perspectives:
1) It outlines five areas of motivation: choices, persistence, getting started, feelings, and intensity of involvement.
2) It discusses intrinsic and extrinsic motivation, noting that intrinsic motivation comes from within and extrinsic comes from external factors like rewards.
3) It examines locus of causality, whether the perceived cause of behavior is internal or external, using examples.
This document outlines 16 habits of mind that are important for intelligent problem solving. It defines a habit of mind as a disposition toward behaving intelligently when facing problems with unknown answers. Some of the key habits discussed include persisting through challenges, managing impulsivity, listening with empathy, thinking flexibly, striving for accuracy, questioning and problem posing, and applying knowledge to new situations. For each habit, it provides a brief definition and supporting quote.
This document provides ideas and resources for motivating dyslexic learners. It discusses the concepts of activation, persistence and intensity in learning motivation. Intrinsic and extrinsic motivation are compared, with intrinsic motivation seen as best. Reasons for de-motivation in dyslexic learners are explored. The importance of self-efficacy, goal-setting, praise and supportive relationships are covered. Specific strategies are suggested for motivating reading, writing, and using technology to support learning. Games and interactive resources are presented as fun ways to engage and challenge dyslexic students.
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
The document discusses motivation and strategies to motivate students. It defines motivation and discusses intrinsic and extrinsic motivation. Both are useful for teaching and learning, especially language learning. Teachers can use positive feedback (extrinsic) while also making learning enjoyable (intrinsic). Effective strategies to motivate students include using engaging teaching techniques, making learning interesting and entertaining, conveying caring, helping students feel special and achieve their maximum potential, going beyond academics, discussing real-world topics, and providing tools for students' careers.
The document discusses motivation and the factors that influence it. It defines motivation as an internal state that precedes behavior and is influenced by various internal and external factors. It describes aspects of motivation like intrinsic and extrinsic motivation. It also discusses the elements of a motivational system, including personality, self-concept, self-esteem, and self-regulation. Self-regulation involves processes like setting goals, self-monitoring, and self-evaluation that help direct behavior. Inner speech, self-efficacy, outcome expectations, and other cognitive factors also influence motivation.
This document discusses self-management and different aspects of understanding oneself. It defines four ways of understanding oneself: assumed self, manifest self, objective self, and requisite self. It explains that there are often gaps between these different selves that can be minimized through habits like being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then to be understood, synergizing, and sharpening the saw. Developing these habits can help align one's different selves and understand oneself more fully.
Chapter 11 motivation in learning & teachingbigmanbc
This document discusses motivation and self-determination. It describes intrinsic motivation, which comes from internal rewards, and extrinsic motivation, which comes from external rewards or punishments. Maslow's hierarchy of needs is also summarized, which positions basic needs like safety and belonging below higher-level needs like self-actualization and intellectual achievement. The document advocates supporting students' autonomy and sense of control to enhance intrinsic motivation and engagement in learning.
Topic: Motivation & Its Types
Student Name: Sumera Khan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
The document provides information about Stephen Covey's 7 Habits framework. It discusses the 7 Habits themselves, which include being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then to be understood, synergizing, and sharpening the saw. It also discusses the principles underlying the habits and how effective vs ineffective people approach each habit.
Eaquals Training for Excellence: Coaching, Loraine Kennedy eaquals
This 2-day workshop covers coaching and mentoring in the workplace. It discusses using coaching to motivate employees and help them improve performance. The document outlines coaching models and skills like listening, questioning techniques and setting goals using the GROW model. Coaching focuses on employees' potential and helping them overcome obstacles to achieve their goals.
The document discusses motivation in learning and teaching. It defines motivation and explores goal orientation and how goal setting can improve performance. It outlines tips for educators to motivate students, including acting as a facilitator by establishing rapport, finding ways for students to answer their own questions, and providing timely feedback. The document also suggests actively involving students through various active learning techniques and using tools like behavior tracking charts to motivate students. Educators are encouraged to inspire students by helping them set challenging mastery goals.
