MOTIVATION AND LEARNING

PSYCHOLOGY LESSON PLAN #1

JOANNE CRONIN
DATE:
WEEK 3,
LESSON 7

CLASS
DURATION:
90 MIN

YEAR LEVEL:
10

CLASS
SETTING:
CLASSROOM

WHAT IS MOTIVATION
Learning outcome(s):

Students will gain an introductory understanding on the theories of

motivation
Students will gain an understanding of the variety of factors that influence
motivation
Students will gain an understanding of how culture influences motivation

Aims:

The students will understand that motivation is driven by different

interactions between biological, environmental and social factors
Students will understand the different theories of motivation

Pre-requisite knowledge:

Students to have a basic understanding of psychology as an introductory

unit.
Students to have a basic understanding of learning theories

Students to have basic knowledge of ethical concerns as discussed in

psychological science inquiry

Students will have an understanding on how to access Edmodo and our
class Kahoot

Key words/Terms (Vocabulary):

Motivation
Culture
Affiliation
Goals
Drives
Instinct
Mood

Classroom Management Strategy

Students to adhere to pre-established class rules

Attention to 8 Aboriginal Ways being actively implemented
Active engagement by all students during content discussion as well as

activities
Ethical concerns addressed prior to activity
Ensure confusion is addressed in an efficient manner

Actively monitor misbehaviour and redirect in a prompt manner

Introducing the 8 Aboriginal Ways Learning Method:

Story telling: Brief discussion on the importance of recognising 8 Aboriginal

Ways as a useful method of conducting content learning in a curriculum.
Make reference to how their motivations in everyday lives may be different

to ours why do we think so?

Concept map: Motivation Wordle.
Non-Verbal: Observing others during lesson activities taking notice of

others motives
Symbols/ Images- Butchers paper and brainstorming activity
Land Links- Lesson activity conducted in open space in classroom
Non Linear- Students to try learning activity in a different manner i.e. voice

commands, clapping, stomping, clicking

Deconstruct/ Reconstruct- Breaking down the process of instructions on

the learning activity, using different ways of getting info across

Community Links- Whole class discussion on how these techniques can be
made useful in a variety of ways in the wider community,
acknowledgement of culture and the influence of motivation

Links to AusVELS
Strand:
Physical, Personal and Social Learning:

Personal Learning
Interpersonal Development

Discipline-Based Learning:

Psychology
Mathematics

Interdisciplinary Learning:

Information & Communications Technology

Thinking processes
Reasoning, processing and inquiry
Design, Creativity & Thinking Processes

Cross-curriculum priorities/ Intercultural Understanding:

Aboriginal and Torres Strait Islander histories and cultures.

Dimension:
Questioning and predicting

Formulate questions or hypotheses that can be investigated scientifically

Students to begin understanding the ability to formulate questions and
predictions to conduct a research based inquiry.
Students begin to understand these questions and predictions in the form
of a hypothesis can be either proven or disproven.

Resources:

White board markers and duster

Texta pens and butchers paper
PowerPoint # 1. 8 Aboriginal Ways
PowerPoint # 2. Introducing Motivation
Overhead slide # 1. Ethics
Overhead slide # 2. Instructions for Activity

References:

Grivas J 2013, Psychology VCE units 3 & 4 / John Grivas, Nicole

Letch, Macmillan Education Australia PTY LTD, 5th ed
LESSON INTRODUCTION:
THE E5 INSTRUCTIONAL
MODEL

BLOOMS TAXONOMY

Reminder of unit overview

Learning intentions
Aims of lesson
Review of previous class
learning/question time
Ethics reminder and why
its important
ENGAGE, ELABORATE
Brief discussion on how
motivation relates to
student learning and the
unique characteristics that
affect it such as culture
Utilise prepared
PowerPoint presentation
and introduce testing
procedures in social

Time
allocated:

(10 MIN)

REMEMBERING

(10-15 MIN)

science
Question time to address
any confusion

APPLYING, CREATING

ENGAGE, EXPLAIN, ELABORATE

LESSON MAIN BODY:

THE E5 INSTRUCTIONAL MODEL

Reiterate learning
intentions
Introduce motivation
officially
Brief introduction and
discussion on why its
important to study
motivation leading into
YouTube clip
ENGAGE, EXPLAIN

BLOOMS TAXONOMY

(10 MIN)

Reminder of unit overview

REMEMBERING,
UNDERSTANDING

Teacher to use hyperlink:

to demonstrate why
understanding motivation
is important
ENGAGE, EXPLORE
Teacher to use Prezi to
explore key terms

Time
allocated:

(5 MIN)
REMEMBERING, UNDERSTANDING

(5 MIN)
UNDERSTANDING, ANALYSING

ENGAGE, EXPLAIN, EXPLORE

Teacher to use Prezi to

present a basic
introduction to the
different theories of
motivation

(10 MIN)
UNDERSTANDING, ANALYSING

ENGAGE, EXPLAIN, EXPLORE

With reference to the

presented 8 aboriginal
ways of knowing make
reference to how culture
can play a part in
motivation formation
Brief reflection

(5 MIN)

UNDERSTANDING, ANALYSING

ENGAGE, EXPLAIN, EXPLORE

Facilitate discussion on

(5 MIN)

students personal
experience

UNDERSTANDING, ANALYSING

EXPLORE, ELABORATE
Teacher to guide student
based discussion
addressing concerns about
upcoming assessments
and knowledge check

UNDERSTANDING, APPLYING,
CREATING
(15 MIN)

ENGAGE, EXPLOR, EVALUATE

Students to log in to
Kahoot for a quiz
knowledge assessment

LESSON CONCLUSION:
THE E5 INSTRUCTIONAL MODEL

Teacher to guide reflection

and to address any
concerns/questions or
interests

Time
allocated:

BLOOMS TAXONOMY

(10 MIN)

ELABORATE
**All resources made available on EDMODO for referral during lesson