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Motivation

Inspiring the learners of today to become the leaders of tomorrow.

The Conceptual Framework

“Nothing so conclusively proves a man’s ability to lead others as what he does from day to day to lead himself” – Thomas Watson

(Watson, 1939)

The framework for this presentation is composed of three critical concepts for educators. These three concepts are what the educator knows, the skills the educator implements in their practice, and what the educator believes about students and education (Conceptual Framework, 2015)

Conceptual Framework

Know

Implement

Believe

General knowledge

Content knowledge and curriculum goals

Professional knowledge

Communication skills

Technology skills

Instruction/Leadership skills

Commitment and concern

Collaboration and reflection

Conceptual Framework

Give explanation of bulleted content. Types of general and professional knowledge, communication and technology skills, etc. should be discussed.

Know

Implement

Believe

The Product of Motivation

Use section on Product of Motivation as an attention getter. Explain who Carl Gauss and Blaise Pascal are and highlight both their preeminent achievements and their young age at the time of these achievements.

Carl Friedrich Gauss

1777-1855

Carl Gauss, known as “The Prince of Mathematicians,” is considered by many to be one of the greatest mathematicians of all time.

Elaborate on Carl Gauss’s formula. Explain that the teacher instructed students to add 1+2+3+4… +100 and find the answer. Gauss provided the answer about thirty seconds later. His method of thinking involved writing (1+100) + (2+99) + (3+98) and so on up to (50+51). Gauss found that each pair added up to 101. Moreover, Gauss realized there were 50 pairs. Thus, he multiplied 101 by 50 and got his answer of 5050.

Made corrections to his father’s calculations when he was 3 years old.

Developed a formula for finding the sum of arithmetic sequences when he was in third grade (Tent, 2006).

Blaise Pascal

1623-1662

Blaise Pascal was an inventor, mathematician, physicist and theologian.

Wrote a treatise on sounds and vibration when he was 11.

Wrote a treatise on projective geometry at age 16.

Constructed a mechanical calculator, the Pascaline, when he was 18 (McPherson, 1997).

The Importance of Motivation

One method for evaluating the importance or value of a thing is to

consider the consequences of removing it.

In this case, the importance of motivation in the field of education can be seen by examining the effect the absence of motivation and motivational skills in the classroom has on teachers, students, and society as a whole.

The Importance of Motivation

Teachers

Motivation

Teachers who do not implement motivational skills in their practice:

Recite or narrate information rather than teach.

Send the message to students that learning is a boring obligation.

Disregard student potential and diversity.

Indicate a lack of concern for and commitment to their students.

Fail students and society by perpetuating mediocrity.

The Importance of Motivation

Students

Motivation

Students lacking motivation:

Hold little or no regard for education or learning.

Perform poorly in school.

Fail to maximize their potential.

Are content with the bare minimum.

Become off task and disrupt other students.

The Importance of Motivation

Society

Motivation

Society without motivation in the classroom:

Inherits citizens who lack drive, ambition, and work ethic.

Is defined by mediocrity.

Lacks creativity and innovation.

Fields poor teachers who perpetuate the cycle.

The Importance of Motivation

The cost of failure in the classroom is high not just for the teacher, but for the student and society as well. In his book Teach Like a Champion, author Doug Lemov spoke of classrooms as places where society’s failures are paramount, self-evident and overwhelming but also as places where the kind of transformation that changes lives can and often does occur (Lemov, 2010).

Lemov went on to talk about great teachers as those who unlock the latent talent and skill in their students, “no matter how many previous schools or teachers have been unsuccessful in that task” (p. 2)

The Importance of Motivation

Motivation is a critical component in the transformation and unlocking of potential that Lemov spoke of. In fact, he went on to say that, “If you can introduce material in a way that inspires and excites and can get your students to take the first step willingly, then there is no content about which you cannot engender excitement, engagement, and deep learning among your students” (p. 75).

Having examined the implications of classrooms devoid of motivation, it is worthwhile to look at the potential for greatness in these same classrooms when motivation is present.

The Importance of Motivation

Demonstrate professional knowledge and leadership skills.

Display commitment to and concern for their students.

Send the message that learning is meaningful and fun.

Help students achieve their full potential.

Develop students into contributing and productive members of society.

Value education and learning.

Perform well academically.

Maximize their potential.

Continually strive to achieve greatness.

Is defined by greatness and inspiration.

Produces innovative and creative professionals and leaders.

Produces quality teachers who in turn inspire and motivate quality students.

Motivation

Contrast these points with those presented earlier of teachers, students, and society without motivation in the classroom. Link the points on society back to great persons like Carl Gauss and Blaise Pascal. Other prominent people such as Homer Hickam (from the movie “October Sky”) and the Wright Brothers can be discussed.

Teachers

Students

Society

Types of Motivation

While an examination of the merits of each type of motivation in relation to the other warrants a more in-depth discussion than the scope of this presentation provides, it is important to cover a few important principles before looking at specific motivational strategies.