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Motivational talk to top 100 best learners mankweng circuitPhuti Ragophala
This document provides a motivational talk and advice for top learners in Mankweng Circuit, Polokwane South Africa. It discusses using technology like smartphones, tablets, and apps to simplify learning. Students are encouraged to form study groups, use resources like Vodacom e-school and YouTube for practical lessons, and develop 21st century skills like creativity, collaboration, and problem solving. The talk emphasizes taking leadership in studies, organizing time, teamwork, and collaboration to succeed. Students are advised to reflect on themselves and commit to change.
This document discusses Carol Dweck's research on fixed and growth mindsets. It begins by defining mindset as a mental attitude that determines how one interprets and responds to situations. Those with a fixed mindset believe their intelligence is predetermined, while those with a growth mindset believe intelligence can be developed through effort. The document then provides examples of how mindsets influence responses to challenges. It suggests educators can promote a growth mindset through praise focused on effort rather than ability and emphasizing that failure provides learning opportunities.
Teachers motivation leads to student motivationRhoda Erebholo
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Barrier in critical thinking by mubashir imtiazMubashirMaliki
Egocentrism, sociocentrism, wishful thinking, drone mentality, schedule pressures, biased nature and experiences, work pressure, fear, and laziness are the major barriers to critical thinking. Egocentrism involves an inability to see perspectives other than one's own, while sociocentrism assumes the superiority of one's own group. Wishful thinking can hinder critical thinking if it involves dreaming rather than practical thinking. Drone mentality and schedule pressures can discourage challenges and limit opportunities to develop critical thinking skills. Biases, work pressures, fear, and laziness can also curb open-minded and strategic thinking.
This document discusses how coaches can be instruments of change by developing self-awareness and understanding group dynamics. It emphasizes that coaches must understand their own psychology, emotions, and vulnerabilities in order to help clients through transformational change. Coaches should reflect on how their presence, behaviors, and reactions impact clients and groups. Developing awareness of one's strengths, weaknesses, assumptions, and triggers is key to effectively facilitating change in others. The document provides questions and exercises to help coaches increase self-knowledge and better understand how they can act as instruments of positive transformation.
This document discusses problem solving and developing life skills. It notes that many people lack skills to manage crises, problems, and decisions in life. Ineffective behaviors and thinking often underlie problematic client behaviors. The document then outlines various problem solving skills and models, including defining problems precisely, assessing actual versus desired situations, generating alternative strategies, implementing strategies, and evaluating outcomes. It provides examples of clients and problems to illustrate applying problem solving approaches.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
EDUG 525 - Final Presentation - Motivation and engagement lessonJorge Arevalo
The document discusses theories of motivation and engagement from psychology and education. It outlines several prominent theories including goal theory, expectancy-value theory, self-efficacy theory, attribution theory, self-determination theory, and behavioral theory. It then provides examples of strategies teachers can use to apply these theories to increase student motivation and engagement in the classroom, such as allowing student choice, providing feedback, and fostering relationships between students.
This document provides nine ways for becoming your best self. It begins by discussing the importance of shifting one's mindset from a fixed to a growth mindset. A fixed mindset is resistant to change and learning new things, while a growth mindset embraces challenges and sees intelligence as something that can be developed through effort. The document encourages the reader to identify areas of fixed thinking in their life and shift to a growth mindset through learning new skills and being open to feedback.
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
Compiled tajuk 4 perbezaan individu n pembelajaran gaya kognitif n pembelajaranHashimah68
This document discusses differences in individual learning styles and cognitive styles. It covers field dependence/independence, habits of mind, and several learning style models including Dunn & Dunn, Kolb's model, and Honey & Mumford. The document was compiled by Pn Hashimah Hashim, a lecturer at the Department of Quality Assurance at the IPG Islamic Education Campus. It provides an overview of key concepts in individual differences and learning with implications for teaching and learning.
