Supporting an Environment for Student Motivation Level 1: - - PowerPoint PPT Presentation

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Supporting an Environment for Student Motivation Level 1: - - PowerPoint PPT Presentation

Jan 09, 2024 553 likes •988 views

Supporting an Environment for Student Motivation Level 1: Foundations Graduate Teaching and Learning Program LEARNING OUTCOMES Discuss the factors that influence student motivation Explain 3 approaches to learning: mastery, performance,

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SLIDE 1

Supporting an Environment for Student Motivation

Level 1: Foundations Graduate Teaching and Learning Program

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SLIDE 2

LEARNING OUTCOMES

  • Discuss the factors that influence student

motivation

  • Explain 3 approaches to learning: mastery,

performance, strategic

  • Discuss strategies instructors can use to support

student motivation

  • Course design
  • Teaching and learning strategies
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SLIDE 3

OBJECTIVES

➤ Participants will be introduced to the influencing factors on

student motivation

➤ Participants will have a deeper understanding the ways that

instructors support student motivation

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SLIDE 4

WHO AM I?

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SLIDE 5

WHO ARE YOU? WHY ARE YOU HERE?

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“ Why are we talking about this

anyway?!”

~Anonymous GTL Level 1 Participant who wants to get on with it.

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COMMUNITY

➤ Increased ➤ Engagement ➤ Motivation ➤ Culture for Feedback ➤ Collaboration ➤ Meeting students’ needs ➤ Emotional safety

influences learning

➤ Decreased ➤ Student/instructor

isolation

➤ Student/instructor

frustration

➤ Student aggression ➤ Cheating ➤ Anonymity

Learning is a deeply social process.

Jason Barr, “Developing a Positive Classroom Climate, IDEA Paper #61, October 2016, https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperID EA_61.pdf, Accessed 27 August 2018 Josh Cuevas, “Brain-Based Learning, Myth vs. Reality: Testing Learning Styles & Dual Coding,” Science-Based Medicine October 12, 2014, Accessed September 1, 2015, Sara Bernard, “Neuro Myths: Separating Fact & Fiction in Brain-Based ” Edutopia, December 10, 2010, Accessed September 1, 2015, http://www.edutopia.org/neuroscience-brain-based- learning-myth-busting https://www.teachervision.com/blog/morning-announcements/importance-building-community- classroom
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SLIDE 8

TEACHING MATTERS

What legacy do you want to leave

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SLIDE 9 http://standingstrongwellness.com/2015/07/09/motivation-a-tool-in-your-wellness-toolbox/

What conditions help you feel motivated to learn?

Write [1 minute], Pair, Share (3 minutes)

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SLIDE 10 13

Motivation

Movere (to move) = process whereby goal-directed activity is instigated and sustained

Why do students set and sustain goals?

Image: https://exercisephysiologist.wordpress.com/2012/04/13/environmental-influence-during-the-boston-marathon-from-2000-2011/
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SLIDE 11

“ People with high assurance in their

capabilities approach difficult tasks as challenges to be mastered rather than as threats to be avoided.”

~ Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

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SLIDE 12

THE IDEAL SELF | ALBERT BANDURA

Our view of our ideal self influences our:

  • Where we want to be;
  • Who we want to be

determine the goals we

  • Set
  • Value
  • Continue to work at
Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html Image: http://xponents.com/2012/11/20/identifying-ideal-self-the-first-step-on-the-path-toward-a-successful- adult-learning-strategy/
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Self-efficacy

Who students think they are affects what they want to be. ~Alberta Bandura

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SELF EFFICACY | ALBERT BANDURA

Influencing Factors

  • Past performance outcomes
  • Vicarious experience (models)
  • Verbal persuasion
  • Emotional state
  • Personal history
Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html Image: https://www.hopespeak.com/blog/9-reasons-why-students-must-develop-habit-of-goal-setting/

The discrepancy between who students are and who they want to be can be motivating or devastating.

