Theories on factors affecting motivation
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This document discusses several theories of motivation: 1. Attribution theory explains how people attribute their successes and failures to internal or external factors. 2. Self-efficacy theory states that a sense of competence and belief in one's abilities increases motivation. Strategies to enhance self-efficacy are outlined. 3. Self-determination theory discusses how providing choices and evaluating performance in a non-controlling way can increase motivation. Self-regulation involves goal-setting, planning, and self-monitoring.
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Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
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This document discusses two types of motivation - intrinsic and extrinsic - and how students differ in their motivations based on factors like age, gender, culture, and socioeconomic background. It notes that the class contains students with varying backgrounds and motivations influenced by their families and cultures. To motivate all students for learning, differentiated approaches are needed. Two principles are outlined: students model behaviors relevant to their situation, and students have greater efficacy when they see similar others succeed. The conclusion is that students need models similar to themselves in terms of background to increase motivation.
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This document discusses product-oriented performance-based assessment. It involves assessing students' actual performance through products they create. Products can include work targeting skills like reading, writing, speaking and listening. Teachers evaluate students' proficiency on tasks based on rubrics. Assessment targets three levels - novice, skilled, and expert. Tasks and products are designed to be at an appropriate complexity, be appealing, encourage creativity, and be goal-based to attain learning objectives.
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Motivational and affective factors
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Human environmental factors affecting motivation
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Psychological perspectives have influenced curriculum development. Behaviorism views learning as habit formation through conditioning stimuli and responses. Ivan Pavlov showed conditioning through association. Edward Thorndike proposed laws of effect, exercise, and readiness. B.F. Skinner's operant conditioning uses reinforcement and punishment. Cognitivism sees learning as cognitive construction. Jean Piaget's stages of development described cognitive growth. Constructivism views learning as constructing new understanding. Humanism considers the learner as a whole person with emotions that impact learning. Abraham Maslow's hierarchy of needs and Carl Rogers' learner-centered approach also influenced curriculum.
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This document discusses instructional objectives and communicating objectives to students. It covers three types of objectives: cognitive, affective, and psychomotor. Cognitive objectives aim to increase knowledge, affective objectives target attitude change, and psychomotor objectives build physical skills. The document emphasizes that objectives should be learner-centered, outcomes-driven, objective, and specify measurable behaviors. Objectives help teachers choose content and activities and make evaluation easier. They also guide students by clarifying learning goals and allowing self-assessment. Well-written objectives clearly state who will perform what behavior under what conditions to demonstrate mastery.
Learning theories in management
The document discusses several learning theories including reinforcement theory, social learning theory, goal setting theory, goal orientation theory, expectancy theory, adult learning theory, and information processing theory. It provides details on key aspects of each theory such as types of reinforcement, social learning processes, types of goals, goal orientation approaches, expectancy theory assumptions, adult learning principles, and information processing components. The document is presented by a group of six members who each cover one or two theories in detail.
Motivation ppr edm703
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 process and purpose of evaluation
This document discusses evaluation and grading in education. It defines evaluation as making overall judgments about student work or a school's work. Evaluation is used to generate grades and promote learning. However, grades do not always precisely measure learning and are not entirely objective. The document proposes several ways to change evaluation processes to better promote learning, such as focusing on learning processes, reducing stress, incorporating more formative feedback, and involving students in self-assessment and peer assessment. Constructive feedback should be specific, focused on issues, and based on observations to be most effective.
John keller's arcs model of motivational design - PPT
The document discusses John Keller's ARCS Model of Motivational Design, which is a prescriptive model for motivating learners. The ARCS model focuses on gaining Attention through perceptual or inquiry arousal, ensuring Relevance by emphasizing how the learning relates to the learner's experiences and goals, building Confidence through clear objectives and meaningful successes, and providing Satisfaction through opportunities to apply skills and receive feedback. The model aims to engage and motivate learners at each stage of the instructional design process.
