1. Teaching for Academic Learning
Professor Bill Bauer
EDUC 202
Marietta College
Chapter 12
Copyright 2001 by Allyn and Bacon
2. Reflection Questions
Think of a teacher that was particularly
encouraging for you. What motivation
strategies did that teacher employ?
Do you have any biases or behaviors that
may send messages to students that they
lack competence?
How will you monitor possible biases that
you may have?
Copyright 2001 by Allyn and Bacon
6. Building Confidence & Positive
Expectations
Match tasks to student ability level
Move in small steps
Clear, specific, attainable learning goals
Stress self-comparison
Communicate that academic ability can be
improved
Model good problem solving
Copyright 2001 by Allyn and Bacon
7. Seeing the Value of Learning
Younger students: intrinsic/interest value
Older students: utility value
Attainment value: achievable
Intrinsic value
Tie class activities to student interests
Arouse curiosity
Make learning fun
Use novelty and familiarity
Copyright 2001 by Allyn and Bacon
8. Seeing the Value of Learning:
Instrumental
Explain connections
Provide incentives
and rewards if needed
Authentic tasks:
Ill-structured
Real world problems
Copyright 2001 by Allyn and Bacon
9. Staying Focused on the Task
Frequent opportunities to respond
Have students create finished products
Avoid heavy emphasis on grades and
competition
Reduce task risk without oversimplifying
the task
Model motivation to learn
Teach particular learning tactics
Copyright 2001 by Allyn and Bacon
10. Beginning Teachers &
Motivation Approaches by Rank
Reward/punishment
Attention-focusing
Relevance
Confidence-building
See Figure 11.5, Woolfolk, p. 425
Copyright 2001 by Allyn and Bacon
12. Student Views of Motivation
Copyright 2001 by Allyn and Bacon
Know YOUR
students
Expect developmental
differences
Expect individual
differences
Use TARGETT to
help meet the needs
of YOUR students
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
Very quiet: shy
Will not speak out loud in class
Will not maintain eye contact
Poor reading skills
Draws beautifully
Writes poetry
Copyright 2001 by Allyn and Bacon
16. Josh : 4th Grade
ADHD
Child of divorce
Monday depression
Dad is ex-Marine drill sergeant
15% homework handed in
Loves class discussions
Copyright 2001 by Allyn and Bacon
17. Adam : Junior High
Low grades
Physically big & athletic
Vandalism with police record
Interview: honest, intelligent, & witty
Helpful with other students
No homework handed in
Copyright 2001 by Allyn and Bacon
18. Reflection Questions
What are ways of soliciting information
about what motivates your students?
If several members of the French Club are
in your math class, how could you tie their
interests in French with your math content?
In your discipline, how will you connect
content with real world, authentic tasks?
Copyright 2001 by Allyn and Bacon
19. Summary
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and
Thoughtful Learning
Copyright 2001 by Allyn and Bacon
20. Review Questions
Define motivation to learn.
What does TARGETT stand for?
How do tasks affect motivation?
What does it mean for students to
“negotiate a task”?
What are the three kinds of task value?
Distinguish between bounded and
unbounded choices.
Copyright 2001 by Allyn and Bacon
21. Review Questions
How can recognition undermine motivation
and a sense of self-efficacy?
What determines whether a goal structure
is cooperative, competitive, or
individualistic?
How does evaluative climate affect goalsetting?
What are some effects of time on
motivation?
Copyright 2001 by Allyn and Bacon
22. Review Questions
What are some sources of teacher
expectations?
What are the two kinds of expectation
effects and how do they happen?
What are the different avenues for
communicating teacher expectations?
What are four conditions that must exist in
a classroom before any motivational
strategies can be successful?
Copyright 2001 by Allyn and Bacon
23. Review Questions
What else can teachers do to motivate
students?
What are the most commonly used
motivational strategies of beginning
teachers?
What can we learn from students about
motivation?
Copyright 2001 by Allyn and Bacon