Motivating Students by Design

Praise for Motivating Students by Design
"Dr. Jones has provided a simple, practical, evidence-based handbook not just on
motivation, but on creating a more positive and effective classroom for both
students and teachers. This book should be on the desk or nightstand of every
teacher and professor. I intend to recommend it to all who will listen!"
-Jason W. Osborne, Ph.D., Associate Provost and Dean of the Graduate
School, Clemson University
The title of the book, Motivating Students by Design, was chosen b·ecause
the author explains how instructors can motivate students intentionally
through the design of their courses. The two primary purposes of this book
are to present a motivation model that can be used to design instruction
and to provide practical motivation strategies and examples that can be
MOTIVATING STVDE-NTS used to motivate students to engage in learning. Based on decades of

research, Dr. Brett Jones presents a framework to organize teaching
by De.SIGN
strategies that motivate students. All of the strategies presented are
followed by several examples, which provide readers with over 100 ideas for
how the strategies can be implemented in courses. This book will be useful
to graduate students and beginning professors, as well as professors who
are more experienced and want to refine their instruction or try new
strategies.
Brett D. Jones, Ph.D., is a Professor and the leader of the

Educational Psychology program in the School of Education
at Virginia Tech. He researches student motivation and
examines methods teachers can use to design instruction
that supports students' motivation and learning.
www.theMUSICmodel.com
Motivating Students by Design:

Practical Strategies for Professors
ISBN-13: 978-1981497010
ISBN-10: 1981497013
Education, Teaching, Motivation, Psychology
Motivating Students
by Design
Practical Strategies for Professors
Brett D. Jones
Contents
Copyright © 2018, 2015 by Brett D. Jones.
Exclusive of MUSIC® this work is released under a Creative Commons Attribution-

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redistribute the material in any medium or format under the following terms:
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For additional permissions, write to Brett D. Jones at brettdjones@gmail.com.
MUSIC® is a Registered Trademark of Brett D. Jones and is not subject to the CC

BY NC ND 4.0 license under which this book is released.
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Jones. 2nd edition
Pages cm
ISBN-10: 978-1-981497-01-0 (print) For more information about motivation, please visit my:
ISBN-10: 978-1-949373-50-9 (PDF) • website www.theMUSICmodel.com,
URL: http://hdl.handle.net/10919/102728 • YouTube @brettdjones www.youtube.com/c/brettdjones, and
1. Motivation in education 2. Curriculum planning 3. Academic achievement • Twitter @brettdjones https://twitter.com/brettdjones.
I. Title
LB1065.J66 2018
Cover Design: Brett D. Jones.

Acknowledgments New to the Second Edition
Dedication
Introduction
Is teaching an art or science?

x x
Table 1.1. Goals of this Book

This book is intended to… This book is NOT intended to…
x x
Who is the audience for this book?
x x
x x
x x
What are the purposes of this book?
x x
x x
x How should you read this book?

x
Understanding Motivation and the

MUSIC® Model of Motivation
Why are quotations from famous individuals included throughout
the book?
What is motivation?
Figure 2.1. The relationship between motivation, engagement, and outcomes

x x
Figure 2.2. Individuals weigh the costs and benefits of different activities when
deciding in which activities to engage.
x x
What key motivation principles do you need to consider when

designing and implementing instruction?
Figure 2.3. The components of the MUSIC Model of Motivation

x x
How does the MUSIC model work?
Figure 2.4. The relationship between students’ MUSIC perceptions and their
motivation, engagement, and outcomes.
Figure 2.5. The process through which external variables, such as instructors’
teaching strategies, can affect students’ MUSIC perceptions, motivation,
engagement, and outcomes.
x x
Figure 2.6. The MUSIC® Model of Motivation as it relates to students in a course

x x
Why does the MUSIC model work?

