Motivation and Creative thinking Changavalli.ppt

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1. Motivation and Creative Thinking

2. Why is Class Important
•For Students:
–Variety, variety, variety
–Address preferences
–Provide challenges and supports
–Allows some autonomy
–Better prepared for changing times
•For Instructors:
–Get to know students better
–More reflection on teaching
–More confidence

3. My Intentions: Who Targeted
•Update teaching methods and philosophies
•Build collaborative teams
•Provide labels for what already do
•Create long-range goals
•Design usable curricula
•Foster interaction and collaboration
•Stop being giant yellow highlighters

4. Test Question #1
•When will active learning meet
active teaching?

5. Charles I. Gragg (1940:
Because Wisdom Can’t be Told)
“A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
How does one fit answer to fact?”

6. Traditional
Teachers
•Supposed sage, manager, conveyer
•King of the mountain
•Sets the agenda
•Learner is a sponge
•Passive learning & discrete knowledge
•Objectively assess, competitive
•Text- or teacher-centered
•Transmission model
•Lack interconnections & inert
•Squash student ideas

7. Anyone? Anyone?

8. Must Statistics and Math
teachers be boring?

9. ““It's an embarrassment that we It's an embarrassment that we
can tell people almost anything can tell people almost anything
about education except how about education except how
well students are learning.”well students are learning.”
Patrick M. Callan, National Center for Public Patrick M. Callan, National Center for Public
Policy and Higher EducationPolicy and Higher Education

10. WhoWho’’s more engaged?s more engaged?
WomenWomen
FullFull--time studentstime students
Students Students livinglivingon campuson campus
Native students (those who start at and Native students (those who start at and
graduate from the same school)graduate from the same school)
Learning community studentsLearning community students
International studentsInternational students
Students with diversity experiencesStudents with diversity experiences
What We’re Learning About Student
Engagement From NSSE
George Kuh (in press). Change
Indiana University Bloomington

11. Active & Collaborative Learning
•Samford University makes
extensive use of problem-based
learning (PBL) strategies to
induce students to work together
to examine complex problems.

12. Active & Collaborative Learning
•Eckerd College developed Autumn
Term, a month during which classes
meet from 9 AM to noon, five days a
week. Group projects and
discussion-oriented pedagogies are
coupled with a community service
project.

13. Student-Faculty Interaction
•Elon University added an extra
hour of class meeting time for
experiential learning. This allows
students and faculty to dig
deeper and promotes more
frequent student-faculty contact.

14. Consultative Teachers
•Co-learner, mentor, tour guide, facilitator
•Student and problem-centered
•Learner is a growing tree and on a journey
•Knowledge is constructed and intertwined
•Many resources (including texts & teachers)
•Authentic, collaborative, real-world tasks
•Subjective, continual, less formal assess
•Display student ideas--proud and motivated
•Build CT, CR, CL skills

15. And also a sense
of humor!!!

16. Active Learning Principles:
1. Authentic/Raw Data
2. Student Autonomy/Inquiry
3. Relevant/Meaningful/Interests
4. Link to Prior Knowledge
5. Choice and Challenge
6. Teacher as Facilitator and Co-Learner
7. Social Interaction and Dialogue
8. Problem-Based & Student Gen Learning
9. Multiple Viewpoints/Perspectives
10. Collab, Negotiation, & Reflection

17. 7 Fundamental Principles of Learning
(Kahn, 1993)
1.Learning is social
2.Knowledge is integrated into life of
community
3.Learning is an act of membership
4.Knowing in engagement in practice
5.Engagement & empowerment are linked
6.Failure to learn results from exclusion
from practice
7.We have a society of lifelong learners

18. Resources in a Learning
Environment:
•Teachers
•Peers
•Curriculum/Textbooks
•Technology/Tools
•Experts/Community
•Assessment/Testing
•Self Reflection
•Parents

19. Sociocultural Ideas
•Shared Space and Intersubjectivity
•Social Dialogue on Authentic Problems
•Mentoring and Teleapprenticeships
•Scaffolding and Electronic Assistance
•Group Processing and Reflection
•Collaboration and Negotiation in ZPD
•Choice and Challenge
•Community of Learning with Experts and Peers
•Portfolio Assessment and Feedback
•Assisted Learning (e.g., task structuring)

20. Four Key Hats of Instructors:
–Technical—do students have basics? Does
their equipment work? Passwords work?
–Managerial—Do students understand the
assignments and course structure?
–Pedagogical—How are students interacting,
summarizing, debating, thinking?
–Social—What is the general tone? Is there
a human side to this course? Joking
allowed?
–Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter,
editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.

