10/5/18

Motivation
Dr. Surita Jhangiani
EPSE 308

Guiding Question

How can we catalyze motivation in our class?

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Outline
What is the role of motivation in learning ?
How does it impact student’s engagement ?
What can we do as teachers to motivate students for learning?

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What does motivation mean to you?

Values Beliefs Expectations

Promoting Motivation in Class

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Smart kids love to learn and seek out

challenges?
True or False

When you praise kids’ intelligence, they become

more confident and able to achieve goals.
True or False

Carol Dweck

Carol Dweck: Mindset

• Mindset & Motivation
• Fixed or Growth Mindset
• Change In mindset = boost in achievement

A growth mindset isn’t just about effort

• It’s about learning
• “Let’s talk about what you’ve tried, and what you can try next.”

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Reflection

What is the relationship between beliefs and ability and

learning?

What are the implications of Dweck’s research for teaching?

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Expectations and Rewards

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Motivators

Can I do this task?

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Rewards & Incentives

Do extrinsic rewards ↓ internal motivation?

Should we never praise or give incentives?

Development of Motivation
• Elementary years. Most students begin with ↑ intrinsic motivation
(e.g., preference for challenge, curiosity/interest).
• Middle years. There is a general ↓ intrinsic motivation, and an ↑ in
extrinsic motivation (e.g., grades, teacher approval, preference for
easy work)
• Secondary years. Transition to internalized motivation (e.g.,
independent judgement, internal criteria for success/failure)

Values & Interests:

Student’s Interest in Learning

What can teachers do to accommodate the diverse interests of learners? How can
they increase the likelihood students will feel “involved” in their class and
motivated for learning?

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Interest
• Interest = Deeper Learning
• Challenge
• Autonomy

What factors may lead to Interest????

Situational interest is defined as temporary interest
that arises spontaneously due to environmental
factors such as task instructions or an engaging text
1. Prior Knowledge
2. Environment
3. Texts
4. Background Knowledge
5. Choice
6. Novelty
7. Suspense

Values & Interests:

Student’s Interest in Learning

What can teachers do to accommodate the diverse interests of learners? How can
they increase the likelihood students will feel “involved” in their class and
motivated for learning?

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Fostering Motivation in the classroom

What we say and what students hear

What we say...
• “You’ve learned that so
quickly! You’re so smart.”
• “That essay was amazing.
You’re such a good writer. I
am so proud of you.”
• “It’s ok, not everyone is
good at math.”
What students hear...
“You’ve learned that so quickly! You’re so
smart”
• “If I don’t learn something quickly, I’m
not smart”
“That essay was amazing. You’re such a
good writer. I am so proud of you.”
• “I better not fail my next essay or I’ll be a
disappointment.”
“It’s ok, not everyone is good at math.”
• “I guess I can’t do math and there is no
point trying.”

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Feedback for a Growth Mindset

“Praising students for the process they have engaged in— the effort
they applied, the strategies they used, the choices they made, the
persistence they displayed, and so on—yields more long-term benefits
than telling them they are “smart” when they succeed.” (p. 18)
When they succeed: Praise process and growth.
When they struggle: Give them constructive feedback.
Emphasize challenge, not success.
Give a sense of progress.

Grade for growth.

And when they say they can’t: Add “yet.”

ABCs of Motivation
• Autonomy
• Belonging
• Competence

Autonomy
• Definition: A feeling of personal control
• Encourage students to feel a sense of control over their
accomplishments –both their failures and successes
• Allow some degree of choice

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Belonging
• Definition: the idea that people have an innate need for relatedness
or attachment
• Student’s sense of connectedness to their teachers and classmates, as well as
“fitting in” with their overall school environment
• Belongingness and adolescence

Competence
• Definition: being capable and successful in dealings with the
environment
• Link between student’s sense of competence and and their
motivation to choose, perform, and persist at tasks
• Setting moderately difficult goals for students
• Providing feedback on goal attainment and providing credible attributional
explanations for success or failure

Discussion

How can you implement the ABCs of motivation in your

classrooms?

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Reflection
• What are the ways in which teachers can facilitate or impede student
motivation?
• How have the readings/class discussion impacted your views on
motivation? What new insights have you gained?

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