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BELIEFS ABOUT ABILITY

  • Incremental= ability changes over time
  • Entity= ability is set at birth
  • Beliefs about ability impact goal orientations
  • Incremental=Mastery student
  • Entity= Performance student
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LEARNING OUTCOMES

  • Discuss the factors that influence student

motivation

  • Explain 3 approaches to learning: mastery,

performance, strategic

  • Discuss strategies instructors can use to support

student motivation

  • Course design
  • Teaching and learning strategies
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SLIDE 17 20

Deep (Mastery)

Approaches to Learning

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press. Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge

reproducing

  • rientation

meaning

  • rientation
  • Intrinsic motivation
  • Personal experiences
  • Relates prior & new knowledge
  • Bigger picture
  • Analysis, evaluation, interpretation
  • Extrinsic motivation
  • Memorization without reflection
  • Learning as “boring”
  • Looks for what the “teachers

wants”

Surface (Performance)

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INTRINSIC MOTIVATION

  • Primarily concerned with deep

learning/mastering

  • Failure = areas for

improvement (motivating)

  • Approach:
  • Deep
  • Autonomous
  • Intrinsic

Mastery Orientation

Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41.
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EXTRINSIC MOTIVATION

  • Performance orientation
  • Primarily concerned outside factors (grades, =

something about their ability to do the task punishment, etc.)

  • Failure
  • Approach
  • Strategic
  • Surface
  • Extrinsic
Ken Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41Image: https://instrinsicandextrinsicmotivation.wordpress.com/category/uncategorized/ Image: http://thebettermanprojects.com/2015/03/17/what-is-extrinsic-motivation/, Accessed 27, 2018
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STRATEGIC ORIENTATION

Achieving Orientation

  • Will do what is

necessary to get highest grade

  • Flexible approach to

learning

  • Deep or surface

approach as necessary

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press. Ramsden, P. (2003). Learning to Teach in Higher Education, 2nd Ed. New York: Routledge Felder and Brent (2005). “Understanding Student Differences.” Journal of Engineering Education 94/1, 57-72. Image: http://www.hscompanies.com/services/strategic-planning/
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CASE STUDY HOW DOES COURSE DESIGN IMPACT MOTIVATION?

In groups of 4 Examine the syllabus

  • Which factors encourage mastery/intrinsic

motivation (and why)

  • Which factors encourage

performance/extrinsic motivation (and why)

Make note of your observations Choose a representative to share the group’s thoughts.

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SLIDE 22

LEARNING OUTCOMES

  • Discuss the factors that influence student

motivation

  • Explain 3 approaches to learning: mastery,

performance, strategic

  • Discuss strategies instructors can use to

support student motivation

  • Designing significant learning experiences
  • Course design and lesson planning
  • Active learning
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Creating significant learning experiences is about designing learning experiences not simply delivering content.

The opportunity to engage in significant learning experiences influences student motivation.

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DESIGNING SIGNIFICANT LEARNING EXPERIENCES

  • Assesses higher thinking
  • Provides feedback on
  • Misconceptions
  • Strengths/areas for improvement
  • Connects topics, courses, disciplines
  • Employs active learning
Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013 Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.
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DESIGNING SIGNIFICANT LEARNING EXPERIENCES

Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy
  • f Sciences (PNAS) 111:8410–8415.
Graphs taken from: Weiman, C.E., (2014) Large-scale comparison of science teaching methods sends clear message. Proceedings of the National Academy of Sciences (PNAS), 111 (23), 8319-8320.

Examined 2 questions

  • Does active learning boost examination

scores?

  • Does it lower failure rates?
  • Traditional lecturing students 1.5

times more likely to fail than students in active learning classes

  • Average examination scores improved

by 6% in active learning sessions

“Active learning increases student performance in science, engineering, & mathematics”

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Passive Learning

  • Students are empty vessels/sponges to be filled
  • Students record and absorb knowledge
  • Instructor as holder of knowledge (expert)

Active Learning

  • Restructure new info and prior knowledge into new

students’ knowledge

  • Students practice using knowledge
  • Coach/facilitate
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SLIDE 27

“

Active learning “involves students in doing things and

thinking about what they

are doing.”

~Boswell, Charles and James Eison (1991) Active Learning: Creating Excitement in the Classroom, 2

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SLIDE 28
  • Activities students do to construct

knowledge and understanding

  • Require students to do higher order

thinking

  • Involve metacognition—students’ thinking

about their own learning—is an important element, providing the link between activity and learning.

~Cynthia Brame Active Learning, https://cft.vanderbilt.edu/wp- content/uploads/sites/59/Active-Learning.pdf, Accessed 27 August 2018

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ACTIVE LEARNING BARRIERS

  • “I do have to lecture. What else can you do in these

large classes?”

  • “I can’t get the content covered if I don’t lecture.”
  • “Students want me to lecture.”
  • “Students don’t bother to learn anything.”
  • “Students don’t have the critical thinking skills to

participate.”

~Maryellen Weimer, “More Evidence that Active Learning Works,” Faculty Focus, 3 June 2015 Image: https://goo.gl/images/ak0dI5
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SPEED NETWORKING

Discuss the 1 of the common arguments instructors give for not including active learning in their courses.