21. Motivation Research Highlights
(Brophy)
1. Supportive, appropriate challenge, meaningful,
moderation/optimal.
2. Teach goal setting and self-reinforcement.
3. Offer rewards for good/improved performance.
4. Novelty, variety, choice, adaptable to interests.
5. Gamelike, fun, fantasy, curiosity, suspense, active.
6. Higher levels, divergence, dissonance, interact with
peers.
7. Allow to create finished products.
8. Provide immediate feedback, advance organizers.
9. Show intensity, enthusiasm, interest, minimize anxiety.
10. Make content personal, concrete, familiar.

22. Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996;
Reeve, 1996; Stipek, 1998):
1. Include positive before negative comments.
2. Wish students “good effort” not “good luck”.
3. Give flexibility in assignments and due dates.
4. Communicate respect via tasks select and
control.
5. Design interactive and interesting activities.
6. Use coop learning, debates, group
discussions.
7. Minimize social comparisons and public
evaluations.
8. Use relevant, authentic learning tasks.

23. More Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996; Reeve, 1996;
Stipek, 1998):
9. Use optimal difficulty and novelty.
10. Use challenge, curiosity, control, and fantasy.
11. Give challenging but achievable tasks.
12. Create short term/proximal goals & vary goals.
13. Give students diff ways to demo what they know.
14. Encourage students to give and get help.
15. Attrib failure to low effort or ineffective strategy.
(Attrib success to effort or competence)
16. Give poor performing student the role of expert.

24. 150 To Motivate Your Lover
(Raffini, 1996)
1.Ice Breakers (a. treasured objects—do you have
a treasured object, why is it impt? B. who is like
me?)
2.Goal Cards, Goal Notebooks, Expectations (BS
ST and LT objectives and ideas on how to
achieve)
3.Floating A, Escape Clauses, Volunteer
Assignments (to be used on any assignment
within a day)
4.Self Report Cards, Self Evaluation (make set of
tests available on the Web)

25. 150 To Motivate Your Lover
(Raffini, 1996)
5.Discussion Questions, Issues, Problems
(perhaps answer questions of another team;
talking chips)
6.Team Competitions, Challenges, Puzzles
7.Success contracts and calendars (Guarantee an
A or B if fulfill contract provisions)
8.Positive Statements, Self Reinforcements (Bury
the “I can’ts”; save “I cans”; say “I think I can”)

26. 150 To Motivate Your Lover
(Raffini, 1996)
9.Celebrations, Praises, Acknowledgements,
Thank Yous, Put-Ups (multicultural days, trips,
class awards, helpers, end of term events)
10.Class Community Building (designated class
Web Site or Class Forum, Portal, Digitized Web
class photo, photo album, class project,
teeshirts, field trips)

27. 150 To Motivate Your Lover
(Raffini, 1996)
11.Democratic Voting, Student Interest Surveys,
Class Opinion Polls
12.Random Acts of Kindness, Service
Learning/Teaching, Volunteerism
13.Change Roles or Status (Random roles, assume
expert roles, switch roles for a day)

28. Activities—Motivational Ice
Breakers
1.Expectations (flip chart)
2.Self-Disclosures
3.Talking String
4.Visuals
5.Index Card
6.Treasure Hunt
7.Accomplishment Hunt
8.Psychic Massage
9.Have You Ever Been?
10.CR, CT, CL Web

29. The 3 C’s:
1. Critical
2. Creative
3. Cooperative

30. Creative
Critical
Cooperative

31. Pedagogical Strategies:
A. Creative Thinking
1. Brainstorm, Reverse BS: Top Ten Lists
2. Simulations, Creativity License Cards, Six Hats
3. Wet Inking, Freewriting, or Diaries
4. Role Plays & Assigning Thinking Roles
5. Forced Wrap Arounds
6. Semantic Webbing or Mapping
7. Idea-Spurring Questions, Think Sheets
8. Metaphors, What Ifs, Analogies
9. Checkerboarding, Attribute Listing
10. Exploration and Web Link Suggestions

32. Activities—Creativity Tasks
1.Metaphorical Thinking
2.New Perspectives
3.Webbing
4.Just Suppose
5.Creativity Awareness
6.Creative Dramatics
7.Creative Writing and Story Telling
8.Wet Ink or Freewriting
9.Brainstorming
10.Reverse Brainstorming