Engaging and motivating learners
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Workshop with Critical Care Clinical Educators hosted by the Deakin University School of Nursing on Feb 5 2015.
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Engaging and motivating learners
- 1. CRICOS Provider Code: 00113B SUSIE MACFARLANE SCHOOL OF EXERCISE AND NUTRITION SCIENCES FACULTY OF HEALTH, DEAKIN UNIVERSITY Engaging and motivating learners: an evidence based approach
- 2. CRICOS Provider Code: 00113B SUSIE MACFARLANE SCHOOL OF EXERCISE AND NUTRITION SCIENCES FACULTY OF HEALTH, DEAKIN UNIVERSITY Engaging and motivating learners: an evidence based approach (to improve performance)
- 3. CRICOS Provider Code: 00113B 5 PRINCIPLES 1. ACTIVE LEARNING 2. PROGRESS NOT JUDGEMENT 3. PERSONALISATION 4. INTRINSIC MOTIVATION 5. FOSTER COLLABORATION
- 4. CRICOS Provider Code: 00113B What is it important to engage our learners and staff? “Engagement is important because it predicts important outcomes (e.g., learning, development) and because it reveals underlying motivation” (Reeve, Jang, Carrell, Jeon & Barch, 2004)
- 5. CRICOS Provider Code: 00113B What is our purpose?
- 6. CRICOS Provider Code: 00113B WHAT IS ENGAGEMENT?
- 7. CRICOS Provider Code: 00113B WHAT IS ENGAGEMENT? The degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education (Abbott, 2014)
- 8. CRICOS Provider Code: 00113B WHAT IS ENGAGEMENT? “A student's willingness, need, desire and compulsion to participate in, and be successful in, the learning process promoting higher level thinking for enduring understanding." (Bomia et al, 1997)
- 9. CRICOS Provider Code: 00113B Challenge with support Meaning ENGAGEMENT Learning or Achievement
- 10. CRICOS Provider Code: 00113B WHAT IS ENGAGEMENT? Goal-directed Focused Intense Persistent Interested Empowered to make change
- 11. CRICOS Provider Code: 00113B WHAT DIS-ENGAGES? Think about a time when you felt disengaged from a learning experience Why was this? How could that experience have been changed to engage you?
- 12. CRICOS Provider Code: 00113B WHAT IS DIS- ENGAGEMENT? Apathetic Distracted Half-hearted Helpless Burned out Allowed external forces outside their control to regulate their task environment
- 13. CRICOS Provider Code: 00113B WHAT STRATEGIES DO YOU USE TO ENGAGE?
- 14. CRICOS Provider Code: 00113B Principle 1: active learning All learners engage in active learning DESIGNING ACTIVE AND COLLABORATIVE LEARNING PRINCIPLE 1: ACTIVE LEARNING
- 15. CRICOS Provider Code: 00113B RETENTION Real experience Model/simulate real experience Role play a situation Hands on workshop View exhibit Watch demonstration Moving pictures View image Dale’s Cone of Experience LEARNING OUTCOMES Listen to lecture Read text Define, Describe List, Explain Demonstrate Apply Practice Analyse Design Create Evaluate 10% 20% 30% 50% 70% 90%
- 16. CRICOS Provider Code: 00113B RECALL VS TRANSFER • Retention: remember what is learned • Transfer: not only remember but make sense of and be able to use what is learned Anderson and Krathwohl, 2001
- 17. CRICOS Provider Code: 00113B Reading or listening Observing or doing B Learning independently Learning with others Disconnected from experience Solving a real problem High stakes assessment Practice with feedback Moderate stress Low stress Learnt in isolation Connected to prior knowledge To pass or achieve a grade For a meaningful purpose A
- 18. CRICOS Provider Code: 00113B Activity Identify a learning approach B that you could share Identify a learning approach A you could adapt to a B Discuss with the person next to you
- 19. CRICOS Provider Code: 00113B PRINCIPLE 2: PERSONALISATION Intellectual Social Cultural Psychological and Physical health Experience Prior knowledge Generational experience Prior experiences of learning Cultural backgrounds Social support and skills Psychological and physical health
- 20. CRICOS Provider Code: 00113B PRINCIPLE 3: PROGRESS NOT JUDGEMENT Mary achieved a final grade of 83% Lee achieved a final grade of 62%
- 21. CRICOS Provider Code: 00113B (Mangels, Butterfield, Lamb, Good, Dweck, 2006) Fixed beliefs vs Growth beliefs Performance orientation vs Learning orientation Learning Motivation Learning requires effort, practice and experience People are either smart or dumb Challenge myself, take risks and learn Appear smart and always prove myself
- 22. CRICOS Provider Code: 00113B FIXED VS GROWTH MINDSET Students who believe that intelligence is a fixed quantity are particularly vulnerable to decreased performance when they realize they are at risk of failing whereas students who view intelligence as acquirable are better able to remain effective learners
- 23. CRICOS Provider Code: 00113B ENGAGEMENT STRATEGIES What conditions support a growth mindset and mastery learning?
