Increasing Student Motivation
Increasing Student Motivation
Increasing Student Motivation
MOTIVATION
WHAT MOTIVATED YOU TO
PARTICIPATE IN THE “LEGO”
LESSON?
Hands-on/project based?
Challenging, but achievable?
Prizes?
Creativity?
Clear expectations and
instructions?
Immediate feedback?
HOW DO WE MOTIVATE
STUDENTS TO LEARN?
Often students are physically present and
mentally absent or just plain absent
How do we build intrinsic (desire to learn)
motivation?
Is extrinsic (rewards or punishment)
motivation useful?
How does classroom climate build
motivation?
Teacher’s expectations?
How does creativity enter into the arena of
motivation?
Do our text books assist us to motivate
students?
Do parents motivate students?
Do multimodal strategies assist in motivating
students?
How does direct instruction assist in
motivating students?
STUDENT MOTIVATION TO
LEARN
Linda S. Lumsden
(Eric Digest 92 June 1994)
Students learn when they can make sense of
their environment
Building student motivation requires
commitment on the part of the teacher to
implement highly structured, multi-modal
lessons
Students learn when they are engaged
FACTORS WHICH INFLUENCE
THE DEVELOPMENT OF
STUDENT MOTIVATION:
Modeling, followed by guided practice, no
long lectures/direct instruction only
Clear communication of teacher expectations
for projects, guided practice, independent
practice and grading (rubrics)—use specific
short-term goals
Direct instruction of socialization procedures
(how to work in groups, etc.)—building the
appropriate classroom climate
Classroom climate also includes the
expectation that everyone participates, the
student feels a sense of belonging and their
input is valued.
Instilling in students the belief that they can
learn coupled with high teacher expectations
Nurturing self-worth, a sense of competence
and autonomy
Teach students to concentrate on the task,
rather than be distracted by fear of failure
Teaching students how to approach and cope
with different learning situations
Assist students to retrace their steps to solve
problems so they won’t be distracted by
frustration
Failure is a result of lack of information or not
using the appropriate problem solving
techniques, not lack of ability
Learning is incremental and requires task
mastery
JOHN GOODLAD: