Supporting an Environment for Student Motivation

Level 1: Foundations

Graduate Teaching and Learning Program

LEARNING OUTCOMES

• Discuss the factors that influence student

motivation

• Explain 3 approaches to learning: mastery,

performance, strategic

• Discuss strategies instructors can use to support

student motivation

• Course design

• Teaching and learning strategies

OBJECTIVES

➤ Participants will be introduced to the influencing factors on

student motivation

➤ Participants will have a deeper understanding the ways that

instructors support student motivation

WHO AM I?

WHO ARE YOU?WHY ARE YOU HERE?

“Why are we talking about this

anyway?!”

~Anonymous GTL Level 1 Participant who wants

to get on with it.

COMMUNITY

➤ Increased

➤ Engagement

➤ Motivation

➤ Culture for Feedback

➤ Collaboration

➤ Meeting students’ needs

➤ Emotional safety

influences learning

➤ Decreased

➤ Student/instructor

isolation

➤ Student/instructor

frustration

➤ Student aggression

➤ Cheating

➤ Anonymity

Learning is a deeply social process.

Jason Barr, “Developing a Positive Classroom Climate, IDEA Paper #61, October 2016, https://www.ideaedu.org/Portals/0/Uploads/Documents/IDEA%20Papers/IDEA%20Papers/PaperIDEA_61.pdf, Accessed 27 August 2018Josh Cuevas, “Brain-Based Learning, Myth vs. Reality: Testing Learning Styles & Dual Coding,” Science-Based Medicine October 12, 2014, Accessed September 1, 2015, Sara Bernard, “Neuro Myths: Separating Fact & Fiction in Brain-Based ” Edutopia, December 10, 2010, Accessed September 1, 2015, http://www.edutopia.org/neuroscience-brain-based-learning-myth-busting

https://www.teachervision.com/blog/morning-announcements/importance-building-community-classroom

TEACHING MATTERS

What legacy do you want to leave

http://standingstrongwellness.com/2015/07/09/motivation-a-tool-in-your-wellness-toolbox/

What conditions help you feel motivated to learn?

Write [1 minute], Pair, Share (3 minutes)

12

13

Motivation

Movere (to move) = process whereby goal-directed

activity is instigated and sustained

Why do students set and sustain goals?

Image: https://exercisephysiologist.wordpress.com/2012/04/13/environmental-influence-during-the-boston-marathon-from-2000-2011/

“People with high assurance in their

capabilities approach difficult tasks as

challenges to be mastered rather than

as threats to be avoided.”

~ Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.),

Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York:

Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of

mental health. San Diego: Academic Press, 1998).

THE IDEAL SELF | ALBERT BANDURA

Our view of our ideal self influences our:

• Where we want to be;

• Who we want to be

determine the goals we

• Set

• Value

• Continue to work at Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlImage: http://xponents.com/2012/11/20/identifying-ideal-self-the-first-step-on-the-path-toward-a-successful-adult-learning-strategy/

Self-efficacy

Who students think they are affects what they

want to be.

~Alberta Bandura

SELF EFFICACY | ALBERT BANDURA

Influencing Factors

• Past performance outcomes

• Vicarious experience (models)

• Verbal persuasion

• Emotional state

• Personal history

Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlImage: https://www.hopespeak.com/blog/9-reasons-why-students-must-develop-habit-of-goal-setting/

The discrepancy between

who students are and

who they want to be can

be motivating or

devastating.

BELIEFS ABOUT ABILITY

• Incremental= ability changes over time

• Entity= ability is set at birth

• Beliefs about ability impact goal orientations

• Incremental=Mastery student

• Entity= Performance student

LEARNING OUTCOMES

• Discuss the factors that influence student

motivation

• Explain 3 approaches to learning: mastery,

performance, strategic

• Discuss strategies instructors can use to support

student motivation

• Course design

• Teaching and learning strategies

20

Deep

(Mastery)

Approaches to Learning

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.

Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge

reproducing

orientation

meaning

orientation

• Intrinsic motivation

• Personal experiences

• Relates prior & new knowledge

• Bigger picture

• Analysis, evaluation, interpretation

• Extrinsic motivation

• Memorization without reflection

• Learning as “boring”

• Looks for what the “teachers

wants”

Surface

(Performance)

INTRINSIC

MOTIVATION

• Primarily concerned with deep

learning/mastering

• Failure = areas for

improvement (motivating)

• Approach:

• Deep

• Autonomous

• Intrinsic

Mastery Orientation

Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State University

http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html

Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41.