- 24. CRICOS Provider Code: 00113B PRINCIPLE 4: INTRINSIC MOTIVATION
- 25. CRICOS Provider Code: 00113B Extrinsic Motivation Intrinsic Motivation Ryan, Koestner and Deci (1999) • Conducted a meta-analysis of 128 studies • Examined the effects of extrinsic rewards on intrinsic motivation
- 26. CRICOS Provider Code: 00113B Findings 1. Rewards for Engagement, Completion and Performance significantly undermined free-choice intrinsic motivation 2. All rewards, all tangible rewards, and all expected rewards undermined IM. (Ryan, Koestner and Deci (1999) 3. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance (Cameron, Banko, Pierce, 2001) Positive feedback enhanced both free-choice behaviour and self-reported interest
- 27. CRICOS Provider Code: 00113B Purpose Autonomy Mastery Intrinsic Motivation Self Determination Theory Ryan & Deci What I do has meaning for myself, my team, our patients and our community I have choice and can determine what I contribute and how I can make progress and develop mastery
- 28. CRICOS Provider Code: 00113B Autonomy supporting strategies Controlling strategies Interests Preferences Choice-making Curiosity Sense of Challenge Incentives Consequences Directives Deadlines Assignments INTRINSICALLY MOTIVATING EXTRINSICALLY MOTIVATING
- 29. CRICOS Provider Code: 00113B Recognition & acceptance Learning Phases of learning and change Implement Continuous Improvement Clarity of Purpose Meaningful impact or outcome Practice & Feedback Harness learner’s strengths Scaffold & support learning Build on existing knowledge Celebrate success Engagement Strategies Support from all levels of leadership Collaborative projects Embed evaluation Opportunities for reflection Clear standards Acknowledge effort Involve learners actively in planning stages Learner choice in timing, role or contribution Mastery Autonomy Purpose Achievable task Connect learning or skill development to higher level goals Teamwork & collaboration Provide resources Distributed responsibility Remove barriers Distributed responsibility Expand on successes
- 30. CRICOS Provider Code: 00113B Activity Select an engagement strategy you could implement or expand in one of the phases Discuss with the person next to you
- 31. CRICOS Provider Code: 00113B Thinking of a current teaching challenge, scenario or project: Which principle is most relevant? What small achievable change could impact engagement?
- 32. CRICOS Provider Code: 00113B Engage all Harness strengths and diversity Work together to create meaning PRINCIPLE 5: FOSTER COLLABORATION
- 33. CRICOS Provider Code: 00113B DESIGNING FOR ENGAGEMENT I’m not good enough I won’t take part I’m bored (angry) I don’t matter I don’t belong
- 34. CRICOS Provider Code: 00113B DESIGNING FOR ENGAGEMENT I am valuableI’m not good enough I will contributeI won’t take part I am challengedI’m bored (angry) I have purposeI don’t matter Harness strengths Design individual or small group tasks in which everyone is required to participate Provide a task, problem to solve or question to answer Assign authentic, unique, interdependent roles I am valuedI don’t belong Recognise diversity
- 35. CRICOS Provider Code: 00113B FACILITATING FOR ENGAGEMENT AUTHORITY COMPETITION FEAR OF FAILURE COMPLIANCE TALKING DEPENDENCE Teachers / Supervisors Learners / Staff
- 36. CRICOS Provider Code: 00113B FACILITATING FOR ENGAGEMENT EMPOWERMENTAUTHORITY COLLABORATIONCOMPETITION COURAGE TO LEARN FEAR OF FAILURE OWNERSHIPCOMPLIANCE ASK / MODELTALKING SELF EVALUATIONDEPENDENCE Teachers / Supervisors Learners / Staff
- 37. CRICOS Provider Code: 00113B FACILITATING FOR ENGAGEMENT EMPOWERMENTAUTHORITY COLLABORATIONCOMPETITION COURAGE TO LEARN FEAR OF FAILURE OWNERSHIPCOMPLIANCE Discuss, scaffold and assign responsibility for quality of learning and of outcomes. Encourage peer interactions, assistance, feedback. Acknowledge effort, risk-taking, persistence, evaluation and analysis, and improvement - not “marks”. Shared understanding of purpose ASKINGTALKING Don’t tell. Give thinking time. Ask, model, ask, explain, ask, think, ask and discuss. SELF EVALUATIONDEPENDENCE Responsibility for quality
- 38. CRICOS Provider Code: 00113B ASK QUESTIONS: • to interest, engage and challenge • to assess prior knowledge and understanding • to stimulate recall, in order to create new understanding and meaning • to focus thinking on the most important concepts and issues • to help learners extend their thinking from the factual to the analytical • to help learners to see connections • to promote reasoning, problem solving, evaluation and the formation of hypotheses • to promote learners’ thinking about the way they have learned
- 39. CRICOS Provider Code: 00113B FINAL QUESTIONS… What conditions can you create that foster engagement and support a performance culture?
