1. 1. MOTIVATING THE UNMOTIVATED Switching on the turned off.
2. 2. STARTER ACTIVITY Working with the teachers at your table, discuss your answers to these questions. What do you believe to be the most important things in the lives of the pupils that you teach? What have you observed as being motivational to pupils? (5 MINS)
3. 3. DISCUSSION: DID YOU GROUP COME UP WITH ANSWERS LIKE THESE? Whats important? Friends Lunch Socializing Sports How they look in front of their peers Extracurricular activities What motivates? Fun activities Competition Being with friends If the subject is interesting If the topic is relevant Getting good grades
4. 4. LEARNING ABOUT LEARNING Humans are a unique creation. Each pupil has a mind that can think, learn, reason, and solve problems. Cognitive theory, currently the primary perspective used to describe and explain human learning, recognizes the importance of the processes used by the brain to learn.
5. 5. ASSUMPTIONS OF COGNITIVE THEORY Some learning processes are unique to humans. Individuals are actively involved in the learning process by controlling their learning. Learning involves an internal, mental change. Knowledge is organised by association and interconnectedness. New knowledge is related to previously learned information. Inferences about mental processes can be drawn by observing a pupils behavior.
6. 6. IMPLICATIONS OF COGNITIVE THEORY Learning is a function of how information is processed. Therefore, we as teachers should be concerned with pupils cognitive processes. We need to be aware not only of what pupils are learning, but how pupils are learning. Piaget and Vygotsky determined that kids develop more complex reasoning processes over time. Therefore, when planning units of study and lesson plans, we must consider the pupils current cognitive level of functioning.
7. 7. IMPLICATIONS OF COGNITIVE THEORY, CONTINUED As people learn, they mentally organise new information. Therefore, it is important to present material in an organised fashion. Learning is more likely to occur when people associate new material with previously learned material. Therefore, we must help pupils relate new information to old information. Pupils control their own learning by being mentally involved in the classroom. Therefore, we need to monitor pupils to ensure they are paying attention, thinking, and processing.
8. 8. Y DO YOU work out? go shopping? read a novel? watch a movie? cook dinner for your family? keep a blog? go travelling?
9. 9. WHAT MOTIVATES PEOPLE TO ENGAGE IN AN ACTIVITY? People engage in activities because they are enjoyable and/or rewarding.
10. 10. DEFINITION OF MOTIVATION Motivation is an internal state that arouses us to action pushes us in particular directions keeps us engaged in certain activities THEREFORE Motivation determines to what extent a pupil will actually learn.
11. 11. IMPORTANCE OF MOTIVATION Pupils will always be motivated by something. It is our responsibility to determine WHAT motivates pupils.
12. 12. A WEE QUESTION FOR YOU: Imagine: a motivated pupil is walking into your class. Describe them. (2MINS)
13. 13. IF A PUPIL IS MOTIVATED TO LEARN, THEY WILL engage in an activity with greater energy and activity. set goals for themselves. increase time on task by initiating work and by persisting despite difficulty and interruptions. be cognitively engaged, i.e. actually thinking about whats being taught.
14. 14. EXTRINSIC & INTRINSIC MOTIVATIONExtrinsic motivation occurs when the source for motivation comes from outside the person and task. (desire for rewards, fear of punishment, need for positive recognition, etc.) Intrinsic motivation occurs when the source of motivation comes from within the individual and task. The individual sees the task as enjoyable and worthwhile. Group work: With the people sitting at your table, make a list of both extrinsic and intrinsic motivation that occurs in school. (5mins)
15. 15. BOTH CAN BE EFFECTIVE, BUT
16. 16. INTRINSIC MOTIVATION IS MORE BENEFICIAL THAN EXTRINSIC MOTIVATION TO PROMOTE LEARNING. Pupils who are intrinsically motivated are more likely to: Begin a task on their own Pay attention Learn material in a meaningful way Show creativity Be persistent despite failures Enjoy the activity Evaluate their own progress Achieve at high levels
17. 17. THE BAD NEWS FOR SECONDARY SCHOOL TEACHERS Although most pupils start school with a high level of intrinsic motivation to learn, they tend to lose this motivation as they get older.
18. 18. SO HOW CAN WE PROMOTE INTRINSIC MOTIVATION? Relate units of study to the students lives. How are the effects of the tsunami in 2004 similar to the destruction caused by Mount Vesuvius in 79 A.D.? How would you have reacted if your mother embarrassed you in front of your peers like this character did? Talk about intrinsic motives. You must be proud of yourself for getting a A in that test. Im glad you enjoy doing this experiment. Its important you understand how to reduce fractions. You use this when you.. Pursue and discuss your own individual interests. I really enjoyed the Australian Open; it makes me want to get out on the tennis court!
