Motivational factors-in-learning

Motivational factors-in-learning By: Theri Oscarmon

1. Motivational factors in learning. Theri Oscarmon M. Dela Cruz

2. A. DEFINING MOTIVATION AND MOTIVATIONAL PROBLEMS IN LEARNING. B. INTRINSIC AND EXTRINSIC MOTIVATION. C. SELF-COMPETENCE BELIEFS, SELF-EFFICACY, SELF-EXPECTATION, ACADEMIC SELF-CONCEPT AND OUTCOME EXPECTANCY BELIEFS. D. GOAL THEORIES IN LEARNING. E. SELF-REGULATION, COORDINATING COGNITION AND MOTIVATION IN LEARNING. F. CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING MOTIVATION. G. TEACHERS STRATEGIES FOR FACILITATING POSITIVE MOTIVATIONALPROCESSES IN LEARNING (Lesson Planning, Designing Learning and Assessment Activities)

3. SELF-REGULATION, COORDINATING COGNITION AND MOTIVATION IN LEARNING

4. Self-regulation - refers to a person's ability to master himself.

5. Indicators of Self-regulation: *Set standards for one self. *Monitor and evaluate one's own behavior. *Impose consequences on oneself for one's successes or failures.

6. HOW DOES SELF- REGULATION RELATE TO MOTIVATION?

7. * A student who is capable of self-regulation is more likely to be more intrinsically motivated because he sets his goals and standards, he monitors his progress, and evaluates his own performance. *A student who is capable of self-regulation, is not only capable of regulating his behavior, he is also capable of his own learning.

8. PROCESSESS INVOLVING SELF-REGULATION

9. GOAL SETTING Self-regulated learners know what they want to accomplish when they read or study.

10. PLANNING Self-regulated learners determine ahead of time how best to use the time they have available for learning.

11. ATTENTION CONTROL Self-regulated learners try to focus their attention on the subject matter at hand and clear their minds potentially distracting thoughts and emotions.

12. APPLICATION OF LEARNING STRATEGIES Self-regulated learners choose different learning strategies depending on the specific goal they hope to accomplish.

13. SELF-MONITORING Self-regulated learners continually monitor their progress toward their goals and they change their strategies or modify their goals, if necessary.

14. SELF-EVALUATION Self-regulated learners determine whether what they have learned is sufficient for the goals they have set.

15. From the perspective of social cognitive theorists, self regulation entails at least four processes (Bandura, 1986; Schunk, 1989; Schunk & Zimmerman, 1996)

16. 1. STANDARDS AND GOALS As mature human beings we tend to set standards for our own behavior. 2. SELF- OBSERVATION An important part of self- regulation is to observe oneself in action. 3. SELF-JUDGMENT People's behavior are frequently judged by others. 4. SELF-REACTION As people become increasingly self- regulating, they begin to reinforce themselves.

17. THE COGNITIVE SIDE OF SELF- REGULATION

18. Cognition - is the process of learning in the broadest sense that includes perception, memory, judgment, and thinking. It is both a mental activity and behavior that provides an understanding of the world arising from biological, experiential, motivational and social influences. Cognitive(knowledge) - concerned with act or process of knowing or perceiving. (psychological process) SELF-REGULATION (according to Winnie, 1995) -involves cognitive processes as well as behavior.

19. CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING MOTIVATION (Ten Ways to Motivate Students)

20. 1. Publish Student Work Seeing one’s work in print or posted on the Internet as part of a classroom website can be truly motivating. This will allow students to have a goal to work towards and they can see and share the results of their hard work with others. 2. Use Supporting Material and Props Bringing manipulative and props into the class can be truly motivating. Some history teachers have been known to dress up as characters from history like Abraham Lincoln or Theodore Roosevelt which is always fun for students and teacher alike. However, even just bringing in items like foreign money that can be passed around or posting pictures around the classroom about the topic at hand can be interest building for students.

21. 3. Provide Specific Rewards Students Can Work Towards Come up with one or more rewards that students can work towards. Maybe you agree to allow them 10 minutes of free time on Fridays or you will provide them with popcorn during the next lesson specific movie. Whatever it is, come up with what the students need to do to achieve the goal and stick to your plan. 4. Provide Choices for Students Whenever possible, allow students to have some choice in what they are learning. For example, if you are having the students write an essay, you might give them a couple of broader topics to choose from so that they can pick something they are more interested in. Another area of choice can come in the method of presentation for projects. The students may choose to create a website, a PowerPoint, or a song. The ability to demonstrate learning through choice and a variety of methods can be very motivating for students.

22. 5. Have Students Work Towards Individual Goals Have students come up with one or more specific goals of what they want to achieve in your class. You can attach a grade to these goals in terms of how much effort they put into achieving the goals. 6. Give Students a Role Allow students to be as involved in possible in your classroom environment. Try to fit in debates and simulations to give them the opportunity to participate in a more direct manner.

23. 7. Connect Learning to the Real World As often as you can, connect what students are learning to the world around them. By connecting the classroom lesson to the students’ personal lives we can provide them with greater incentives and buy-in on what you are teaching. 8. Mix It Up Too much of anything can quickly lead to boredom, including lectures, whole group discussions, small group work, debates, and cooperative learning activities. Therefore, make sure to vary your lessons accordingly. Similarly, vary homework assignments so that students are not always doing the same thing every night.

