1. Teaching for Academic Learning
Professor Bill Bauer
EDUC 202
Marietta College
Chapter 12
Copyright 2001 by Allyn and Bacon

2. Reflection Questions
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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

3. Strategies to Encourage Motivation
and Thoughtful Learning
Copyright 2001 by Allyn and Bacon

4. Necessary Classroom Conditions
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Organized classroom
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Free from interruptions
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Safe-to-fail environment
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Challenging but reasonable work
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Authentic, worthwhile tasks
Copyright 2001 by Allyn and Bacon

5. Critical Student Questions
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Copyright 2001 by Allyn and Bacon
Can I do it?
Do I want to do it?
What do I need to
do to succeed?

6. Building Confidence & Positive
Expectations
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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

7. Seeing the Value of Learning
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Younger students: intrinsic/interest value
Older students: utility value
Attainment value: achievable
Intrinsic value
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Tie class activities to student interests
Arouse curiosity
Make learning fun
Use novelty and familiarity
Copyright 2001 by Allyn and Bacon

8. Seeing the Value of Learning:
Instrumental
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Explain connections
Provide incentives
and rewards if needed
Authentic tasks:
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Ill-structured
Real world problems
Copyright 2001 by Allyn and Bacon

9. Staying Focused on the Task
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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

10. Beginning Teachers &
Motivation Approaches by Rank
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Reward/punishment
Attention-focusing
Relevance
Confidence-building
See Figure 11.5, Woolfolk, p. 425
Copyright 2001 by Allyn and Bacon

11. Beginning Teachers’ Motivation
Strategies
Reward/Punish
Build Confidence
Focus Attention
Relevance
Copyright 2001 by Allyn and Bacon

12. Student Views of Motivation
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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

13. Honest Enthusiasm Is Contagious
Western Michigan University Men’s Basketball Coach, 1975
Copyright 2001 by Allyn and Bacon

14. 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

15. Heidi : 1st Grade
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Very quiet: shy
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Will not speak out loud in class
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Will not maintain eye contact
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Poor reading skills
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Draws beautifully
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Writes poetry
Copyright 2001 by Allyn and Bacon

16. Josh : 4th Grade
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ADHD
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Child of divorce
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Monday depression
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Dad is ex-Marine drill sergeant
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15% homework handed in
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Loves class discussions
Copyright 2001 by Allyn and Bacon

17. Adam : Junior High
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Low grades
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Physically big & athletic
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Vandalism with police record
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Interview: honest, intelligent, & witty
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Helpful with other students
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No homework handed in
Copyright 2001 by Allyn and Bacon

18. Reflection Questions
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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

19. Summary
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Motivation to Learn in School
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On TARGETT for Learning
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Teacher Expectations
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Strategies to Encourage Motivation and
Thoughtful Learning
Copyright 2001 by Allyn and Bacon

20. Review Questions
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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

21. Review Questions
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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

22. Review Questions
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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

23. Review Questions
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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

24. End Chapter 11
Copyright 2001 by Allyn and Bacon