19. 19. GROUP WORK WITH YOUR DEPARTMENT Thinking of your department, come up with a list of ways to promote intrinsic motivation among your pupils. Make your methods specific to your subject matter. Again, the 3 ways to encourage this are: Relate subject to pupils lives Talk about intrinsic motives Pursue and discuss your own interests (5mins)
20. 20. WORK WITH YOUR GROUP Now that you have come up with some ways to encourage intrinsic motivation within your subject matter, you are going to be working with your group. Make a list of ways to intrinsically encourage students to excel. Some people in your group may teach the same pupils; think of specific methods for individual students who might need more encouragement than others. (5mins)
21. 21. DISCUSSION: What do you feel is the most important need for pupils?
22. 22. Maslows Hierarchy of Needs Need for Competence and Self-worth Need for Relatedness Need for Affiliation Need for Approval Need for Achievement
23. 23. 1. IMPLICATIONS FOR MASLOWS HIERARCHY OF NEEDS Safety: Students need to be aware of classroom expectations and to have routines established. Love and belongingness: Pupils need to feel as though they are part of a group. Esteem: In order to be respected, a pupil may act in ways that will bolster his image in front of peers. Conversely, some students exhibit low self-esteem. Self- actualization Esteem Love and belongingness Safety Physiological
24. 24. 2. NEED FOR COMPETENCE AND SELF-WORTH Robert White (1959) suggested that humans have a basic need for competence, a belief that they can deal effectively with their environment. (Ormrod,2004) Martin Covington (1992) suggested that self-worth (defending ones competency) is a primary need for humans. This can be done by Consistently succeeding Avoiding failure Setting low expectations Refusing to participate in an activity or to complete an assignment Making excuses Cheating Procrastinating We witness these behaviours on a daily basis, dont we?
25. 25. GROUP ACTIVITY Brainstorm with the people at your table. Can you come up with 10 ways to meet pupils basic needs, as well as their needs for competence and self-worth? Be as specific as possible.
26. 26. ADDRESSING THE NEEDS DESCRIBED BY MASLOW & THE NEED FOR COMPETENCE & SELF- WORTH Allow pupils to take toilet breaks. Allow students to drink water in the classroom. Refer sick or troubled pupils. Change classroom activities frequently. Encourage pupils to ask questions. Acknowledge pupils achievements. Have an orderly classroom. Have pupils follow the classroom/school code rigorously.. Be consistent in dealing with students. Clearly define expectations.
27. 27. 3. NEED FOR RELATEDNESS Pupils want to be connected socially to others. They feel this leads to love and respect. It might be manifested in the following ways: Using social media rather than working on school tasks. Trying to look popular, smart, cool, athletic, etc. Showing concern and helping others
28. 28. 4. NEED FOR AFFILIATION Need for affiliation describes pupils who desire friendly relationships. Some pupils have a high need for affiliation, whereas others have a low need. Pupils with a high need for affiliation might: Be nervous when watched by others Communicate frequently Be affected by peer pressure Be more interested in relationships than tasks Earn lower grades than their peers Thrive in a classroom with a nurturing teacher
29. 29. 5. NEED FOR APPROVAL Some pupils have a strong desire to look good in front of others. How this might be observed: Seeking teacher recognition/approval Seeking peer recognition/approval Which of these two do we see more of at school? Note: Students with a high need for approval tend to be less popular than their peers.
30. 30. 6. NEED FOR ACHIEVEMENT Some pupils have an intrinsic desire to achieve excellence. These pupils might be persistent, be realistic about tasks, and set high standards. Can you think of a student this describes? Covington and Omelich (1991) have proposed that learners can be divided into four groups: Over-strivers Optimists Failure avoiders Failure accepters Can you think of a student who could fit into each of these categories? *The need for achievement might be influenced more by specific tasks and subjects rather than true for all areas.
31. 31. ADDRESSING THE NEEDS FOR RELATEDNESS, AFFILIATION, APPROVAL, AND ACHIEVEMENT Foster healthy teacher-pupil relationships: Get involved in the mentoring program. Attend extra-curricular events. Show interest in their lives. Ask about a pupils day and then listen. Give small gifts to the class. Acknowledge them. Encourage pupils. Allow pupils to communicate with their peers. Discussion with a partner Co-operative learning Peer-evaluation Share assessment criteria with pupils. Challenge pupils. Q: Which of these do we already do successfully?
32. 32. GROUP ACTIVITY Brainstorm with the people at your table. List ways you could meet pupils needs for relatedness, affiliation, approval, and achievement. Be as specific as possible.
33. 33. HOMEWORK ASSIGNMENT Individually, make a list of 5 ways you think you could help to ensure your pupils needs are being addressed. Set a goal: How many techniques can you commit to implementing over the next couple of weeks? -please be realistic Faculty Heads and Principal Teachers: In an upcoming departmental meeting, set aside 10 minutes for your team to share their experiences.
34. 34. DUNCANRIG SECONDARY SCHOOL GIVE ALL YOU CAN GIVE