The document discusses methods for enhancing students' motivation to learn. It begins with an overview of literature on student motivation and academic needs. Key factors that influence motivation are identified, such as understanding learning goals and processes, being actively involved, experiencing success, and receiving feedback. Specific techniques are then proposed, including cooperative learning, peer tutoring, differentiated instruction, and relating content to students' interests. A survey and data analysis were conducted to understand motivation from the perspectives of teachers and students. Suggestions focus on increasing teacher motivation, using varied teaching methods, incorporating more group work, and improving support for students with special needs.

1. ENHANCING STUDENTS’
MOTIVATION AND LEARNING
CHAPTER 7

2. RAINBOW
VELİ AKDENİZ - MERVENUR KURT - MELTEM PERÇEMLİ - PELİN HAYRAT - BÜŞRA AVŞAR - MUZAFFER AYDIN

3. GROUP MOTTO
Motivation is the breakfast of
the champions.

4. CONTENT
• Meeting dates
• Gantt card
• Literature & Chapter 7 review
• Brainstorming
• Fishbone diagram
• Matrix diagram
• Focussing on the main problem
• Survey
• Data analysis
• Suggestions
• Limitation
• References

5. MEETING DATES
12.10.2015
21.10.2015 25.10.2015
27.10.2015 02.11.2015
04.11.2015 06.11.2015
08.11.2015

6. GANTT CARD
TASKS 12.10.2015 21.10.2015 25.10.2015 27.10.2015 02.11.2015 04.11.2015 06.11.2015 08.11.2015 09.11.2015
PLAN
Topic
Selection
Determinatio
n of problem
Literature
reviews
Identifying
targets
DO
Survey data
Interview
data
CHECK
Causes of
problem
Interview
data
Survey data
Self
assessment
ACT PPT
presentation
EXPECTED OBSERVED

7. Lets watch our interviews

8. LITERATURE & CHAPTER
REVIEW

9. “If school is not inviting, if the tasks are not clear,
interesting, and at an appropriate level, how can we
expect pupils to be on task?”
William Morse (1987)

10. Effectively planned, well-paced, relevant, and
interesting instruction is a key aspect of effective
classroom management.

11. Key Issues in Student
Motivation to Learn
Understanding the research on motivation and its
relationship to student academic needs enables
teachers to implement instruction that results in
virtually all students’ obtaining feeling of worth within
the school setting.

12. motivation = expectation x
value x climate

13. Students Academic Needs
According to Eugene Garcia, teachers behavior
should include
•focusing instruction to some degree on what has
meaning to students
•using a thematic approach to instruction
•implementing cooperative/collaborative learning
activities
•developing warm, caring relationships with students
•creating opportunities for cross-age tutoring

14. Understand and Value the
Learning Goal
“ The quality of the time students spend engaged in
academic work depends on the tasks they are
expected to accomplish and extend to which
students understand what they are doing.”
Walter Doyle (1983)

15. Understand the Learning
Process
•Develop a functional definition of learning
•Appreciate and use one’s special abilities
•Learn how to study efficiently

16. Be Actively Involved in the
Learning Process
According to some studies, researchers indicated
that majority of students spend their time in
noninteractive activities such as listening the
lectures but not involving the lectures. However,
when they are engaged in interactive activities,
their success are higher.

17. Experience Success

18. Differentiated Instruction
is a currently popular term for developing classroom
instructional activities that enable all students to
experience academic success.

19. According to Carol Tomlinson, the acquisition of
content can be differentiated by attending to:
•students’ readiness or current level of
knowledge/skills
•students’ interests
•how students prefer to learn content

20. Authentic assessment is a term used to describe
methods for providing students with multiple ways to
demonstrate their mastery of content knowledge.
According to Burke, there are several methods for
incorporating authentic assessment including
• portfolios
• performances and exhibitions
• learning logs and journals
• observation checklists
• graphic organizers
• interviews and conferences

21. Adjusting environmental factors
· (Dunn, Thies & Honigsfeld, 2001)
•When presenting material, use visual displays.
•Allow students to select where they will sit.
•Permit students to choose where they wish to sit.
•Provide adequate structure for both short-term and
long-range assignments.
Dunn R., Thies A. & Honigsfeld, A. (2001) Synthesis of the Dunn and Dunn learning-style model research: Analysis from a neuropsychological perspective.
Jamaica, NY: St. John’s University School of Education and Human Services

22. · Bernice McCarthy (1987), 4MAT
1. Innovative learners
2. Analytic learners
3. Common sense learners
4. Dynamic learners
https://allthingslearning.files.wordpress.com/2012/08/4mat-model-tg-ver.png

23. · Howard Gardner’s Work on Multiple
Intelligences
http://www.thephuketnews.com/photo/listing/1364782980_1.jpg

24. Teacher as a role model
of learning and excitement.

25. · Corno(2001) , McCaslin (2006)
‘Self-monitoring protects
concentration and motivation
when intrusions arise
in the outer (task) environment,
or internally (e.g. as when
interest or mood shifts.’