x
Designing Instruction Using the MUSIC®

Model of Motivation
Developing the MUSIC model mindset
x
x
How can you use the MUSIC model to design instruction?
x
x
x
A systematic design approach

x x
Evaluating results
Figure 3.1. The MUSIC model design cycle
Implementing a MUSIC model intervention

x x
How can you assess students’ MUSIC perceptions?
What tools can I use to assess students’ MUSIC perceptions?
x
x x
MUSIC® Model of Academic Motivation Inventory Instructions for Scoring the MUSIC® Model of Academic Motivation
(Professor version, short-form ) Inventory (Professor version, short form)
1 2 3 4 5 6
Strongly Disagree Somewhat Somewhat Agree Strongly
disagree disagree agree agree Table 3.1. Table to Score the MUSIC Inventory Scales (Professor version)
x x
MUSIC® Model of Academic Motivation Inventory Open-Ended Questions Related to the MUSIC Model
(College Student version, short-form )
Table 3.2. The items for the MUSIC® Model of Academic Motivation Inventory
(College Student version, short-form)
x
x
x
x
x
x
x
x
Final Comments About Using the Assessment Tools
x
x
x
x
x
x
x
x
x
x
x
x
x x
How can I use this book to design my instruction?
Figure 3.2. The MUSIC model design cycle Figure 3.3. Levels of a course
Steps in the design process for a new course

x x
Table 3.3. A Brief Checklist to use at the End of Designing a Course or Activity
Questions to Help You Focus Your Redesign4
Steps in the design process for an existing course o
o
x x
Sharing the results with students

Spring Semester: Assessing Students’ MUSIC Perceptions and Progress
Redesigning an Existing Course: A Specific Example
Course Background
x x
6.0
5.2 5.3
5.1
5.0 4.9
4.6
4.3 4.2
4.0
x
3.0
2.0
1.0
Figure 3.4. Survey results near the end of the spring semester
x
Evaluating the Assessment Results for Course Redesign

x x
Selecting Strategies to Increase Perceived Interest and Usefulness
Figure 3.5. Redesigning at the activity level

x x
Figure 3.6. Survey results near the end of the spring semester (darker shaded
bars, n = 47) and the end of the fall semester after redesign (lighter
shaded bars, n = 20)
Fall Semester: Assessing Students’ MUSIC Perceptions and Progress
x
x x
Evaluating the Assessment Results from Fall Semester
Table 3.4. Pros and Cons of Assigning Seats
MUSIC component Pros of assigning seats Cons of assigning seats

x x
x x
x x
x x
Judging the Motivational Impacts of a New Strategy
x x
x
x x
Where did the teaching strategies in this book come from?
Strategies specific to certain aspects of instruction
Figure 3.7. Example seating chart shown at the beginning of class

x
Table 3.5. Strategies Related to Specific Aspects of Instruction
Strategies to eMpower Students
Problem
Solution
Overview of eMpowerment
x x
Empowerment Strategy 1
Relevant Theories Provide students with choices during class and within assignments.
x x
Example M.1.1 – Allowing Choice of Assignment Order
Example M.1.2 – Allowing Choices Within Assignments
x
x x
Example M.1.3 – Allowing Choice of Assignments to Complete
Example M.1.5 – Allowing Choice of Assignment Format
Example M.1.4 – Allowing Choice of Assignment Topic

x x
Example M.1.6 – Allowing Students to Find or Create Resources
Example M.1.8 – Allowing Students to Create Rules
Example M.1.9 – Allowing Students to Express Thoughts
Example M.1.7 – Soliciting Ideas for Grading Criteria

x x
Example M.1.10 – Giving Students Opportunities to Lead Instruction

x x
Example M.1.11 – Setting Reasonable Due Dates
Example M.1.12 – Using Games That Require Decisions Example M.1.13 – Giving Total Freedom on Assignments
x x
Example M.2.1 – Using Problem-Based or Project-Based Learning
Incorporate learner-directed approaches.
x x
x
x
x
x
Figure 4.1. Increases in empowerment perceptions shouldn’t lead to

decreases is success perceptions
x x
Figure 4.2. Instructors need to decide how much empowerment to give

students with respect to the project, group, and
instructor/advisor.
Example M.2.2 – Using Inquiry Approaches
Example M.2.3 – Using Case Studies

x x
Explain to students the amount of control they have in the course.
Example M.3.1 – Explaining to Students How They Have Control

x x
Example M.3.2 – Providing Rationales for Rules
Don’t give rewards that may be perceived as controlling.
x x
Example M.4.2 – Reframing “Punishments” as Rewards