EXTRINSIC MOTIVATION

• Performance orientation

• Primarily concerned outside factors (grades, =

something about their ability to do the task

punishment, etc.)

• Failure

• Approach

• Strategic

• Surface

• Extrinsic

Ken Jenefer Husman, Thinking About Motivation, Psychology in Education, Arizona State Universityhttp://serc.carleton.edu/NAGTWorkshops/affective/motivation.htmlBain, What the Best College Teachers Do, Harvard University Press, 2004, pages 40-41Image: https://instrinsicandextrinsicmotivation.wordpress.com/category/uncategorized/Image: http://thebettermanprojects.com/2015/03/17/what-is-extrinsic-motivation/, Accessed 27, 2018

STRATEGIC

ORIENTATION

Achieving Orientation

• Will do what is

necessary to get

highest grade

• Flexible approach to

learning

• Deep or surface

approach as

necessary

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.Ramsden, P. (2003). Learning to Teach in Higher Education, 2nd Ed. New York: Routledge Felder and Brent (2005). “Understanding Student Differences.” Journal of Engineering Education 94/1, 57-72.Image: http://www.hscompanies.com/services/strategic-planning/

CASE STUDY

HOW DOES COURSE DESIGN IMPACT MOTIVATION?

In groups of 4

Examine the syllabus

• Which factors encourage mastery/intrinsic

motivation (and why)

• Which factors encourage

performance/extrinsic motivation (and why)

Make note of your observations

Choose a representative to share the group’s thoughts.

LEARNING OUTCOMES

• Discuss the factors that influence student

motivation

• Explain 3 approaches to learning: mastery,

performance, strategic

• Discuss strategies instructors can use to

support student motivation

• Designing significant learning experiences

• Course design and lesson planning

• Active learning

Creating significant learning experiences

is about designing learning experiences not simply delivering content.

The opportunity to engage in significant learning

experiences influences student motivation.

DESIGNING SIGNIFICANT LEARNING EXPERIENCES

• Assesses higher thinking

• Provides feedback on

• Misconceptions

• Strengths/areas for improvement

• Connects topics, courses, disciplines

• Employs active learning

Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.

DESIGNING SIGNIFICANT LEARNING EXPERIENCES

Freeman S, et al. (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy

of Sciences (PNAS) 111:8410–8415.

Graphs taken from: Weiman, C.E., (2014) Large-scale comparison of science teaching methods sends clear message. Proceedings of the National

Academy of Sciences (PNAS), 111 (23), 8319-8320.

Examined 2 questions

• Does active learning boost examination

scores?

• Does it lower failure rates?

• Traditional lecturing students 1.5

times more likely to fail than students

in active learning classes

• Average examination scores improved

by 6% in active learning sessions

“Active learning increases student performance in science, engineering, & mathematics”

Passive Learning • Students are empty vessels/sponges to be filled

• Students record and absorb knowledge

• Instructor as holder of knowledge (expert)

Active Learning • Restructure new info and prior knowledge into new

students’ knowledge

• Students practice using knowledge

• Coach/facilitate

“Active learning “involves

students in doing things and

thinking about what they

are doing.”

~Boswell, Charles and James Eison (1991) Active Learning:

Creating Excitement in the Classroom, 2

• Activities students do to construct

knowledge and understanding

• Require students to do higher order

thinking

• Involve metacognition—students’ thinking

about their own learning—is an important

element, providing the link between activity

and learning.

~Cynthia Brame Active Learning, https://cft.vanderbilt.edu/wp-

content/uploads/sites/59/Active-Learning.pdf, Accessed 27

August 2018

ACTIVE LEARNING BARRIERS

• “I do have to lecture. What else can you do in these

large classes?”

• “I can’t get the content covered if I don’t lecture.”

• “Students want me to lecture.”

• “Students don’t bother to learn anything.”

• “Students don’t have the critical thinking skills to

participate.”

~Maryellen Weimer, “More Evidence that Active Learning Works,”

Faculty Focus, 3 June 2015

Image: https://goo.gl/images/ak0dI5

SPEED NETWORKING

Discuss the 1 of the common arguments instructors

give for not including active learning in their

courses.

Getting you started:

➤ Do you agree/disagree with the statement? Why?

➤ What assumptions about teaching and learning

does the statement reveal?

Speed Networking | Instructions

• Stand up, and move to another area of the room.

• Find a partner. Introduce yourself.

• Discuss ONE of the barriers 2 minutes.

