You need your clicker Part 1 What Works for You as a Student 1 I like a class more if the readings activities and assignments are interesting in themselves Strongly Agree Agree ID: 289908
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Slide1
Beliefs & Choices About Motivation
You need your clicker!Slide2
Part 1. What Works for
Youas a StudentSlide3
1. I like a
class more if the readings, activities, and assignments are interesting in themselves.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide4
1.
I like a class more if the readings, activities, and assignments are interesting in themselves.
High intrinsic
motivationSlide5
2. I
work harder and enjoy a class more when I want to learn the content, especially if it
will be useful
in my future
.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide6
2. I work harder and enjoy a class more when I want to learn the content, especially if it will be useful in my future.
Mastery goal
High
value Slide7
3. I
learn better when I feel connected to the teacher and other students, and when I don’t feel uncomfortable or unpopular.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide8
3. I learn better when I feel connected to the teacher and other students, and when I don’t feel uncomfortable or unpopular.
Need
for affiliation met
Need for relatedness/intimacy met
Need for safety met
Low debilitating anxietySlide9
4. I
like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it eventually.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide10
4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it eventually.
High expectancy
High
self-efficacy
Need
for
self-determination met Slide11
5. I like
challenge, but not too much. It keeps me focused, but not freaked out.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide12
Facilitating anxiety
Wobbly Place (ZPD)5. I like
challenge, but
not too much. It
keeps me focused, but not freaked out.Slide13
6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front of others, because I'm still learning.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide14
Wobbly Place (ZPD)
Mastery goalNeed for safety met
6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front of others, because I'm still learning.Slide15
7. I give myself credit for my success. I’m
smart enough, I worked hard, and I can do that again. If I fail, I can work harder or try a different approach next time.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide16
7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work harder or try a different approach next time.
Attribution: internal, controlled
Positive self-fulfilling prophecy
Resilient self-efficacy
Need for self-determination met Slide17
Part 2. Controversies About TeachingSlide18
8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for students to
succeed.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide19
8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for students to
succeed.
Self-efficacy
Debilitating
anxiety (Wobbly Place?) Slide20
9. Structure and routine can become boring. So a teacher should make every class unpredictable and exciting.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide21
9. Structure and routine can become boring. So a teacher should make every class unpredictable and exciting.
Intrinsic motivationNeed for safety Slide22
10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide23
10.
Different students have different personal interests. So it’s very difficult to include students’ interests in activities.
Intrinsic motivation
Value Slide24
11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should closely monitor students' work.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide25
11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should closely monitor students' work.
Need for
self-determination
Attribution: external
Metacognition
Learned helplessness Slide26
12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if an activity seems “academic” (or artificial).
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide27
12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if an activity seems “academic” (or artificial).
Value
Debilitating anxiety
Wobbly Place (ZPD)Slide28
13. Big, complex ideas can confuse students. So a teacher should simplify the content and only present small ideas at a time.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide29
13. Big, complex ideas can confuse students. So a teacher should simplify the content and only present small ideas at a time.
Mastery goal
Teaching for understanding Slide30
14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters like criminals and punish them harshly.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide31
14.
Students cheat because they're lazy or immoral. So a teacher should treat cheaters like criminals and punish them harshly.
Self-efficacy
Performance goal
Self-handicapping Slide32
15. A content area is
built on fundamental facts and models. So if a student can remember these facts accurately and use these models correctly, that student has learned.
Strongly Agree
Agree
Neutral
Disagree
Strongly DisagreeSlide33
15.
A content area is built on fundamental facts and models. So if a student can remember these facts accurately and use these models correctly, that student has learned.
Mastery
goalSlide34
The End