- 40. CRICOS Provider Code: 00113B References Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum. Bomia, L, Beluzo, L, Demeester, D, Elander, K, Johnson, M, & Sheldon, B (1997) The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, p. 294. Deci, EL, Koestner, R, Ryan, RM (1999) A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation, Psychological Bulletin, 125(6): 627-668 Harlen W, Deakin Crick R (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. Issue 1. London: EPPI- Centre, Social Science Research Unit, Institute of Education. (link) Mangels, JA., Butterfield, B, Lamb, J, Good, C, Dweck, C (2006) Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model, Social Cognitive and Affective Neuroscience, 1(2): 75-86 Mueller CM, Dweck CS. Praise for intelligence can undermine children. Journal of Personality and Social Psychology. 1998;75:33–52 Reeve, J, Jang, H, Carrell, D, Jeon, S & Barch, J (2004) Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support, Motivation and Emotion, 28(2): 147-169.
- 41. CRICOS Provider Code: 00113B Thank you Susie Macfarlane susiem@deakin.edu.au
Editor's Notes
- Ask for two volunteers: an engagement detective And an disengagement detective Could ask people to line up according to how hard they think it is to engage learners, fold the line and have a conversation with someone about why they stood where they did Sit with that person.
- Why engagement important? It's the glue that holds the learning process together The essence - neuroscience - not compliance but build habit - lifelong learning - community of professionals shared ownership over goals and responsibility for excellence so doesn't require surveillance bit all work toward same direction
- 1. Ask individuals to write a definition 2. Discuss with the person you don’t know and come up with a definition you are happy with Write it on A4 Now meet up with another pair you don’t know and do the same.
- REFLECTION Personal experience and emotion Diversity Problem solving Being asked not being told Collaboration
- Jaqi
- May surprise you Is there one of these methods in your workplace that could be adapted to have better outcomes? Is there a method you know of that could be shared?
- Susie
- Jaqi
- Story about a teacher who is modelling a learning orientation: Her young student achieved 100% in a test, and the teacher responded “Oh no, I am so sorry, I have not challenged you enough and you have missed out on an opportunity to learn”!
- Jaqi
- Jaqi
- Need both There are usually quite a lot of extrinsic factors How can we build in evidence based approaches to increasing our learners’ intrinsic motivation?
- Need both There are usually quite a lot of extrinsic factors How can we build in evidence based approaches to increasing our learners’ intrinsic motivation?
- SDT Edward L. Deci and Richard M. Ryan Intrinsic motivation initiating an activity for its own sake because it is interesting and satisfying in itself as opposed to doing an activity to obtain an external goal (extrinsic motivation). Humans have inherent tendency toward growth development but this does not happen automatically, people need conditions that support this. three psychological needs motivate people to initiate behaviour essential for their psychological health and well-being. These needs are universal and innate Purpose or belonging: the universal want to interact, be connected to, and experience caring for others Methods: Provide opportunity for learners to consider problem and its impact, and to have an impact on others Autonomy: Is the urge to be causal agents of one's own life however, this does not mean to be independent of others Methods: Consultation, Choice in what you do and how you do it Example when teaching a unit in Health Behaviour. 1600 students compulsory first year. Assignment was a case study, but to ensure deeper learnng and retention, experiential learning, we adapted the task to a personal health behaviour change plan. Provided them the choice in what health behaviour they would like to address. Competence and Mastery: Seek to control the outcome and experience mastery Practice and feedback A sense of progress – with students,, and each week set goals, implement their plan and keep a journal Example HBS110 - Provided students the opportunity to choose a health behaviour they would like to work on
- Jaqi
- Jaqi