26. “Rewards are one proven way to motivate students
to put forth effort, especially when the rewards are
offered in advance as incentives for striving to reach
specified levels of performance.” (Good & Brophy,
1994)

27. Have Learning Goals Related
to Their
Interests and Choices
Studies suggest that students prefer instructional
methods supportive of their special interests
and needs (Davidson, 1999) and when these are
implemented, students who have a history of
somewhat low achievement can be very successful.

28. Make Class Interesting for
Students Through
•Group work
•Personalizing the content by connecting it to
students’ life experiences and interests
•Involving students in sharing their ideas, planning,
and making choices.

29. Some Methods to Increase
Students’ Motivation and
Learning

30. Some Methods to Increase
Students’ Motivation and Learning
• Have students build a list of things they would like
to learn about.
• Create opportunities for structured sharing.
• Have students develop special-interest days or
weeks.
• Develop future plans.
• Utilize thematic units
• Involve students in academic goal setting.

31. Have Time to Integrate
Learning

32. Receive Realistic and
Immediate Feedback that
Enhances Self-Efficacy

33. • Effective feedback provides students with important
benchmarks
• It enables students to understand where they are in
relation to achieving goals, the amount of progress
they have made toward a goal, and what they need to
do continue or improve on their progress.

34. Negative Feedback

35. Positive Feedback

36. Students with Special Needs

37. Why do we need to know
working with Special
Educational Services?
•Cultural backgrounds
•Students who have special
education services
•Students who are not identified as
disabled children
•Learning differences
What Really Matters for Struggling Readers: Designing Research-based Programs Second edition, 2006 Richard L. Allington

38. Students with Special Needs
All public schools are required to provide a
free and appropriate public education.
What Really Matters for Struggling Readers: Designing Research-based Programs Second edition, 2006 Richard L. Allington

39. How many disabilities are
there?
1. Autism
2. Deaf
3. Emotional disturbance
4. Hearing impairment
5. Learning disabilities
6. Mental reterdation
7. Multiple disabilities
8. Orthopedic disabilities
9. Speech or Language disorder
What Really Matters for Struggling Readers: Designing Research-based Programs Second edition, 2006 Richard L. Allington

40. What should you do if you
have concers about students’
learning and behaviours?
•Communicating with parents
•Documenting the process
•Discuss the student’s situation with the school’s
special education team.
What Really Matters for Struggling Readers: Designing Research-based Programs Second edition, 2006 Richard L. Allington

41. Some difficulties
•Working with parents
•Working with systems
•Working with students
•Insufficient resources
What Really Matters for Struggling Readers: Designing Research-based Programs Second edition, 2006 Richard L. Allington

42. BRAINSTORMING

43. FISHBONE DIAGRAM
Teacher Parents
Pyhsical environment
Students
Curriculum
Lack of content knowledge
Attitude
Uncaring
Abuse
Violence
Ignorance
Special needs
Friends
Irrelevant content Materials
Classroom arrangment
Exams
Low motivation level
Why some students’
motivation level is
low compared to
their classmates in
Turkey?

44. MATRIX DIAGRAM
Parent Teacher Curriculum Physical Environment Student
Büşra 4 7 3 2 5
Meltem 5 7 4 3 6
Merve 5 7 3 2 6
Muzaffer 6 6 3 3 4
Pelin 4 7 3 2 6
Veli 4 6 4 3 5
Total 28 40 20 15 32
Percentage 19% 30% 15% 12% 24%

45. METHODS FOR ENHANCING
STUDENTS’ MOTIVATION TO
LEARN
•Cooperative Learning
•Peer Tutoring

46. COOPERATIVE LEARNING

47. About the Cooperative
Learning
•Most popular and effective method for meeting
students’ varied learning style
•Students involve actively in the learning process
•According to survey that is done by Antil, Jenkins,
Wayne and Vadasy, it enhances students’ progress
toward both academic and social learning.
•Lotan (2006) says that face to face social
interaction becomes a necessary condition to
develop conceptual understanding, problem solving
and critical thinking.
Lotan, R.A. (2006) Managing groupwork in the heterogeneous classroom. In C.M. Evertson & C.S. Weinstein, (Eds.) Handbook of classroom
management. (pp. 525-540). Mahwah, NJ: Lawrence Erlbaum Associates.