• When you hear the signal, find a new partner.

• Repeat.

““Teachers may cover the content, but

if that doesn’t promote learning, does

it really matter that it’s been covered?

. . And since when did education

become governed by what learners

may think they need or want?”

~ Maryellen Weimer, “More Evidence that Active Learning Works,” The Teaching Professor Blog, Faculty Focus, 3

June 2015

SOME THEORY

• Memory is affected by

how deeply new info

processed

• Learning elaborated by:

• Thinking about

relationships

• Explaining

• Summarizing

• Questioning

Image: http://daniel-venezuela.blogspot.ca/2014/06/can-we-get-grand-

unified-theory-of.html, Accessed 27, August 2018

https://teaching.berkeley.edu/resources/learn/memory-and-recall

37

Passive Learning and the “Overconfidence Bias”

Dunning-Kruger Effect

Pete Walkins, “Everybody with Me?” and Other Not-so-useful Questions, Faculty Focus, 26 February 2018,

https://www.facultyfocus.com/articles/teaching-and-learning/bad-questions-prompts/,

Image: http://takingcareofmyownbusiness.com/2014/07/09/overconfidence/, Accessed 27 August 2018

WHY ACTIVE

LEARNING?

• Provides students

opportunities to:

• Think, talk about, process

material

• Create personal

connections to material

• Practice skills for

homework/exams!!

• Build self-

esteem/confidence

• Creates classroom

community

• Get more students talking!

http://cte.cornell.edu/teaching-ideas/engaging-students/active-learning.html

Image: http://www.digitalcounterrevolution.co.uk/2015/active-learning-

reconsidered/, Accessed 13 March 2018

ACTIVE LEARNING PITFALLS

• Diving into activity with no explanation

• Starting too big (hint: start small and build)

• Expecting all students to eagerly develop groups

• Not doing it consistently

• Programming trivial activities

• Activities that are too long (hint: chunk activities)

• Predictability

• Little variation in activity types

• Predicable post-mortem following activity

Common Active Learning Mistakes, Tomorrow’s Professor, Stanford https://tomprof.stanford.edu/posting/1491

LEARNING OUTCOMES

• Discuss the factors that influence student

motivation

• Explain 3 approaches to learning: mastery,

performance, strategic

• Discuss strategies instructors can use to

support student motivation

• Active learning

• Designing significant learning experiences

DESIGNING SIGNIFICANT LEARNING EXPERIENCES

• Content tyranny

• Topics as short discrete units

• Assesses

• Content immediately, never to return

• Fails to connect units, courses, disciplines

• Factual recall

• Without feedback

Biggs, J. & Tang, C. (2007). Teaching for Quality Learning at University, 3rd Ed. New York: Open University Press.Ramsden, P. (2003) Learning to teach in higher education, 2nd Ed. New York: Routledge University of Calgary Course Design Workshop Manual 2013Image: http://www.imgmob.net/water-surface.html

DESIGNING SIGNIFICANT LEARNING EXPERIENCES

• Demonstrates instructor’s commitment to, and

passion for, subject

• Clear/transparent expectations

• Transparency in teaching methods

• High expectations

• Student choice

• Responds to student interest

DESIGNING SIGNIFICANT LEARNING EXPERIENCES

• Points to transferable skills

• Connects material with real world applications

• Clear/transparent expectations

• Examples, anecdotes, stories

• Shares strategies for dealing with material

• Establishes a sense of community and belonging

• Uses immediacy behaviours

ACTIVE LEARNING RESOURCES

• Angelo and Cross, Classroom assessment techniques (CATS)

• https://valenciacollege.edu/faculty/development/centers/documents/ClassroomAssess

mentTechniquesPrimerandWebsite.pdf

• http://www.schreyerinstitute.psu.edu/pdf/classroom_assessment_techniques_intro.pdf

• https://cft.vanderbilt.edu//cft/guides-sub-pages/cats/

• Active Learning Ideas

• https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-

tips/developing-assignments/assignment-design/active-learning-activities

• http://www.ion.uillinois.edu/resources/otai/

• https://ctl.byu.edu/active-learning-ideas

• Common Active Learning Mistakes, Tomorrow’s Professor, Stanford

https://tomprof.stanford.edu/posting/1491

WHAT ARE YOUR QUESTIONS?

DEANNA DAVIS, PHD

PROFESSIONAL DEVELOPMENT INSTRUCTIONAL DESIGN SPECIALIST

GRAD.PD@UALBERTA.CA