Motivating High Ability Students
This document discusses strategies for motivating high-ability students. It notes that lack of motivation can lead to underachievement in gifted students. Reasons for poor motivation include uninteresting curriculum, lack of personal meaning, and irrelevance to students' cultures. The document outlines a continuum of motivation from external to internalized motivation. It emphasizes facilitating authentic student investigation of interests through complex, long-term projects with choice, relevance to students' lives, and opportunities for self-reflection and evaluation. Teachers can support motivation by providing individualized attention, opportunities for help-seeking, and ensuring students have control over their learning.
Classroom assessment powerpoint ch.2 and 3
This document discusses assessment for and of learning. It outlines the importance of formative assessment and having a balanced assessment system. Formative assessment has been shown to improve student achievement when implemented properly, through practices like providing feedback and developing self-assessment skills. The document outlines seven strategies for formative assessment, focusing on clarifying learning targets, determining students' current level of understanding, and helping them to close gaps in their knowledge. Clear learning targets are essential for effective assessment.
Examination and Evaluation-ppt presentation.pptx
The document defines key concepts related to assessment including tests, measurements, evaluation, and assessment. It outlines the purposes of assessment as improving student learning and program/institutional improvement. It also describes different frames of reference for interpreting test scores such as ability-referenced, growth-referenced, norm-referenced, and criterion-referenced. The document further discusses types of assessments including formative vs summative and screening vs diagnostic. It also covers Bloom's taxonomy of educational objectives for the cognitive, affective and psychomotor domains.
0- session 11 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
Learning
Learning is a key process that results in relatively permanent changes in behavior. It occurs through experience and interactions with the environment. Learning involves both physical and mental processes like perception, encoding, storage, and retrieval of information. Several factors can influence learning, including characteristics of the learner like motivation, ability, and health, as well as teaching methods. Learning theories provide frameworks for understanding how and why learning occurs.
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Theories on factors affecting motivation
- 2. Attribution theory • This theory explains our successes or failures or other events to several factors. (popularity to your popular parents or to your own sterling academic performances; poor economic condition or to the vices of your father.)
- 3. Three ways
- 4. 1. Locus (place) -Internal versus external. 2.Stability -Stable versus unstable. 3.Controllability -Controllable versus uncontrollable.
- 5. Self-efficacy theory A sense of high self-efficacy means a high sense of competence. Self-efficacy is the belief that one has the necessary capabilities to perform a task, to fulfill role expectations, or meet a challenging situation successfully.
- 6. Self efficacy- Enhancing strategies • Make sure students master the basic skills. • Help them to make noticeable progress difficult tasks. • Communicate confidence in students’ abilities through both words and actions. • Expose them successful peers.
- 7. Other recommendations • Provide competence-promoting feedback. • Promote mastery on challenging tasks. • Promote self-comparison rather than comparison with others. • Be sure errors occur within an overall context of success.
- 8. Self-determination and self regulation theories
- 9. Self-determination • Present rules & instructions in an informational manner rather than controlling manner. • Provide opportunities for students to make choices. • Evaluate student performance in a non-controlling fashion.
- 10. What are indicators of self- regulation
- 11. • Set standards for oneself • Monitor and evaluate one’s own behavior against such standards • Impose consequences on oneself for one’s successes or failures. (Omrod, 2004)
- 12. Following processes: • Goal-setting. • Planning. • Attention control. • Application of learning strategies. • Self-monitoring. • Self-evaluation.
- 13. Choice Theory Bob Sullo (2007) *4 Basic psychological needs: • Belonging or connecting • Power or competence • Freedom • Fun
- 15. Goal theory
- 16. • Learning goals versus performance goals -Learning goal “desire to acquire additional knowledge or master new skills.” -Performance goal “desire to look good and receive favorable judgments from others or else look bad and receive unfavorable judgments.”
- 17. • Self-determined goals -personally relevant goals and self-determined goals enhance a student’s motivation. • Goal Setting Major elements: 1. goal acceptance 2. Specifity 3. Challenge 4. Performance monitoring 5. Performance feedback.
- 18. Lesson objectives: SMART (specific, measurable, attainable, result oriented and time bound) and challenging.