Example M.4.1 – Avoiding Unnecessary Rewards
x x
Avoid controlling language and allow students to talk more.
x x
Example M.5.1 – Minimizing Controlling Language
Example M.5.2 – Talking Less

x x
Example M.5.3 – Allowing Students to Talk More

Strategies to Leverage Usefulness
Problem
Solution
Overview of Usefulness
x x
Relevant Theories
Usefulness Strategy 1
Explain how the content is useful to students’ lives.
x
x
x x
Example U.1.1 – Relating Content to Students’ Everyday Lives
Example U.1.3 – Explaining the Purpose in Writing
Example U.1.4 – Explaining the Importance of Each Assignment

Example U.1.2 – Explaining the Benefits for Their Future
x x
Example U.1.5 – Explaining Cross-Training for the Brain
Figure 5.1. When students don’t perceive the course to be useful, you
can use the other components of the MUSIC model to
motivate students.
Ask students or someone else to share the reasons they find the course
content useful.
Example U.1.6 – Explaining Usefulness When it Doesn’t Exist
Example U.2.1 – Allowing Students to Reflect on the Usefulness

x x
Example U.2.2 – Allowing Students to Search for Usefulness

Design activities that allow students to see firsthand the usefulness of
the content.
Example U.2.3 – Learning From Others About Usefulness

Example U.3.1 – Making Connections to Their Lives
Example U.2.4 – Using Guest Presenters

x x
Example U.3.2 – Interviewing a Professional Example U.3.4 – Connecting Content to the Real-World
Example U.3.3 – Using Course Content to Complete Important Tasks

x x
x
x
x
Example U.3.5 – Sharing Work with an Audience
x
x
x
x
Example U.3.7 – Administering a Test During the First Class
Example U.3.6 – Using Online Virtual Worlds

x x
Example U.4.1 – Writing Down Goals
Example U.3.8 – Aligning Labs with Courses
Provide opportunities for students to set and reflect on their goals.
Example U.4.2 – Thinking about Values

x x
Example U.4.3 – Sharing Your Goals

Strategies to Support Success
Problem
Solution
Overview of Success
x x
Figure 6.2. Students’ are motivated when challenge meet their ability level
(based on Csikszentmihalyi, 1990, p. 74)
Figure 6.1. Students’ success beliefs are affected by their past performances, by
observing others, by feedback from others, and by their emotional
reactions.
x x
Relevant Theories
x x
x
x x
Example S.1.1 – Attributing Failures to Effort and Strategies
Success Strategy 1
Help students believe they can succeed at course activities when they
put forth the required effort.
x x
Example S.1.2 – Giving Students a Muscle Analogy
Figure 6.3. Learning is preparation for performance and performance

provides feedback for further learning
Example S.1.3 – Learning from Failure
x x
Example S.1.5 – Setting Reasonable Expectations
Example S.1.4 – Sharing Stories of Famous People’s Struggles
Example S.1.6 – Viewing Weaknesses as Opportunities

x x
Example S.1.7 – Soliciting Testimonials from Former Struggling

Students
Success Strategy 2
Create an environment that promotes and supports successful learning.
Example S.2.1 – Teaching Students How to Study
Example S.2.2 – Providing “Tips for Success” Document

x x
Example S.2.4 – Handing-in Notes
Example S.2.5 – Creating Study Groups
Example S.2.6 – Answering Questions Online
Example S.2.3 – Giving Students Time to Take Notes

x x
Example S.2.9 – Reflecting on and Selecting Better Strategies
Example S.2.7 – Providing Opportunities for Early Success
Example S.2.8 – Planning for the Possibility of Early Failures
Example S.2.10 – Assigning Problems with Several Correct Answers

x x
Example S.2.11 – Providing More Opportunities for Students to

Improve
Example S.2.12 – Allowing Students to Re-Do Assignments and Tests
x
x x
Example S.2.13 – Administering a Collaborative Two-Stage Exam Example S.2.15 – Allowing Students to Share Experiences
Example S.2.14 – Showing Examples from Former Students

x x
Example S.2.16 – Giving Students Time to Work in Class
Example S.2.17 – Giving the Test Questions Ahead of Time
Example S.2.19 – Asking Good Questions and Waiting
Example S.2.18 – Extending Assignment Deadlines