48. Simple Structure Activities
It refers to activities that teachers can use periodically
to stimulate discussion and review materials.
•Roundable
•Number Heads Together
•Stars

49. Process Approach
According to David and Roger Johnson,
1.Positive Interdependence
2.Individual Accountability
3.Face to Face Interaction
4.Teaching Collaborative Skills
5.Processing Group Skills
Johnson, R.T & Johnson, D.W. An Overview of Cooperative Learning. Published Electronically, http://www.clcrc.com/ 2001

51. PEER TUTORING

52. Benefits
•Encourage positive behaviors
•Provide competence and personal worth
•Increase learning
•Help teacher

53. Methods
•Show green or red card
•Assign assistant student
•Arrange students’ desks

54. Teaching subject is
understood by the
teacher
Passive learners
Teacher is unsure of
the content
Students are involved
Postman and Weingartner(1969) stated that:
Postman, N., & Weingartner, C. (1969). N. Postman, & C. Weingartner içinde, Teaching As a Subversive Activity.

55. Another popular approach is creating support group.
Sullivan (1988) reported that support group helps
students who have the ability to complete their
work but who have experienced serious
achievement problems to success the task or pass
the course.
Sullivan, M. E. (1988). Peer and self assessment during problem-based tutorials. The American Journal of Surgery, 177(3), 266-269.

56. Programs
oClasswide Peer Tutoring (CPT)
oPeer Assisted Learning Strategies (PALS)
oCooperative Homework Teams (CHT)
oCooperative Learning Groups (CLG)
oCooperative Integrated Reading and Composition
(CIRC)

57. SURVEY
• 50 Teachers who work at private and state schools.
• 40 Students who study at mostly private schools.

58. Question 1
Student Teacher
• Getting feedback immediately
from teacher increases my
motivation.
• Giving feedback immediately
increases students’ motivation.

59. Question 2
Student Teacher
• I am more interested in
lessons when teacher uses
different kind of materials and
teaching methods.
• Students are more interested
in lessons when teacher uses
different kind of materails and
teaching techniques.

60. Question 3
Student Teacher
• Working with a group
increases my motivation level.
• Working with a group increases
students’ motivation level.

61. Question 4
Student Teacher
• When the teacher is
motivated for lesson, my
motivation is increasing.
• When the teacher’s motivation
increase, motivation of the
student affects positively.

62. Question 5
Student Teacher
• My motivation level is low
when lesson is not interactive.
• Interactive lessons make
students approach to the lesson
positively.

63. Question 6
Student Teacher
• 40 minutes is enough for a
lesson to learn effectively.
• 40 minutes is enough for a
lesson to teach effectively.

64. Question 7
Teacher
• I think that students with special needs should attain same class
with others.

65. Question 8
Teacher
• Have you ever met a student who needs special education? What
did you do to increase his/her motivation.

66. Question 9
Student
• Could you tell about your memory that your motivation level is
too low? What was effective in decreasing your motivation?

67. Question 10
Student
• Could you tell about your memory that your motivation level is
too high? What was effective in increasing your motivation?

68. DATA ANALYSIS
We conclude that the approaches of both students
and teachers are similar to the each other about the
factors that affect students’ motivation.

69. SUGGESTIONS
• Teachers’ motivation should be increased
• Teachers should use different methods and materials to reach all
students who have different learning skills.
• The number of group works should be increased since students
can be motivated easily within friends.
• Class hours should be arranged according to the content.
• All education faculties in Turkey should give more spesific
courses related to the special education.
• The government should increase the budget of all education
needs.

70. LIMITATIONS
•Limited number of schools
•Demographical similar regions

71. REFERENCES
• IMECE Circles @ Dr. Hayal KÖKSAL
• Dunn R., Thies A. & Honigsfeld, A. (2001) Synthesis of the Dunn and Dunn learning-style model research:
Analysis from a neuropsychological perspective. Jamaica, NY: St. John’s University School of Education and
Human Services
• What Really Matters for Struggling Readers: Designing Research-based Programs Second edition, 2006
Richard L. Allington
• Lotan, R.A. (2006) Managing groupwork in the heterogeneous classroom. In C.M. Evertson & C.S. Weinstein,
(Eds.) Handbook of classroom management. (pp. 525-540). Mahwah, NJ: Lawrence Erlbaum Associates.
• Johnson, R.T & Johnson, D.W. An Overview of Cooperative Learning. Published Electronically,
http://www.clcrc.com/ 2001
• Postman, N., & Weingartner, C. (1969). N. Postman, & C. Weingartner içinde, Teaching As a Subversive
Activity.
• Sullivan, M. E. (1988). Peer and self assessment during problem-based tutorials. The American Journal of
Surgery, 177(3), 266-269.
• ED401 Classroom Management Textbook, 2015-2016 Fall

73. SPECIAL THANKS TO
HAYAL KÖKSAL