First, it is important to note that intrinsic motivation is a desire or drive from within a person to achieve or accomplish something that is personally rewarding for its own sake.

Extrinsic motivation, on the other hand, occurs when a person is driven by the expectation of a reward or the fear of a punishment.

Provide in-depth examples of both types of motivation. Ask people viewing the presentation to give examples of motivation in their lives and use those examples to highlight the differences between extrinsic and intrinsic motivation.

Types of Motivation

Extrinsic

Intrinsic

-Rewards

-Incentives

-Points

-Grades

-Feedback

-Meaning

-Challenge

-Mastery

An instructional approach utilizing aspects of both intrinsic and extrinsic motivation may be more effective than using only one, but…

…it should at least be noted that the focus should be on intrinsic approaches as they are the only ones capable of creating positive sustainable motivation.

Explain that the real substance and growth of motivation takes place when students are intrinsically motivated. Additionally, sometimes rewards or incentives can be used in conjunction with intrinsic motivational strategies. Also note that extrinsic rewards can diminish intrinsic motivation.

Types of Motivation

According to Jeanne Ormrod, author of Educational Psychology (2003), “Students are most likely to show the beneficial effects of motivation when they are intrinsically motivated to engage in classroom activities” (p. 369).

In Learning Theories: An Educational Perspective (2012), author Dale Schunk stated, “Expected, tangible rewards offered to students for simply doing a task diminish intrinsic motivation” (p. 390).

Motivational Strategies

Teachers can choose from a variety of instructional tools and strategies to motivate their students. While implementing these tools and strategies in the classroom may initially be difficult or time consuming, it is a small price to pay for the benefits of student motivation.

As Carol Tomlinson in How to Differentiate Instruction in Mixed-Ability Classrooms (2001) stated, “Worthwhile endeavors are often challenging, and usually worth it” (p. 32).

Compare/contrast a teacher who shows up to collect a paycheck and one who truly believes in the importance of education and the potential of society’s young people. The first teacher probably puts little effort or work into their practice, while the second may often work long hours into the night. While the “extra work” is not always a mandatory part of holding a position as a teacher, it is always a necessary part of truly inspiring greatness in students.

Motivational Strategies

1. Know your students

Knowing your students is among the first and most important steps toward effective teaching and student motivation.

Knowing your students allows you to differentiate instruction in a way that is relevant and appropriate for them as individual and diverse learners. Moreover, when teachers take the time to know their students, they demonstrate concern and commitment.

“If you know about your students' background you can then relate your teaching to their background” (Kittrell & Moore, 2013).

Methods and Concepts

Communication with parents

Formal/Informal assessments

Student interest surveys

Learning logs

Discuss different methods for getting to know one’s students. Discuss the purpose of assessment and the many various types of assessments available. Myers-Briggs may be a good example as many people are likely to be marginally familiar with it or the concepts espoused therein.

Motivational Strategies

2. Differentiate instruction

Effective methods of instruction are not one size fits all because students are individuals who come from a broad spectrum of diversity. Students recognize this and ultimately respond better to instruction that reflects their unique backgrounds, needs, or learning styles.

Tomlinson (2001) stated that, “At its most basic level, differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn” (p. 1)

There are countless strategies, both high and low preparation, for differentiating instruction. A few of these include tiered instruction, interest centers, group investigation, and compacting.

Explain and give examples of student diversities. These include ethnic, cultural, religious, etc. as well as the various learning modalities (kinesthetic, audio, and visual).

Motivational Strategies

3. Draw student attention to upcoming instruction

What teachers do before or at the outset of instruction can be an equally important part of student motivation. A great introduction provides students with information linking the upcoming instruction to relevant real-world applications while grabbing student interest.

More than simply drawing student interest, some tools used at the beginning of a lesson can also help students, especially those with learning disabilities, retrieve and organize prior knowledge and begin to think critically about upcoming instructional content. One such example is the KWL chart.

Explain KWL chart in depth. It may be helpful to print out sample KWL charts as handouts.

Motivational Strategies

4. Make content relevant

Burden and Byrd (2013) stated that, “All students learn best when they are involved in relevant, meaningful application of what they are learning” (p. 189).

Students want to know that there is a purpose for learning information or completing a task. Without examples of relevant application, instruction can seem dry, dull, and boring.

Cite examples most people are likely familiar with such as a math teacher telling students, “you will realize the importance of this one day.” Explain how this demotivates students and how the same material could be covered in a motivating way if it were made relevant.

Motivational Strategies

5. Provide clear expectations

When teachers establish and communicate clear directions, instructions, and expectations, they ensure that students know exactly what is expected of them and can act accordingly during activities, assignments, and other instructional tasks (Burden & Byrd, 2013).

Alternatively, when expectations are not clear students may become discouraged or frustrated and experience a loss of motivation.

Motivational Strategies

6. Lead by example

A) A math teacher enters the room looking tired and irritated. After writing some instructions on the board, the teacher says, “Ok, guys. What we are going to cover today is a real drag but we have to get through it.”