This document discusses leadership and motivation. It defines leadership as motivating a group towards a common goal and influencing people positively. Effective leaders know the way, go the way, and show the way. Leadership requires understanding followers and communicating well. The document also defines motivation as an internal drive that directs behavior. It discusses different leadership styles like autocratic and democratic. Motivation can be intrinsic, from internal satisfaction, or extrinsic, from external rewards/punishments. Leaders must understand what motivates followers in order to be successful.
The document discusses motivation from several perspectives:
1. It defines motivation and outlines different types of motivation including intrinsic and extrinsic motivation.
2. It summarizes several theories of motivation such as behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, and flow theory.
3. It provides strategies for motivating students focusing on growth mindset, building relationships, setting clear expectations, and being inspirational.
Topic: Motivation & Its Types
Student Name: Sumera Khan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
The document provides information about Stephen Covey's 7 Habits framework. It discusses the 7 Habits themselves, which include being proactive, beginning with the end in mind, putting first things first, thinking win-win, seeking first to understand then to be understood, synergizing, and sharpening the saw. It also discusses the principles underlying the habits and how effective vs ineffective people approach each habit.
Eaquals Training for Excellence: Coaching, Loraine Kennedy eaquals
This 2-day workshop covers coaching and mentoring in the workplace. It discusses using coaching to motivate employees and help them improve performance. The document outlines coaching models and skills like listening, questioning techniques and setting goals using the GROW model. Coaching focuses on employees' potential and helping them overcome obstacles to achieve their goals.
The document discusses motivation in learning and teaching. It defines motivation and explores goal orientation and how goal setting can improve performance. It outlines tips for educators to motivate students, including acting as a facilitator by establishing rapport, finding ways for students to answer their own questions, and providing timely feedback. The document also suggests actively involving students through various active learning techniques and using tools like behavior tracking charts to motivate students. Educators are encouraged to inspire students by helping them set challenging mastery goals.
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Motivational talk to top 100 best learners mankweng circuitPhuti Ragophala
This document provides a motivational talk and advice for top learners in Mankweng Circuit, Polokwane South Africa. It discusses using technology like smartphones, tablets, and apps to simplify learning. Students are encouraged to form study groups, use resources like Vodacom e-school and YouTube for practical lessons, and develop 21st century skills like creativity, collaboration, and problem solving. The talk emphasizes taking leadership in studies, organizing time, teamwork, and collaboration to succeed. Students are advised to reflect on themselves and commit to change.
This document discusses Carol Dweck's research on fixed and growth mindsets. It begins by defining mindset as a mental attitude that determines how one interprets and responds to situations. Those with a fixed mindset believe their intelligence is predetermined, while those with a growth mindset believe intelligence can be developed through effort. The document then provides examples of how mindsets influence responses to challenges. It suggests educators can promote a growth mindset through praise focused on effort rather than ability and emphasizing that failure provides learning opportunities.
Teachers motivation leads to student motivationRhoda Erebholo
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Barrier in critical thinking by mubashir imtiazMubashirMaliki
Egocentrism, sociocentrism, wishful thinking, drone mentality, schedule pressures, biased nature and experiences, work pressure, fear, and laziness are the major barriers to critical thinking. Egocentrism involves an inability to see perspectives other than one's own, while sociocentrism assumes the superiority of one's own group. Wishful thinking can hinder critical thinking if it involves dreaming rather than practical thinking. Drone mentality and schedule pressures can discourage challenges and limit opportunities to develop critical thinking skills. Biases, work pressures, fear, and laziness can also curb open-minded and strategic thinking.
This document discusses how coaches can be instruments of change by developing self-awareness and understanding group dynamics. It emphasizes that coaches must understand their own psychology, emotions, and vulnerabilities in order to help clients through transformational change. Coaches should reflect on how their presence, behaviors, and reactions impact clients and groups. Developing awareness of one's strengths, weaknesses, assumptions, and triggers is key to effectively facilitating change in others. The document provides questions and exercises to help coaches increase self-knowledge and better understand how they can act as instruments of positive transformation.