24. 9. Get Students Involved in Contests Find contests, publishing events, scholarships, and events that students can participate in and work towards outside of the classroom. Maybe you have all your students send a submission for a story to a local magazine. Maybe you have students write an essay for a college scholarship competition. By connecting what you are teaching in the classroom to something that carries real world rewards, you can help increase student involvement. 10. Bring Service Into the Classroom Most students have an innate desire to work towards a goal greater than themselves. For some this might be that they want to help preserve the environment. Others might want to help the poor or focus on individuals hit hard by natural disasters. If you can tap into this while connecting the actions to lessons in the classroom, you can build on these natural altruistic desires.

25. Classroom Factors That Affect Motivation

26. Teacher Attitude Teacher attitude makes a difference in motivating students. Students quickly sense when a teacher is disconnected with what she's teaching or when she really doesn't care for or isn't connected with the students, not just as a class, but as individuals. An attitude of criticism or favoritism disrupts good order in the classroom and motivates students to act out in a negative fashion because the students do not believe the teacher cares, or believe nothing they do will be good enough.

27. Home Situation Home situations affect student motivation in the classroom. If students come from homes where they are loved and encouraged, the students will approach classroom work with eagerness and with a willingness to learn. If the students do not have a positive home environment or if the home situation doesn't provide appropriate levels of nutrition and/or sleep, students attend school with a disadvantage and a lack of motivation because of physical or emotional problems.

28. Teaching Approach Lectures and a recitation of dry facts and figures tend to motivate students not to pay attention and to “tune out” a teacher they believe is boring. However, when the students become part of the learning process, learning can become more enjoyable and adaptable to those with different learning styles. Students can be motivated when teachers help them “see” what they're learning in a different context. If teaching about a historical figure or event, read stories about the time period. As long as the historical background is accurate, fiction stories draw students into the historical setting and make the era come alive. When students connect better with what they're learning, they can become more motivated.

29. Interactive Activities Using interactive activities such as having students act out skits or plays on the topic--or writing scripts to act out can be motivating factors for positive classroom participation. Also, the use of puzzles, games, special speakers and bulletin-board displays are factors that can affect classroom motivation. Encouraging students to set goals in the classroom can also provide motivation.

30. Environmental Factors Affecting Motivation

31. Human Environmental Factors Affecting Motivation If environment is defined as the sum total of one's surrounding then environmental factors that affect student's motivation include human as well as non-human factors.

32. Teacher's Affective Traits A teacher's positive affective traits such as caring, understanding, genuine respect, enthusiasm, and professionalism, the student's sense of belonging to a learning community; and parent's supportive behavior definitely create a learning environment that is facilitative of learning. The contrast of these produces a counterproductive learning environment.

33. Affective characteristics of effective teachers: CARING FAIRNESS & RESPECT SOCIAL INTERACTIONS w/ STUDENTS ENTHUSIASM & MOTIVATION IN LEARNING ATTITUDE TOWARD TEACHING PROFESSION REFLECTIVE PRACTICES

34. Bullying and the Need to Belong Students form part of the human environment of the learner. In fact, they far outnumber the teachers in the learning environment.

35. Parents as Part of the Learner's Human Learning Environment.

36. Parents who are supportive of their children's learning are observed to do the following: Supervise their children in their homework/project Check their children's notebooks Review their children's corrected seat works and test papers Attend conferences for Parents, Teacher's Community Association (PTCA) Are willing to spend on children's project and involvement in school activities Participate actively in school-community projects Confer with children's teachers when necessary Are aware of their children's activities in school Meet the friends of their children Invite their children's friends at home

37. Teacher Strategies For Facilitating Positive Motivational Processes In Learning (Lesson Planning, Designing Learning and Assessment Activities.

38. LESSON PLAN It is the teacher's road map of what student's need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates three key components.

39. THREE COMPONENTS 1.Objectives for student learning 2.Teaching/learning activities 3.Strategies to check student's understanding

40. 1.The lesson plan is an aid to teaching. It should not be a bible to be followed to the letter. 2. A lesson plan should not be too detailed. Numerous details may obscure the main points and cause confusion .

41. 3. Lessons should be planned within the time allotment for the subject. Beginning teachers sometimes cover too much ground resulting in teaching becoming superficial and the class does not learn much. 4. The textbook should not be regarded as infallible. After all, textbooks are made by human beings who are also subject to mistakes. 5. The lesson plan may serve as a basis for future plans and a means of evaluating the success of learning. -A lazy teacher who teaches the same subject year after year may continue using the same plan

42. LEARNING DESIGN: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

43. FACTORS INFLUENCE DECISION ABOUT LEARNING DESIGNS •Goals of learning •Characteristics of the learners •Their comfort with learning process and one another •Their familiarity with the content •Educator's work environment •Resources available to support learning •Apply learning theories, research and models.

44. ASSESSMENT ACTIVITIES OR TASK Assessment activities or task can provide more useful information for the purpose of making judgment at key points (including assigning grade for the record of school achievement) if they provide assessment information across a range of syllabus outcomes within the one activity or task.