x x
Example S.2.20 – Creating Materials for Students
x
x x
Example S.2.21 – Focusing on the Process Instead of the Product
Example S.2.22 – Reviewing Knowledge and Skills

x x
Example S.2.23 – Helping Students Avoid Procrastination
Example S.3.1 – Providing Shorter Activities
Example S.3.2 – Addressing Prerequisites
Success Strategy 3
Match the difficulty levels of class activities and assignments with the
abilities of the students.
x x
Example S.3.3 – Ordering Activities
Example S.3.4 – Using Competition x
Example S.3.5 – Allowing Flexible Pace of Work
Success Strategy 4
Provide students with honest, specific feedback about their level of
competence at regular intervals.
x x
Example S.4.1 – Administering Frequent Graded and Ungraded Tests

x x
Example S.4.3 – Providing Timely Feedback
Example S.4.2 – Explaining Answers

x x
Figure 6.4. A visual representation of the “Four Corners” activity
Example S.4.4 – Having Students Submit Assignments Electronically

x x
Example S.4.5 – Using Online Discussions
Example S.4.6 – Sending Short Feedback Emails

x x
Example S.4.8 – Using Peer Feedback in Class

Example S.4.7 – Using Peer Feedback Outside of Class
Figure 6.5. A visual representation of this version of the “Gallery Walk”

x x
Example S.4.9 – Requiring Self-Evaluations
Success Strategy 5
Be explicit when describing your expectations and communicating to
students.
x x
Example S.5.2 – Quizzing Students About the Syllabus
Example S.5.3 – Setting Appropriate Expectations
Example S.5.1 – Using Summary Tables
─
x x
Example S.5.5 – Using Explicit Language
Example S.5.4 – Explaining a Participation Grade

Strategies to Trigger Interest
Problem
Solution
Overview of Interest
x x
Relevant Theories
x
x x
x
Figure 7.1. Oversimplified (but still helpful) diagram of how information can
enter memory or not
Interest Strategy 1
Design instruction that catches and holds students’ attention.
Example I.1.1 – Using Novelty
x x
Example I.1.2 – Avoiding Multitasking
Example I.1.3 – Limiting Distractions

x x
Example I.1.5 – Calling on Students Randomly
Example I.1.4 – Adding Theatrical Elements
Example I.1.6 – Involving Students in Discussions

Figure 7.2. A continuum of personas ranging from being your authentic
self to being an actor
x
x x
Example I.1.7 – Engaging Students in Mindfulness and Patience
Example I.1.8 – Limiting Online Distractions

x x
Interest Strategy 2
Use activities that pique students’ curiosity about the content.
Example I.1.9 – Avoiding Narcissism and Aggrandizement
Example I.2.1 – Incorporating Learner-Directed Approaches

x x
Example I.2.2 – Providing Surprising Information Example I.2.5 – Teaching Concepts From Example to Definition
Example I.2.3 – Introducing Contradictions
Example I.2.4 – Presenting Controversies
Example I.2.6 – Including Interesting Information

x x
Example I.2.7 – Including Non-Typical Sources Example I.2.9 – Identifying Interesting Information
Example I.2.8 – Using Stories

x x
Example I.2.10 – Getting Students to Wonder About an Image
Example I.3.1 – Showing Enthusiasm
Interest Strategy 3
Stimulate emotional arousal in students to avoid boredom.
x x
Example I.3.2 – Noticing the Pace of Lessons
Figure 7.3. Pattern of instructional approaches during one class period

from beginning to end
Example I.3.4 – Varying Instructional Activities Across the Course
Example I.3.3 – Limiting Listening Time

x x
Example I.3.6 – Creating a Pleasant Learning Environment
Example I.3.5 – Using Role Playing x

x x
Interest Strategy 4
Design curriculum with a consideration of students’ individual interests.
Example I.4.1 – Determining Individual Interests
Example I.3.7 – Decreasing Debilitating Anxiety

x
Strategies to Foster Caring
Problem
Solution
Overview of Caring
x x
Relevant Theories
x
x x
x
Example C.1.1 – Showing You’re Approachable
Caring Strategy 1
Be approachable and relatable to students.
x x
Example C.1.3 – Being Friendly, But Not Friends
Example C.1.2 – Adding Flexibility to Your Office Hours