This document discusses problem solving and developing life skills. It notes that many people lack skills to manage crises, problems, and decisions in life. Ineffective behaviors and thinking often underlie problematic client behaviors. The document then outlines various problem solving skills and models, including defining problems precisely, assessing actual versus desired situations, generating alternative strategies, implementing strategies, and evaluating outcomes. It provides examples of clients and problems to illustrate applying problem solving approaches.
Creative Problem Solving w Emergenetics ReflectionsJohn Yeo
A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.
A growth mindset is key in helping language learners understand how their effort can equal results. Language learning is hard work, filled with challenges and sometimes setbacks. Knowing that we become smarter as we learn new things is a practical way to encourage and motivate students to keep working hard as they learn a new language.
EDUG 525 - Final Presentation - Motivation and engagement lessonJorge Arevalo
The document discusses theories of motivation and engagement from psychology and education. It outlines several prominent theories including goal theory, expectancy-value theory, self-efficacy theory, attribution theory, self-determination theory, and behavioral theory. It then provides examples of strategies teachers can use to apply these theories to increase student motivation and engagement in the classroom, such as allowing student choice, providing feedback, and fostering relationships between students.
This document provides nine ways for becoming your best self. It begins by discussing the importance of shifting one's mindset from a fixed to a growth mindset. A fixed mindset is resistant to change and learning new things, while a growth mindset embraces challenges and sees intelligence as something that can be developed through effort. The document encourages the reader to identify areas of fixed thinking in their life and shift to a growth mindset through learning new skills and being open to feedback.
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
Compiled tajuk 4 perbezaan individu n pembelajaran gaya kognitif n pembelajaranHashimah68
This document discusses differences in individual learning styles and cognitive styles. It covers field dependence/independence, habits of mind, and several learning style models including Dunn & Dunn, Kolb's model, and Honey & Mumford. The document was compiled by Pn Hashimah Hashim, a lecturer at the Department of Quality Assurance at the IPG Islamic Education Campus. It provides an overview of key concepts in individual differences and learning with implications for teaching and learning.
This document discusses leadership and motivation. It defines leadership as motivating a group towards a common goal and influencing people positively. Effective leaders know the way, go the way, and show the way. Leadership requires understanding followers and communicating well. The document also defines motivation as an internal drive that directs behavior. It discusses different leadership styles like autocratic and democratic. Motivation can be intrinsic, from internal satisfaction, or extrinsic, from external rewards/punishments. Leaders must understand what motivates followers in order to be successful.
The document discusses motivation from several perspectives:
1. It defines motivation and outlines different types of motivation including intrinsic and extrinsic motivation.
2. It summarizes several theories of motivation such as behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, and flow theory.
3. It provides strategies for motivating students focusing on growth mindset, building relationships, setting clear expectations, and being inspirational.
Lifeskills TOTi for oct 29 2023 (2).pptxaytenewbelay1
This orientation provides an overview of a Life Skills Training for a Youth Employment Apprenticeship Program. It outlines the objectives, structure, and content of the Training of Trainers (ToT) workshop. The objectives are to create awareness of the life skills training, equip participants with adult learning theories and principles, and evaluate trainer competencies. The orientation covers introductions, adult learning theories like Knowles' principles of andragogy and Kolb's experiential learning model, and assigns modules for the life skills training. Participants will analyze the roles of life skills trainers and their target groups.
The document discusses Peter Senge's concept of learning organizations based on the 5 core disciplines:
1. Systems thinking focuses on how individuals interact as a whole system rather than individually.
2. Mental models represent a person's thought processes and influence behavior and decisions.
3. Personal mastery is an individual's commitment to truth and continuous self-improvement.
4. Shared vision is when an organization's vision is embraced by all employees as their own.
5. Team learning occurs when teams collaborate, learn from mistakes, and foster learning across other teams. When these 5 disciplines are practiced, an organization can adapt quickly and excel.
