Motivation & engagemenet

Why consider motivation at all?

-motivation  is an internal process that energises, directs and maintains behaviours over
time:
- energising  give students and us motivation
- direction
- maintenance  to maintain work they’re doing
- motivation is the “process whereby goal directed activity is instigated and sustained”
(schunk, pintrich 7 meece, 2002)
motivations can take 2 forms
- intrinsic – arises from internal factors such as feelings of curiosity, excitement &
satisfaction (Barry & King, 2000)
- extrinsic – arises from the use of external reqrdas such as food and praise, stcikers or point
systems
 Intrinsic motivation can be increased through engaging learning experiences
o Teachers can utilise members of the school community
o Teachers can have lessons outside of the classroom
 Engaging students can assist in the struggle against loss of motivation, dislike of
subjects and disruption of classroom management
 Engaged, motivated students are less likely to be disruptive
Creative teaching pedagogies
- Creative teaching pedagogies, interest-based texts and a variety of quality resources
can significantly impact the engagement of students and assist in the making of
connections to curriculum content
- Argues that we need to use quality resources and making connections ot external
world
The rich task
- A creative teaching pedagogy, defined as “culminating performance, demonstration
or product that is purposeful and models a life role”
- The tasks are designed to be assessable and reportable, as they allow for teachers ot
measure student understanding of outcomes through engagement in activities
- Streamwatch streamwatch is a water monitoring thing
Goal theories of motivation
- Mastery goal: achieving mastery of a task or skill  a goal might be for student to
gain master over task or goal and once they achieve that its highly possisble they’ll
become motivated to do next thing
- Performance goal: performing well in an area of achievement  that
success/achievement is likely to increase their motivation
o Performance avoid: completing academic work to avoid appearing
incompetent/appear unmotivated
o Performance approach: performing well by outperforming others  can be
detrimental to classroom
- Goal setting is a motivating tool
o Focuses attention  some learners find it difficult to organise or finish tasks,
goal setting allows learners to pay attention as the goals are clearly defined
 o Goals help mobilise resources: provide learners with an awareness of whats
required for the accomplishment of tasks
o Goals facilitate persistence: having goals allowed for a constant reminder
within the learner to where they are vs where they want to be
o Goals facilitate accomplishment: the joy that comes with the accomplishment
of goals can motivate learners to continually wish to succeed in all aspects of
their life
- Goal setting
o Goal setting and the international baccalaureate personal project
o Step 1 – focus on a project leading to the productuin of a product
o Step 2 – a process journal
o Step 3 – a report
- Examples of IB person projects
- Strentgsh of motivation theories
o Highlight importance of motivation for students achievement, self-confidence
and independence
o Focuses teachers attention on the range of student needs, including those
associated with physical and personal well being
o Acknowledged the importance of students’ attributions
o Shows links between effort and success
- Limitations of motiiavtion theories
o Some aspects of motivations theories may have a limiting effect on leanrers
o Contradictory evidence about types of goals learners adopt
o Need to consider the role of effect and interest in learning
- A reality check
o What impact do high levels of extrinsic motivation have upon intrinsic
motivation?
o For eg. What impact might the high stakes WACE exams have upon inrtsinci
motivation?
o How might they impact on studnt learning?
o Whatre the implications of this situation for school councellors and high
school teachers?
- Why is engagement important?
o It makes leanring possible
o It can preduct students success at school
o It’s a malleable and open to increasing
o It allows feedback
o A supportive environment neccesarily involves teachers having high
expectations for students individual leanring abilities
o A supportive learning environment is free from discrimination and based on
mutual respect, involing the social support of teachers as well as fellow class
members
- Recent research from the telethon institute (2015)
o Some of the young people at risk of being disengaged form school:
 Students lviign in families with limited resources including human,
psychological and social capital, income or time
  Students who arrive at school with limited school readiness
 Students who don’t form a connection with school, peers and
teachers
 Students with chronic illness, disability or mental health issues’
 Students living in remote areas are at risk of being disengaged at
school
- Students say that the following things matter
o There I an noticeable asence of the student voice in the research but what we
know is that students value:
 Personal safety
 Being listened to
 Being respected
- The pipeline project – some key findings
o 60% of students engaged with school
o 20% of students disengaged
o 12% low-lvl disruption
o 8% uncooperative/not participating
- not just about what we eatch and content but also about engagement and
encironemnt  show your passion and how you can bring someone on board who
mightn’t have an interest
o