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Edu 6132 presentation interest attention and motivation

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Edu 6132 presentation interest attention and motivation

  1. 1. Interest, Attention, and Motivation Learners in Context EDU 6132 Module 8
  2. 2. Objective Describe factors influencing student interest, attention and motivation. Elaborate on methods for improving each of these in the context of lesson planning and classroom climate.
  3. 3. Attention We don’t pay attention to boring things. Attention promotes elaborate encoding
  4. 4. Prior Knowledge Prior Knowledge
  6. 6. Interest and Awareness Unusual Unpredictable Distinctive Image credits to http://news.bbc.co.uk/2/hi/8272370.stm
  7. 7. Emotion Emotionally competent stimulus (ECS) Events connected to emotion = memorable Image credit to http://www.hongkiat.com
  8. 8. Meaning Details Overview Summary Teach with concepts, connect concepts Lesson objective Schedule of activities Concept map
  9. 9. Multitasking Myth Image credit to http://brainrules.net
  10. 10. Multitasking Myth Image credit to http://brainrules.net
  11. 11. Break-up Direct Instruction Attention every 10 minutes
  12. 12. Pressley and McCormick (2007) Academic Motivation
  13. 13. Decrease in Motivation Inverse relationship Grade – increase Motivation – decrease
  14. 14. Self-Efficacy Social model Opinion of others Feedback Big fish in the little pond Image credits to http://playitloudmusic.wordpress.com and http://quantifiedself.com
  15. 15. Transitions Elementary to Middle Middle to High Multiple teachers Multiple teachers Factory like characteristics Same factory like characteristics Larger, impersonal Larger, impersonal Teachers exert more control Content focus Less social support
  16. 16. Improving Self-Efficacy Appropriate challenge level Scaffold and zone of proximal development Nurture success Promote positive expectations Peer models 1. Cooperative Teach specific learning strategies learning 2. Interest Capitalize on student interest Choices Frequent and focused feedback Right attribution
  17. 17. Attribution Effort Ability Task factors Luck Image credit to serc.carleton.ed
  18. 18. Competition A few individual must fail for others to succeed Curve versus mastery Publicizing grades Conditions where Competitive learning may be appropriate 1. Simple review activities 2. Absence of evaluative criteria 3. Ability to observe competitor’s progress 4. Competition as a game 5. Equal opportunity to win (Johnson and Johnson, 1974)
  19. 19. Cooperation People work together to achieve a common goal Teams Peer tutoring Use Cooperative Learning to promote 1. Problem solving 2. Creativity 3. Quality performance 4. Positive classroom interactions 5. Social skills (Johnson and Johnson, 1974)
  20. 20. Characteristics of Effective Cooperative Learning Not all the time Interdependence Accountability Individual and group Social skills Balance Ability, gender, ethnicity
  21. 21. Promoting Interest Text readings Lesson planning Offering meaningful choices Variety Relevant and vivid Relevance Consider prior knowledge Consider prior knowledge Encourage students to be Activity active learners Appropriate challenge level Provoke curiosity Promote sense of control
  22. 22. Motivating Students Model interest in learning Model thinking and problem solving Identify relevance Reduce anxiety Content deserves attentions Promote curiosity and suspense Include games
  23. 23. Objective Describe factors influencing student interest, attention and motivation. Elaborate on methods for improving each of these in the context of lesson planning and classroom climate.

Notes de l'éditeur

  • Let’s begin with Medina’s 4th rule, “we don’t pay attention to boring things”The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded – and retained (Medina, 2008).
  • Prior knowledge, knowledge that stems from previous experience.Access prior knowledge to begin a unit of learning, or lesson.
  • The brain pays attention to patterns and combines these with what you already know.
  • Beginning of the lesson, the hook
  • Emotionally arousing events tend to be better remembered than neutral events.
  • Memory records the gist before the details.Techniques for communicating the gist of your unit, lesson, activityConcept map to communicate the gist, overview. Used this concept map to describe your paper [click]Plan unit around concepts and connect characteristics of concept across lessons, connect across units [click]For example equality 1=1, 2+3=5, 0=0 inequality 3>2, equality and inequality as a social studies topic of topic in literature.
  • Typical activity, one task (shown in gray) interrupted by many little tasks. The uninterrupted task shows below.Multitasking means that you are actually shifting your attention from one task to another, and back again.
  • Focus on one thing at a time, in terms of the activities you guide students through and also in your delivery of content.Switching from one task to another is sequential and time consuming.Provide warm-ups
  • Most common mistake accompanying communication, too much information.Medina suggest a 10 minute rule that he uses for delivering lectures.Break up the delivery of information into 10 minute chunks, where each segment includes one core concept, that can be explained in one minute, add liberal repetition and tell where at in delivery of information.
  • Inverse relationship between grade and affinity for schoolStudents tend to like academic tasks les with each year in schoolLess interested in schoolReasons for decline
  • One reason for decrease in motivationPerceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes. Robert Bandura writer.Social model – seeing someone do something encourages students that they can do it too.Opinion of others – belief in teachers, teacher modelsFeedback – Big fish little pond – around lots of great students, feel less capable, around average, feel more capable
  • Expectancy value theory: Previous failure creates expectation of more failure, previous success creates expectation of more successNow let’s take a look at a couple of factors for improving self-efficacy, motivation, and interest that relate specifically to instruction and lesson planning [click] including….
  • When students succeed or fail, they explain their success or failure in different ways. Students attribute their achievement to what they believe to be causal factors and these factors are called attributions.It may be that students who do not try are avoiding the risk of failure so that they do not have to attribute their failure to their ability, says something about who they are and that they can’t change it.
  • Probably avoid competition.Elements of competition lower self-efficacy such as grading on a curve, some F, some A, and most everyone else C. Mastery learning to reach a standard.Some conditions under which competition is fine, according the two researchers Johnson and Johnson, experts on cooperative and competitive learning [click]
  • Characteristics of effective cooperative learning.
  • Pressley and McCormick (2007) suggest the following methods for making reading texts more interesting. However, I would also suggest that many of these methods apply to lesson planning in general.