The document discusses motivation and self-motivation. It defines motivation as an inner burning passion caused by needs, wants and desires that propels an individual to exert physical and mental energy to achieve goals. There are intrinsic and extrinsic types of motivation. Intrinsic motivation arises from self-generated factors while extrinsic motivation occurs due to external rewards or punishments. Self-motivation is the ability to motivate oneself and is an important skill. The document provides techniques to improve self-motivation such as thinking positively, having determined goals, working hard, and learning from mistakes. It also discusses the importance of motivation and factors that influence motivation.
The document discusses the concept of a learning organization as popularized by Peter Senge in his 1990 book "The Fifth Discipline." It provides information on several key aspects of learning organizations, including that members are continually learning and the organization is highly adaptable. It also discusses the five disciplines of learning organizations according to Senge: building a shared vision, personal mastery, mental models, team learning, and systems thinking. The document aims to provide guidance for school administrators on how to create a learning organization culture in their schools.
Learning Styles - Training for trainers - LeadFarmProjectSCDF-AN
1) The document discusses different theories and concepts related to training, education, and adult learning. It addresses pedagogy versus andragogy, the five principles of andragogy, Kolb's experiential learning cycle, and Honey and Mumford's four learning styles.
2) The trainer's role is to help make learning voluntary, break topics into manageable parts, relate topics to jobs or existing knowledge, and ask questions to promote feedback. Trainers should understand different learning styles and motivation factors.
3) Motivation to learn involves curiosity, self-efficacy, attitudes, needs according to Maslow's hierarchy, competence, and external motivators like incentives. The environment, readiness to learn, and
The document discusses an innovative leadership course that aims to develop leaders, transform organizations, and create sustainability through a field-tested approach. It focuses on defining innovative leadership, assessing participants' leadership styles and skills, and providing tools to build awareness, resilience, and behaviors needed for effective leadership alignment within organizations. The goal is to evolve traditional leadership approaches for increasingly complex modern contexts.
The document discusses motivation concepts and theories. It provides an overview of early motivation theories including Maslow's hierarchy of needs, McGregor's Theory X and Y, Herzberg's two-factor theory, and McClelland's needs theory. It then summarizes contemporary motivation theories such as self-determination theory, goal setting theory, reinforcement theory, equity theory, and self-efficacy theory. The key points are that motivation involves intensity, direction and persistence of effort; early theories provide a foundation but lack evidence; and contemporary theories like goal setting and self-efficacy are better supported by research.
The document discusses motivation concepts and theories. It provides an overview of early motivation theories including Maslow's hierarchy of needs, McGregor's Theory X and Y, Herzberg's two-factor theory, and McClelland's needs theory. It then summarizes contemporary motivation theories such as self-determination theory, goal setting theory, reinforcement theory, equity theory, and self-efficacy theory. The key points are that motivation involves intensity, direction and persistence of effort; early theories provide a foundation but lack evidence; and contemporary theories like goal setting and self-efficacy are better supported by research.
The document discusses several theories of motivation in business organizations. It defines motivation as the willingness to exert effort towards organizational goals in order to satisfy individual needs. Key points include Maslow's hierarchy of needs, Herzberg's two-factor theory distinguishing between hygiene and motivational factors, and McGregor's Theory X and Y about employee assumptions.
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Self-directed learning allows individuals to take responsibility for their own education by selecting, managing, and assessing their learning activities. It involves self-management, self-monitoring, and self-modification on a continual basis. The document outlines fourteen characteristics of intelligent behavior that are important for self-directed learning, including persistence, managing impulsivity, listening, flexibility, metacognition, and creativity. It also discusses how to foster self-directed learning in students.
