Facilitating Learner Centered Teaching Motivation

Facilitating Learner Centered Teaching

1. Prof Ed 5: Facilitating Learner-Centered Teaching Bachelor in Elementary Education First Semester, A.Y. 2025–2026 Lecturer: Angelica G. Bangalisan , LPT

2. & LEARNING THEORIES OF MOTIVATION

3. What is motivation? Motivation – is the inner state that arouses individual’s desire for a goal and maintains their efforts in a certain direction and time (Kong, 2009). It is the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge (Kendra Cherry).

4. Components of motivation Activation  involves the decision to initiate a behavior, such as enrolling in a particular class. Persistence  is the continued effort toward a goal even though obstacles may exist. Intensity  can be seen in the concentration and vigor that goes into pursuing a goal.

5. MOTIVATION AND LEARNING THEORIES OF MOTIVATION Maslow's Hierarchy Of Needs Self-Determination Theory Expectancy -Value Theory Intrinsic And Extrinsic Motivation

6. Maslow’s Hierarchy of Needs

7. Abraham Maslow Abraham Maslow developed a theory of personality that has influenced a number of different fields, including education.

8. ACTIVITY 1

9. Your Needs? As a teacher, list 3-4 things that you need (or perceive to need) to be successful.

10. Basic Needs? Using the list of needs that you generated as a teacher and as a learner, put them in order from most basic needs to most complex. Is there any you can do without?

11. The Premise of Maslow’s Theory Maslow’s theory is based on a set of hierarchal needs. Lower needs need to be met before higher needs can be satisfied.

12. The Premise of Maslow’s Theory “We each have a hierarchy of needs that ranges from "lower" to "higher." As lower needs are fulfilled there is a tendency for other, higher needs to emerge.” -Daniels, 2004

13. Maslow’s Hierarchy of Needs

14. Physiological Needs Physiological needs include the following: Air Food Water Sleep Clothing

15. Safety Needs Safety needs include the following: Stability Protection Security of body and property Security of employment Health Pain Avoidance Routine and order

16. Love, Affection, and Belonging Needs Love, affection, and belonging needs include the following: Friendship Family Intimacy Affection Acceptance Inclusion

17. Esteem Needs Esteem needs include the following: Self-Respect Confidence Achievement Self-Esteem Respected by Others

18. Self-Actualization Needs Self-actualization needs include the following: Achievement of full potential Fulfillment Spontaneity Creativity Critical Thinking Morality

19. Maslow’s Theory in the Classroom Is it our responsibility as educators to meet these needs for our students? Why some students struggle in school? How do we go about achieving these five levels of needs in our classroom?

20. Maslow’s Theory in the Classroom

21. NEED CLASSROOM IMPLEMENTATION Self-Actualization provide challenges encourage problem solving and critical thinking provide opportunities for ownership Self-Esteem provide positive feedback acknowledge and celebrate Social Needs build relationships with students build a sense of community in the classroom incorporate inclusive activities Safety & Security maintain a safe atmosphere create a comfortable and safe learning environment Physiological Needs provide a comfortable classroom environment (adequate room temperature, pacing)

22. Self-determination theory Self-Determination Theory (SDT) is based on the idea that humans have inner resources that help develop personality and behavior regulation. In terms of motivation, this means that people have innate personal growth and psychological needs that impact self-motivation and their personalities. Motivation can be hindered by environmental factors, such as social environment.

23. Humans’ Three Basic Needs

24. Refers to feeling one has choice and is willingly endorsing one's behavior . Autonomy 

25. Another need concerns our achievements, knowledge, and skills; people have a need to build their competence and develop mastery over tasks that are important to them Competence

26. People need to have a sense of belonging and connectedness with others; each of us needs other people to some degree (Deci & Ryan, 2008). Relatedness (also called Connection)  

27. How can all of this be applied to work motivation ? Self Determination Theory when applied in the realm of education is concerned primarily with promoting in students an interest in learning, a valuing in education and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. These processes result in high quality learning and conceptual understanding as well as enhanced personal growth and development.

28. CLASSROOM APPLICATIONS Nurture student’s inner motivational resources – incorporate student interests, preferences and values into learning activities and avoid external regulators such as rewards, directives, deadlines and compliance requests.( Rely on non-controlling language – communicate using informational and flexible messages Communicate value and provide rationales – when tasks do not appear to capture the interest of student, identify and explain the use, value and importance of the tasks. Know your students and be more involved with them. Interpersonal involvement helps children to become motivated and self- determined.

29. CLASSROOM APPLICATIONS 5. Acknowledge and accept expressions of negative affect- Acknowledge the student perspective by accepting that students will inevitably encounter rules and requests that are not consistent with their preferences and when they do so they will not engage fully.

30. How can educators increase motivation? Motivation can be increased through classroom activities that: Create curiosity Challenge Allow choices Provide a chance to be recognized Create opportunities for competition Allow cooperative learning

31. SUMMARY Self – Determination Theory (SDT) addresses such basic issues as personality development, self-regulation, universal psychological needs, life goals and aspirations, energy and vitality, nonconscious processes, the relations of culture to motivation and the impacts of social environments on motivation, affect, behavior and well-being.

32. INTRINSIC AND EXTRINSIC MOTIVATION