Inspiration: In Learning and Teaching .


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Motivation: In Learning and Teaching. Professor Dr. Bill Bauer Chapter 10 EDUC 202. Overview. What Is Motivation? Four General Approaches to Motivation Goal Orientation and Motivation Interests and Motivation Self-Schemas. Concept Map for Chapter 10. Self-Schemas. What Is Motivation.
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Inspiration: In Learning and Teaching Professor Dr. Charge Bauer Chapter 10 EDUC 202 Copyright 2001 by Allyn and Bacon

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Overview What Is Motivation? Four General Approaches to Motivation Goal Orientation and Motivation Interests and Motivation Self-Schemas Copyright 2001 by Allyn and Bacon

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Concept Map for Chapter 10 Self-Schemas What Is Motivation Teachers, Teaching, & Educational Psychology Interests and Motivation Four Approaches to Motivation Goal Orientation and Motivation Allyn & Bacon Copyright 2001 by Allyn and Bacon

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Motivation characterized: Internal state Arouses, coordinates, keeps up conduct Intrinsic/Extrinsic Locus of causality Copyright 2001 by Allyn and Bacon

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Four General Approaches to Motivation Copyright 2001 by Allyn and Bacon

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Behavioral Approach Rewards are outcomes of practices Incentives support or dishearten practices Copyright 2001 by Allyn and Bacon

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Humanistic Approaches Third drive brain science Emphasis on individual decision Needs Self-completion/Self-assurance Maslow\'s chain of importance See Figure 10.1, Woolfolk, p. 371 and Point ▼ Counterpoint p. 372 Copyright 2001 by Allyn and Bacon

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Deficiency needs Survival Pre-essential Survival Safety Belonging Self-regard Being requirements Endlessly restored Whole individual Intellect/accomplishment Esthetics Self-completion Maslow\'s Hierarchy Copyright 2001 by Allyn and Bacon

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Maslow\'s Hierarchy Self-Actualization Need Being (development) Needs Motivation increments as necessities are addressed Esthetic Needs Need to know & Understand Esteem Needs Deficiency Needs Motivation diminishes as necessities are met Belongingness & Love Needs Safety Needs Physiological Needs Copyright 2001 by Allyn and Bacon Copyright 2001 by Allyn and Bacon

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Cognitive Perspective Focus on deduction Emphasizes natural inspiration People are dynamic and inquisitive Plans, objectives, compositions, and desires Copyright 2001 by Allyn and Bacon

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Cognitive Perspective Attribution hypothesis Perceived reason for triumphs or disappointments Locus Stability Responsibility Attributions in the classroom Teacher activities impact understudy attributions Expectancy X Value Theory Copyright 2001 by Allyn and Bacon Copyright 2001 by Allyn and Bacon

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Attribution Theory Copyright 2001 by Allyn and Bacon

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Locus Stability Responsibility Internal/outside Stable/insecure Controllable/uncontrollable Weiner\'s Terms Copyright 2001 by Allyn and Bacon

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Examples of Attribution Theory Internal locus, steady, controllable: I am great at contemplating for various decision tests, so I will do well on the following Educational Psychology Exam. Interior, steady, wild: Essay tests are constantly hard for me, so I won\'t do well in American Literature. Copyright 2001 by Allyn and Bacon

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Sociocultural Conceptions of Motivation Emphasizes cooperation in groups of practice Legitimate fringe interest Relate to true errands See table 10.2, Woolfolk, p. 376 for an examination of every one of the four methodologies Copyright 2001 by Allyn and Bacon

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Goal Orientation and Motivation Copyright 2001 by Allyn and Bacon

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Why Goals Improve Performance Direct regard for the job that needs to be done Mobilize exertion Increase steadiness Promote advancement of new techniques Copyright 2001 by Allyn and Bacon

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Four Kinds of Goals Learning objectives/errand included Performance objectives/sense of self included Work-evasion objectives Social objectives The requirement for relatedness They won\'t mind the amount you know until they know the amount you give it a second thought. Copyright 2001 by Allyn and Bacon