• Introduction to the topic
• Seven factors to build up a relationship
• Locus of control
• Benefits of an internal locus control
• Managing the drawbacks of strong internal locus of control
• Tips for developing internal locus of control
• Learning to be : personal abilities
• Learning to live together – Interpersonal abilities
• Co-operative Interpersonal Behaviour working in a team
• Factors influencing faculty relationship
• Techniques for working together
• Negotiation and stages of Negotiation
• Being caring and empathetic
How to train students to think critically? In this PPT, the ways of training students to think critically are mentioned in details and the importance of critical thinking.
Motivation is defined as the driving force that allows humans to achieve their goals. Motivation can be intrinsic, stemming from internal interests or enjoyment, or extrinsic, coming from external rewards or pressures. It is important to define motivation for oneself, as what motivates one person may be different from another. Intrinsic motivation refers to motivation from internal enjoyment of a task, whereas extrinsic motivation comes from outside rewards or threats of punishment. The seven rules of motivation are to set major goals with mini-goals, finish what you start, socialize with others of similar interests, learn how to learn independently, harmonize natural talents with motivating interests, increase knowledge in inspiring subjects, and take risks while learning from failures.
1) The document discusses definitions of motivation according to several motivation theories including behavioral, social, cognitive, and humanist perspectives. It outlines factors that influence motivation such as needs, reinforcement, expectations, and emotions.
2) Intrinsic and extrinsic motivation are explained, with intrinsic motivation arising from internal satisfaction and extrinsic from external factors like rewards. The ARCS model of capturing attention, relevance, confidence and satisfaction is also introduced.
3) The video game model of motivation is presented as breaking learning into achievable challenges with frequent feedback to build confidence and persistence through challenges. Buy-in, achievable challenge, and feedback strategies are suggested to engage students and prevent boredom or frustration.
This document discusses various theories and concepts related to motivation. It begins by defining motivation and discussing the types of motivation, including intrinsic and extrinsic motivation. It then covers topics like goal setting, goal orientations, needs and their influence on motivation based on Maslow's hierarchy of needs. Other sections discuss attribution theory, self-efficacy, building motivation in schools, the role of emotions like interest, curiosity and anxiety. Overall, the document provides an overview of the key factors that influence human motivation and ways to enhance motivation in educational contexts.
The document provides an overview of learning ability and the key concepts in learning theory. It defines learning, describes the learning process, and discusses different learning theories including reinforcement theory, cognitive learning theory, experiential learning theory, and social learning theory. It also examines different learning styles such as Kolb's learning styles and Honey and Mumford's styles. Finally, it outlines conditions for effective learning and discusses formal and informal learning.
Rote learning, meaningless material, learning without goals, and fatigue can de-motivate students. Motivation comes from intrinsic sources within students, like enjoyment of learning, and extrinsic sources outside students, like rewards. Keller's ARCS model of motivating students includes gaining attention through challenges, relevance through real-world examples, building confidence through feedback, and satisfaction through application. Teachers can also use techniques like silent sitting to improve concentration and creative visualization to develop analytical skills.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
2. Motivation
• Define motivation?
• Basic characteristics of motivation.
• Elements of motivation.
• How to motivate students?
• Seven rules of motivation.
• Motivation theories.
• Maslow’s theory.
2
3. Define motivation?
“Motivation is a process that brings forth,
controls definite behaviors. Motivation is a
group of phenomena affecting the nature of
an individual's behaviour, the potency of the
behaviour, and the determination of the
behaviour. Motivation is the result of
processes, internal or external to individual
beginning with a physiological or psychological
need.”
3
4. Basic Characteristics of
Motivation
• Effort. This refers to the strength of a person's
work-related behaviour.
• Persistence. This refers to the persistence
that individuals exhibit in applying effort to their
work tasks.
• Direction. This refers to the quality of a
person's work related behaviour.
• Goals. This refers to the ends towards which
employees direct their effort
4
6. ELEMENTS OF MOTIVATION
Motivation starts with the desire to be free.
To be free from dependency on others.
Freedom to live the lifestyle we dream of.
Freedom to explore our ideas.
Total freedom is not possible or desirable, but the
struggle to achieve that ideal is the basis for
motivation.
6
8. Motivation is built on three basic
elements:
Motivation starts with a need, vision, dream or
desire to achieve the seemingly impossible.
Creativity is associated with ideas, projects and
goals, which can be considered a path to
freedom.
8
9. Motivation is built on three basic
elements
• Develop a love-to-learn, become involved
with risky ventures and continually seek new
opportunities. Success is based on learning
what works and does not work.
9
10. Motivation is built on three basic
elements
• Developing the ability to overcome barriers
and to bounce back from discouragement or
failure. Achievers learn to tolerate the agony
of failure. In any worthwhile endeavor,
barriers and failure will be there. Bouncing
back requires creative thinking as it is a
learning process. In addition, bouncing back
requires starting again at square one.
10
11. A loss of any one part and motivation
is on the rocks.
If you like to be creative and love to learn but
cannot face up to failure, you will not go back
and try again. Persistent is associated with
bouncing back.
11
12. A loss of any one part and motivation
is on the rocks.
• If you have a unique idea but don’t like taking
risks, ideas is all you will ever have.
There must be something in your life that turns
you on. You can start by analyzing the
lifestyle of your dreams. Remember, money
is not a goal, it is a reward for achieving a
goal.
12
13. How to motivate students
Without motivation Ss certainly fail to make the
necessary effort.
• Are all Ss motivated in the same way?
• What is the teacher’s role in a S’s motivation?
• How motivation can be sustained?
13
15. Extrinsic and Intrinsic
Motivation
Distinguish between intrinsic and
extrinsic motivation.
• Extrinsic Motivation: Stems from the
work environment external to the task and
it is usually applied by someone other
than the person being motivated.
• Intrinsic Motivation: Stems from the
direct relationship between the worker
and the task and it is usually self-applied.
15
16. EXTRINSIC MOTIVATION
• It is caused by any number of outside factor:
• need to pass an exam
• the hope of financial reward
• possibility or future travel
16
17. INTRINSIC MOTIVATION
• By contrast, comes from within the individual
• the enjoyment of the learning process itself
• a desire to make themselves feel better.
17
20. 1.Talk to Ss humanely and sensitively.
2.Foment confidence in the classroom in order
to have a warm and enjoyable atmosphere
20
21. • Be approachable and supportive. While
encouraging Ss to help each other, you need
to create an atmosphere in which Ss are not
afraid to ask and speak in English, What really
care is communication.
• Some Ss can feel so nervous that might forget
everything and their task performance could
fail.
21
22. • Plan work and classroom activities so that Ss may
take roles of varying levels of responsibility.
• Take care to select materials and activities which
are suitable for the student’s level. Classes are
often multi-level.
• Teachers need to consider stronger and weaker
students and provide an easier option and /or
extra materials for early finishers.
22
23. Sense of humor
• Since HUMOR:
1.Provides motivation and enhance mood and
spirit
2.Decreases stress
3.Induces relaxation
23
24. The method:
• The way in which teaching and learning
take place is VITAL.
24
26. • The average S has an attention span of 20-30
minutes. Therefore, vary the lesson with
different techniques and strategies:
pair/group work, time-limited tasks, etc.
• Do not overload Ss. Give them time to
prepare, think and consolidate knowledge.
26
27. Seven Rules of Motivation
1. Set a major goal, but follow a path. The path has
mini goals that go in many directions. When you learn to
succeed at mini goals, you will be motivated to challenge
grand goals.
2. Finish what you start. A half finished project is of no
use to anyone. Quitting is a habit. Develop the habit of
finishing self-motivated projects.
3. Socialize with others of similar interest. Mutual
support is motivating. We will develop the attitudes of our
five best friends. If they are losers, we will be a loser. If they
are winners, we will be a winner. To be a cowboy we must
associate with cowboys.