Getting you started:

➤ Do you agree/disagree with the statement? Why? ➤ What assumptions about teaching and learning

does the statement reveal?

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Speed Networking | Instructions

  • Stand up, and move to another area of the room.
  • Find a partner. Introduce yourself.
  • Discuss ONE of the barriers 2 minutes.
  • When you hear the signal, find a new partner.
  • Repeat.
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“

“Teachers may cover the content, but if that doesn’t promote learning, does it really matter that it’s been covered? . . And since when did education become governed by what learners may think they need or want?”

~ Maryellen Weimer, “More Evidence that Active Learning Works,” The Teaching Professor Blog, Faculty Focus, 3 June 2015

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SOME THEORY

  • Memory is affected by

how deeply new info processed

  • Learning elaborated by:
  • Thinking about

relationships

  • Explaining
  • Summarizing
  • Questioning
Image: http://daniel-venezuela.blogspot.ca/2014/06/can-we-get-grand- unified-theory-of.html, Accessed 27, August 2018 https://teaching.berkeley.edu/resources/learn/memory-and-recall
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Passive Learning and the “Overconfidence Bias” Dunning-Kruger Effect

Pete Walkins, “Everybody with Me?” and Other Not-so-useful Questions, Faculty Focus, 26 February 2018, https://www.facultyfocus.com/articles/teaching-and-learning/bad-questions-prompts/, Image: http://takingcareofmyownbusiness.com/2014/07/09/overconfidence/, Accessed 27 August 2018
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WHY ACTIVE LEARNING?

  • Provides students
  • pportunities to:
  • Think, talk about, process

material

  • Create personal

connections to material

  • Practice skills for

homework/exams!!

  • Build self-

esteem/confidence

  • Creates classroom

community

  • Get more students talking!
http://cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html Image: http://www.digitalcounterrevolution.co.uk/2015/active-learning- reconsidered/, Accessed 13 March 2018
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ACTIVE LEARNING PITFALLS

  • Diving into activity with no explanation
  • Starting too big (hint: start small and build)
  • Expecting all students to eagerly develop groups
  • Not doing it consistently
  • Programming trivial activities
  • Activities that are too long (hint: chunk activities)
  • Predictability
  • Little variation in activity types
  • Predicable post-mortem following activity
Common Active Learning Mistakes, Tomorrow’s Professor, Stanford https://tomprof.stanford.edu/posting/1491
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SLIDE 37

LEARNING OUTCOMES

  • Discuss the factors that influence student

motivation

  • Explain 3 approaches to learning: mastery,

performance, strategic

  • Discuss strategies instructors can use to

support student motivation

  • Active learning
  • Designing significant learning experiences
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SLIDE 38

DESIGNING SIGNIFICANT LEARNING EXPERIENCES

  • Content tyranny
  • Topics as short discrete units
  • Assesses
  • Content immediately, never to return
  • Fails to connect units, courses, disciplines
  • Factual recall
  • Without feedback
Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press. Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013 Image: http://www.imgmob.net/water-surface.html
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DESIGNING SIGNIFICANT LEARNING EXPERIENCES

  • Demonstrates instructor’s commitment to, and

passion for, subject

  • Clear/transparent expectations
  • Transparency in teaching methods
  • High expectations
  • Student choice
  • Responds to student interest
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DESIGNING SIGNIFICANT LEARNING EXPERIENCES

  • Points to transferable skills
  • Connects material with real world applications
  • Clear/transparent expectations
  • Examples, anecdotes, stories
  • Shares strategies for dealing with material
  • Establishes a sense of community and belonging
  • Uses immediacy behaviours
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ACTIVE LEARNING RESOURCES

  • Angelo and Cross, Classroom assessment techniques (CATS)
  • https://valenciacollege.edu/faculty/development/centers/documents/ClassroomAssess

mentTechniquesPrimerandWebsite.pdf

  • http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf
  • https://cft.vanderbilt.edu//cft/guides-sub-pages/cats/
  • Active Learning Ideas
  • https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-

tips/developing-assignments/assignment-design/active-learning-activities

  • http://www.ion.uillinois.edu/resources/otai/
  • https://ctl.byu.edu/active-learning-ideas
  • Common Active Learning Mistakes, Tomorrow’s Professor, Stanford

https://tomprof.stanford.edu/posting/1491

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WHAT ARE YOUR QUESTIONS?

DEANNA DAVIS, PHD

PROFESSIONAL DEVELOPMENT INSTRUCTIONAL DESIGN SPECIALIST GRAD.PD@UALBERTA.CA