Chapter 11

Motivation, Teaching, and Learning

I. Tasks for Learning

A. Academic tasks can be interesting or boring; have a subject content; involve facts, concepts, opinions, or principles

B. Tapping interests and arousing curiosity

 

1. Students explain success and failure on the basis of interest

 

2. Interests are a key part of lesson planning

3. Interests can be determined by discussion, questionnaire, observation

4. Curiosity arises when there is a gap in knowledge

5. Curiosity can be aroused by displays or activities

6. Knowledge about a topic can increase curiosity

 

C. Task operations (Doyle): four categories of academic tasks

 

1. Memory tasks: recognize or reproduce information

 

2. Routine or procedural tasks: use algorithm to solve a problem

3. Comprehension tasks: transform, combine, or choose best information

4. Opinion tasks: state a preference

 

D. Risk and ambiguity

 

1. Risk: some tasks involve more likelihood of failure

 

 

a) few risks: memory or procedural tasks

 

b) high risks: longer and more complex memory or procedural tasks

 

2. Ambiguity; how straight forward the expected answer is

 

a) ambiguous: opinion and understanding tasks

 

b) unambiguous: memory and procedural tasks<.blockquote>

E. Relationship with motivation

 

1. Students motivated to lower risks and decrease the ambiguity in schoolwork

 

2. motivation can increase performance on low-risk, clear tasks

 

F. Task value

1. Motivation in a specific situation is determined by expectations of success and the value attached to that success

2. Attainment value: importance of doing well on the task

3. Intrinsic or interest value: enjoyment obtained from a task

4. Utility value: contribution of a task to meeting goals

G. Task types

1. Authentic task is one that has some connection to real-life challenges

2. Problem-based learning: students meet an ill-structured problem before they receive any instruction

II. Strategies to Encourage Motivation and Thoughtful Learning

A. Necessary conditions in the classroom

1. Classroom organized and free from constant interruptions

2. Teacher patient and supportive of mistakes

3. Challenging but reasonable work

4. Worthwhile learning tasks

B. Can I do it? Building confidence and positive expectations

1. Begin work at the student's levels, moving in small steps to assure students' understanding

2. Emphasize clear, specific, attainable learning goals

3. Stress self-comparison, not comparison with others

4. Communicate that academic ability can improve

5. Model good problem solving

C. Do I want to do it? Seeing the value of learning

1. Intrinsic and attainment value

2. Class activities tied to student needs and interests

3. Arouse curiosity

4. Make the learning task fun

5. Use novelty and familiarity

D. Instrumental value

 

1. Explain to students the connections between school and life outside of school

2. Provide incentives for learning when needed

3. Use ill-structured problems and authentic tasks

E. What do I need to do to succeed? Staying focused on the task

1. Frequent opportunities to demonstrate skills, permitting more corrective feedback

2. Have students create a finished product

3. Teach particular learning tactics

F. How do beginning teachers motivate students?

1. Research: over half of the motivational strategies used by new teachers were reward/punishment

2. Teachers also tried to focus student attention

3. Minor strategies were commenting on the importance of the material and building students confidence

4. Commenting on relevance was positively correlated with on-task behavior

5. The use of rewards and punishments was negatively correlated