27
28. Seven Rules of Motivation
4. Learn how to learn. Dependency on others for knowledge
supports the habit of procrastination. Man has the ability to learn
without instructors. In fact, when we learn the art of self-
education we will find, if not create, opportunity to find success
beyond our wildest dreams.
5. Harmonize natural talent with interest that motivates.
Natural talent creates motivation, motivation creates persistence
and persistence gets the job done.
6. Increase knowledge of subjects that inspires. The more
we know about a subject, the more we want to learn about it. A
self-propelled upward spiral develops.
7. Take risk. Failure and bouncing back are elements of
motivation. Failure is a learning tool. No one has ever
succeeded at anything worthwhile without a string of failures
28
33. Likert
Likert developed a refined classification, breaking down organizations
into four management systems.
1st System – Primitive authoritarian
2nd System – Benevolent authoritarian
3rd System – Consultative
4th System – Participative
As per the opinion of Likert, the 4th system is the best, not only for
profit organizations, but also for non-profit firms.
33
34. Taylor
Frederick W. Taylor designed a 4-step Method
It begins with breaking the job into its smallest pieces.
The second step is to select the most qualified employees to perform
the job and train them to do it.
Next, supervisors are used to monitor the employees to be sure they
are following the methods prescribed.
Finally, continue in this fashion, but only use employees who are
getting the work done.
34
36. Herzberg
Frederick Herzberg has tried to modify Maslow’s need Hierarchy theory. His
theory is also known as two-factor theory or Hygiene theory.
He devised his theory on the question : “What do people want from their jobs
?” He asked people to describe in detail, such situations when they felt
exceptionally good or exceptionally bad. From the responses that he received,
he concluded that opposite of satisfaction is not dissatisfaction.
He states that presence of certain factors in the organization is natural and the
presence of the same does not lead to motivation. However, their non-presence
leads to De-motivation. In similar manner there are certain factors, the absence
of which causes no dissatisfaction, but their presence has motivational impact.
36
37. Herzberg Two Factors
Theory
MOTIVATIONAL FACTORS
HYGIENE Achievement
FACTORS Recognition
• Conditions Growth/Advancement
Interest in the job
• Pay
• Status
• Security
• Company
policies
37
38. McClelland
David McClelland has developed a theory on three types of motivating needs :
1. Need for Power
2. Need for Affiliation
3. Need for Achievement
38
40. McGregor Theory X and Y
Under the assumptions of theory X :
• Employees inherently do not like work
and whenever possible, will attempt to
avoid it.
• Because employees dislike work, they
have to be forced, coerced or threatened
with punishment to achieve goals.
• Employees avoid responsibilities and do
not work fill formal directions are issued.
• Most workers place a greater importance
on security over all other factors and
display little ambition. 40
41. McGregor Theory X and Y
In contrast under the assumptions of
theory Y :
Physical and mental effort at work is as
natural as rest or play.
People do exercise self-control and self-
direction and if they are committed to those
goals.
Average human beings are willing to take
responsibility and exercise imagination,
ingenuity and creativity in solving the
problems of the organization.
That the way the things are organized, the
average human being’s brainpower is only
partly used.
41
42. Mayo
Tendency to act in a specific way depends on the strength of an expectation that the
act will be followed by a given outcome and on the attractiveness of that outcome to
the individual to make this simple, expectancy theory says that an employee can be
motivated to perform better when their is a belief that the better performance will
lead to good performance appraisal and that this shall result into realization of
personal goal in form of some reward. Therefore an employee is :
Motivation = Valence x Expectancy.
The theory focuses on three things :
Efforts and performance relationship
Performance and reward relationship
Rewards and personal goal relationship 42
43. SUMMARY
• Behavior is purposeful, directed towards
some end. That is, it is motivated. The driving
force is need. The direction is towards
perceived reward and away from perceived
punishment.
43