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Feedback & Goal Acceptance: Effective Goals Are Specific Challenging Attainable Focused on the errand Supported by social connections Reinforced with input Accepted by the understudy See Family and Community Partnerships, Woolfolk, p. 380 Copyright 2001 by Allyn and Bacon

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Reflection Questions What objective have you set for yourself as of late? Did you take after great objective setting standards? By what means would you be able to enhance your own objective setting hones? How does objective setting influence your inspiration? Copyright 2001 by Allyn and Bacon

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Interest and Emotions Copyright 2001 by Allyn and Bacon

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Interest and Emotions Student premiums connected with achievement in school Fantasy to invigorate challenge & premium Ensure that \'fascinating points of interest\'s are honest to goodness attached to learning See Guidelines, Woolfolk, p. 382 Copyright 2001 by Allyn and Bacon

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Arousal: Excitement & Anxiety in Learning Arousal: fervor, sharpness, consideration Curiosity: oddity & many-sided quality Anxiety: uneasiness, pressure, push Anxiety and consequences for accomplishment Coping with nervousness Problem unraveling Emotional administration Avoidance Copyright 2001 by Allyn and Bacon

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Implications for Teachers Keep level of excitement a good fit for learners Sleepy understudies? Present assortment Arouse interest Surprise them Wiggle break See Guidelines, Woolfolk, p. 386 Copyright 2001 by Allyn and Bacon

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Self-Schemas Copyright 2001 by Allyn and Bacon

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Beliefs about Ability Entity see Incremental view Developmental contrasts Effects on sorts of objectives Copyright 2001 by Allyn and Bacon

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Beliefs about Self-Efficacy Self-adequacy, self-idea, & self-regard Sources of self-viability Mastery encounters Vicarious encounters Social influence Efficacy and inspiration Teacher viability Copyright 2001 by Allyn and Bacon

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Beliefs about Self-assurance or other-assurance Classroom environment & self-assurance Cognitive assessment hypothesis Learned vulnerability Self-worth Mastery-arranged Failure-dodging Failure-tolerating Copyright 2001 by Allyn and Bacon

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Reflection Questions How will you manage an understudy who is showing learned defenselessness? One of your understudies is maintaining a strategic distance from disappointment by not doing assignments. By what method will you approach this test? Copyright 2001 by Allyn and Bacon

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Lessons for Teachers Emphasize understudies\' advance Make particular recommendations for development Stress association between exertion & achievement Set learning objectives for your understudies Model authority introduction Copyright 2001 by Allyn and Bacon

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Summary What Is Motivation? Four General Approaches to Motivation Goal Orientation and Motivation Interests and Motivation Self-Schemas Copyright 2001 by Allyn and Bacon

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Review Questions Define inspiration. What is the distinction amongst inborn and extraneous inspiration? How does locus of causality apply to inspiration? What are the key considers inspiration as indicated by a behavioral perspective? Humanistic? Psychological? Sociocultural? Copyright 2001 by Allyn and Bacon

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Review Questions Distinguish between inadequacy needs and being requirements in Maslow\'s hypothesis. What are the three measurements of attribution in Weiner\'s hypothesis? What are anticipation X esteem hypotheses? What is authentic fringe support? What sorts of objectives are generally inspiring? Copyright 2001 by Allyn and Bacon

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Review Questions Describe learning, execution, work-evasion, and social objectives. What makes objective setting viable in the classroom? Do premiums and feelings influence learning? How? What is the part of excitement in learning? How does uneasiness meddle with learning? Copyright 2001 by Allyn and Bacon

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Review Questions How do convictions about capacity influence inspiration? What is self-adequacy and how is it not quite the same as other self-patterns? What are the wellsprings of self-viability and how does adequacy influence inspiration? How does self-assurance influence inspiration? How does self-esteem influence inspiration? Copyright 2001 by Allyn and Bacon

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End Chapter 10 Copyright 2001 by Allyn and Bacon

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