Example C.1.4 – Responding Promptly
Example C.1.5 –Students Describing Themselves

x x
Example C.1.7 – Showing Similarities Between You and the Students
Example C.1.6 – Using Personal Anecdotes
Example C.1.8 – Teaching Students How to Interact with Professors

x x
Caring Strategy 2
Ensure that students feel respected by you and the other students, both
online and face-to-face.
Example C.1.9 – Trying to Appear Smart

x x
Example C.2.1 – Developing Ground Rules
Example C.2.2 – Soliciting Student Feedback

Ground Rules for Respectful and Equitable Interactions
1. Be verbal and engaged, but do not monopolize most of the time during
discussions.
2. Treat others with respect and expect others to treat you similarly.
3. Ask questions when you are confused about what someone said or what is
being learned because it’s likely that others are confused too.
4. Speak for yourself, not for others.
5. Encourage others to participate in discussions.
Beliefs That I Hold True

• Disagreements can provide opportunities to learn.
• Sometimes two well-informed individuals will disagree.
• Others may have different interaction styles than me.
Figure 8.1. Examples of rules and beliefs that can be used in a course
x x
Example C.2.3 – Providing Time for Students to Introduce Themselves
x
Caring Strategy 3
Show students that you care about whether or not they achieve the
course objectives.
Example C.2.4 – Respecting Students’ Out-of-Class Responsibilities
Example C.3.1 – Telling Students You Care

x x
Example C.3.4 – Scheduling a Meeting with Every Student
Example C.3.2 – Addressing Students’ Concerns Promptly
Example C.3.5– Meeting with Groups of Students

Example C.3.3 – Responding to Students’ Concerns
x x
Example C.3.6 – Using Peer Mentors
Example C.3.7 – Focusing on Making a Difference Caring Strategy 4

Consider accommodating students when they experience extraordinary
events, such as an illness or a death in the family.
Example C.3.8 – Explaining Differences Between High School and

College
x x
Example C.4.1 – Focusing on Learning
Caring Strategy 5
Help students fit into the culture of the class, major, college, or
university.
Example C.4.2 – Creating an Effective Attendance Policy

x x
Example C.5.1 – Making Connections to other Content Areas Example C.5.3 – Allowing Students to Share Their Knowledge
Example C.5.4 – Providing Assignments to Get to Know Students
Example C.5.2 – Showing a Variety of Possible Roles

x x
Example C.5.5 – Helping Students Interpret Social Situations

The MUSIC® Model of Motivation
Theory and Research
Why is the MUSIC model needed?

x x
What theories and research were used to identify the principles

of the MUSIC model?
How was the MUSIC model developed?
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x x
x
x
x
x
x
x
x
x
x
x
x
What is the MUSIC Model of Motivation Theory? What research has been conducted using the MUSIC model?
x x
MUSIC Model Research Related to Examining Students’ Motivation
Table 9.1. Studies in Higher Education That Use the MUSIC Model
Study Authors and Date School Level Courses/Subject Areas
x x
Table 9.3. Studies Examining Relationships Between the MUSIC Variables and
Domain identification
Table 9.2. Studies in Pre-K to 12 Schools That Use the MUSIC Model
Figure 9.1. Students’ course perceptions can affect the likelihood they choose a
career in that discipline.
MUSIC Model Research Related to Fostering Domain Identification
Research Related to Measuring MUSIC Components

x x
Table 9.4. Studies Providing Validity Evidence for the MUSIC Inventory
MUSIC Inventory Country of
Study Authors and Date Version Language Participants
Afterword
References
x x
x x
x x
x x
x x
x x
x x
x x
x x
x
APPENDICES
x x
APPENDIX A
Tips for Succeeding (see Example S.2.2)
This is an example of a “Tips for Succeeding” document. This isn’t a complete
document, but it’s intended to give you some ideas for what you can include.
x x
APPENDIX B
My Study Strategies in This Course assignment
(see Example S.2.9)
This is an example of an assignment that requires students to reflect on their study
strategies and to consider other possible strategies they could use to be more
effective learners.
x
x x
x
APPENDIX C
Retaking Tests (see Example S.2.12)
x
This is an example of an explanation as to why you’re allowing students to retake
tests.
x
x
x
x
x
x x
APPENDIX D APPENDIX E
Example Email to Students Doing Well (see Example S.2.15) Example Tables to Include in a Syllabus (see Example S.5.1)
This is an example of an email that can be sent to students who are doing well in your These two tables are examples of tables that can be included on your syllabus to help
course. This type of message can be sent to solicit their strategies, which can then be make course expectations explicit to students.
shared with the other students in the class.
Graded Attendance, Assignments, and Exams Point Value % of Total

