EDUG 525 - Final Presentation - Motivation and engagement lesson
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EDUG 525 - Final Presentation - Motivation and engagement lesson
- 1. Chapter 10 By: Melisa Ledesma and Meghan Carlson
- 14. Applying theories of Engagement and Motivation
Hinweis der Redaktion
- M *The central mission and focus of activity in a classroom is learning. *Academic motivation and engagement make for both teachers and students who are happy to be in school and eager to learn. *But it takes the consistent effort of the teacher.
- M *in our presentation we will discuss these theories of motivation and engagement *we will also discuss recommended practices to incorporate into your own classrooms
- M *There are three types of engagement for students and teachers
- Melisa There are two types of motivation: extrinsic and intrinsic Extrinsic rewards is the desire to do something because of external rewards Intrinsic reward is the desire to do something because it is enjoyable; sense of accomplishment or love of learning As teachers we want to foster intrinsic motivation.
- Melisa Learning Goal (Mastery) Orientation- Students seek to acquire new skills and knowledge to develop competence. Performance Goal Orientation- Students complete tasks for the sake of task completion and seek a sense of competence by seeking favorable judgments
- M *A learners value or disposition for a subject is positively correlated with the amount of success they have experienced in that subject.
- Melisa Individuals with high self-efficacy tend to persist even in the face of difficulty in a task that they belief is within their ability.
- M
- Melisa This theory links very closely with the Circle of Courage addressing three of its basic tenets: belonging, independence and mastery.
- M
- Melisa I talk about Exit Slips…
- M
- Melisa M talks about Grade Check…
- M
- Melisa M talks about Multiple Intelligences…
- M *Autonomy is supported by allowing freedom within the classroom structure
- Melisa M talks about Sage and Scribe…
- Melisa
- Melisa *Reciprocal Effect of Engagement- student exhibits anxiety or boredom and may need greater support for success, more interesting material and activities, or more latitude in the classroom *Changing Beliefs- is explicitly teaching students with low self-efficacy to examine both success and failures in terms of effort, use of appropriate task specific strategies, and perseverance, while confirming that the students has the ability to complete the task. *Rewards- are for students who are less engaged may be enticed into the world of learning through rewards
- M