B) A math teacher enters the room looking excited and energetic. After having the students stand up and participate in a kinesthetic icebreaker he says, “We’re going to learn something really cool today, so get ready.”

Students often look to their teachers when making judgments about the value of something. If a teacher is not excited and enthusiastic about what they are teaching, students will see it. These teachers send the message that the instructional content is not important or relevant. Moreover, these teachers tear down any inherent love of learning students may have.

Refer back to the points discussed on the slide that covered making instruction relevant.

Motivational Strategies

7. Encourage higher level learning

Much like making content relevant, encouraging higher level learning and problem solving skills gets students involved in understanding how to apply what they are learning.

Questioning and open-ended assignments are excellent strategies for promoting and assessing comprehension and critical thinking skills.

An example may be having students record an entry into their learning logs after a lesson on scientific experimentation. In the learning log entry, students could be asked to think of and detail a real scenario where they could implement this information.

Motivational Strategies

8. Positive reinforcement and encouragement

Teachers should identify and point out good behavior and performance at least as much they address bad behavior and performance. Additionally, encouraging students before tasks are completed or even when tasks are completed at less than 100% accuracy is key to maintaining student motivation.

While praise suggests achievement or completion, encouragement suggests that progress has been made along the way and that the progress is noted and supported (Kronowitz, 2012).

Motivational Strategies

9. Incorporate humor

Students are more likely to be motivated in a comfortable classroom environment and when they find learning fun. Incorporating humor to lighten the mood is a great way to set the tone for the learning environment. Additionally, it can communicate to students that it is ok to make mistakes and take risks, and that learning can be fun.

Motivational Strategies

10. Learning logs as a motivational tool

Similar to KWL charts, learning logs are a valuable tool for inspiring intrinsic student motivation. In learning logs, students can reflect on what they have learned or are currently learning. They can use this as an opportunity to ask additional questions or contemplate applications of instructional material. Students can use learning logs to track what they have learned, what they are learning now, and what they would like to learn.

Motivational Strategies

11. Provide choices

Providing students with choices is an important part of differentiated education. Because students are diverse, not all of them learn or express ideas and information the same way.

Some students may enjoy creating posters or models.

Others may prefer writing papers or hands-on demonstration.

Providing choices for homework assignments and assessments shows students that their individual diversities are recognized and valued.

Motivational Strategies

12. Help students establish goals

Working together with students to help them establish learning goals inspires intrinsic motivation and helps students take responsibility for their education.

If students are involved and contribute to their own educational goals, they are more likely to be motivated and committed to learning.

Implications

The importance of motivation in the process of unlocking the latent potential for greatness in every student has several implications for educators.

(Conceptual Framework, 2015)

Social Responsibility

Commitment

Reflective Practice

Integrity

Professionalism

Implications

Social Responsibility – Teachers have a responsibility to students, parents, and society to deliver the highest quality education possible.

Commitment – Teachers should be committed to their craft and to student success.

Reflective Practice – Teachers have a responsibility to continue to reflect on their performance and continually hone and improve their skills and methods.

Integrity – Teachers have a moral obligation to display honesty, ethics, and virtue in their practice.

Professionalism – Teachers should maintain a professional appearance and professional interactions with students, colleagues, administrators, and parents. Additionally, teachers should lead by example as they continue to seek out and participate in professional development opportunities.

Conclusion

“If you want to achieve excellence, you can get there today. As of this second, quit doing less than excellent work” – Thomas J. Watson (Dickerson, 1995).

Carl Gauss and Blaise Pascal were once students in a classroom. What if they had been unmotivated as students? What might the world look like if teachers believed that potential to be inherent in every student and sought to motivate their students to achieve greatness?

References

Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: Meeting the needs of all students, 6th Edition. Retrieved from http://mbsdirect.vitalsource.com/books/9780132901703/page/340

Conceptual framework. (2015, August 09). Retrieved from http://www.liberty.edu/academics/education/index.cfm?PID=14608

Dickerson, W. G. (1995). In search of the ultimate practice: Developing and maintaining a patient-centered dental office. Las Vegas, NV: Southwest Seminars.

Kittrell, D. L, & Moore, G. E. (2013). Student motivation. NACTA Journal, 57(1), 94. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA321463940&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=d7145541db561a51f98f07cb4bd2a021

Kronowitz, E. L. (2012). The teacher’s guide to success. Upper Saddle River, NJ: Pearson Education

Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San Francisco, CA: Jossey-Bass

References

McPherson, J. (1997). A piece of the mountain: The story of Blaise Pascal. Lebanon, TN: Greenleaf Books

Ormrod, J. E. (2003). Educational psychology. Upper Saddle River, NJ: Merrill Prentice-Hall

Schunk, D. H. (2012). Learning Theories: An Educational Perspective, 6th Edition. Retrieved from http://mbsdirect.vitalsource.com/books/9780132613668/page/389

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Tent, M. B. (2006). The prince of mathematics: Carl Friedrich Gauss. Wellesley, MA: A K Peters

Watson, T. J. (1939). [Trade journal]. American Druggist, 100, 40.

Questions?