Grade
Class Number, Attendance Assign- Assign- Assign- Tests/

Date, and Topic ment A ment B ment C Final Exam
x x
APPENDIX F
Strategies to Learn Students’ Names (see Example C.1.1)
This appendix includes strategies that you can use to more effectively learn students’
names.
x
x
x
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Praise for Motivating Students by Design

MOTIVATING STVDE-NTS used to motivate students to engage in learning. Based on decades of

Brett D. Jones, Ph.D., is a Professor and the leader of the

Motivating Students by Design:

Copyright © 2018, 2015 by Brett D. Jones.

Exclusive of MUSIC® this work is released under a Creative Commons Attribution-

Legal code for CC BY NC ND license:

For additional permissions, write to Brett D. Jones at brettdjones@gmail.com.

MUSIC® is a Registered Trademark of Brett D. Jones and is not subject to the CC

Cover Design: Brett D. Jones.

Is teaching an art or science?

Table 1.1. Goals of this Book

x How should you read this book?

Understanding Motivation and the

Figure 2.1. The relationship between motivation, engagement, and outcomes

What key motivation principles do you need to consider when

Figure 2.3. The components of the MUSIC Model of Motivation

How does the MUSIC model work?

Figure 2.6. The MUSIC® Model of Motivation as it relates to students in a course

Why does the MUSIC model work?

Designing Instruction Using the MUSIC®

Developing the MUSIC model mindset

A systematic design approach

Figure 3.1. The MUSIC model design cycle

Implementing a MUSIC model intervention

How can you assess students’ MUSIC perceptions?

What tools can I use to assess students’ MUSIC perceptions?

How can I use this book to design my instruction?

Steps in the design process for a new course

Steps in the design process for an existing course o

Sharing the results with students

Redesigning an Existing Course: A Specific Example

Evaluating the Assessment Results for Course Redesign

Selecting Strategies to Increase Perceived Interest and Usefulness

Figure 3.5. Redesigning at the activity level

Fall Semester: Assessing Students’ MUSIC Perceptions and Progress

Evaluating the Assessment Results from Fall Semester

Table 3.4. Pros and Cons of Assigning Seats

MUSIC component Pros of assigning seats Cons of assigning seats

Judging the Motivational Impacts of a New Strategy

Where did the teaching strategies in this book come from?

Strategies specific to certain aspects of instruction

Figure 3.7. Example seating chart shown at the beginning of class

Table 3.5. Strategies Related to Specific Aspects of Instruction

Strategies to eMpower Students

Example M.1.1 – Allowing Choice of Assignment Order

Example M.1.2 – Allowing Choices Within Assignments

Example M.1.3 – Allowing Choice of Assignments to Complete

Example M.1.5 – Allowing Choice of Assignment Format

Example M.1.4 – Allowing Choice of Assignment Topic

Example M.1.6 – Allowing Students to Find or Create Resources

Example M.1.8 – Allowing Students to Create Rules

Example M.1.9 – Allowing Students to Express Thoughts

Example M.1.7 – Soliciting Ideas for Grading Criteria

Example M.1.10 – Giving Students Opportunities to Lead Instruction

Example M.1.11 – Setting Reasonable Due Dates

Example M.2.1 – Using Problem-Based or Project-Based Learning

Figure 4.1. Increases in empowerment perceptions shouldn’t lead to

Figure 4.2. Instructors need to decide how much empowerment to give

Example M.2.2 – Using Inquiry Approaches

Example M.2.3 – Using Case Studies

Example M.3.1 – Explaining to Students How They Have Control

Example M.3.2 – Providing Rationales for Rules