Unit 1: Focus on the 21st Century Learner (Motivation in Facilitating Learning) PDF

**Unit 1: Focus on the 21^st^ Century Learner** **C. Motivation in Facilitating Learning** Estimated Duration for Study: **MOTIVATION IN FACILITATING LEARNING** **Learning Outcomes:** a. demonstrated knowledge on the theories of motivation and its application to facilitate learning; b. c...

**Unit 1: Focus on the 21^st^ Century Learner** **C. Motivation in Facilitating Learning** Estimated Duration for Study: **MOTIVATION IN FACILITATING LEARNING** **Learning Outcomes:** a. demonstrated knowledge on the theories of motivation and its application to facilitate learning; b. critically analyzed resources that have been conducted and discuss the impact on various types of motivational processes. c. designed motivational technique appropriate for the topic. **Activity:** How motivated are you? Here is a test. Score yourself by checking the appropriate column. Legend: 1 -- Never 2 -- Seldom 3 -- Sometimes 4 -- Often 5 -- Always +-----------+-----------+-----------+-----------+-----------+-----------+ | **Behavio | **1** | **2** | **3** | **4** | **5** | | r** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 1. I | | | | | | | study | | | | | | | even | | | | | | | when | | | | | | | there | | | | | | | is no | | | | | | | quiz/ | | | | | | | test. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 2. I | | | | | | | enjoy | | | | | | | worki | | | | | | | ng | | | | | | | on | | | | | | | homew | | | | | | | ork. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 3. I | | | | | | | look | | | | | | | forwa | | | | | | | rd | | | | | | | to | | | | | | | schoo | | | | | | | l | | | | | | | days. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 4. I | | | | | | | read | | | | | | | for | | | | | | | learn | | | | | | | ing, | | | | | | | not | | | | | | | only | | | | | | | for | | | | | | | grade | | | | | | | s. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 5. In | | | | | | | ever | | | | | | | schoo | | | | | | | l | | | | | | | task | | | | | | | I do, | | | | | | | I | | | | | | | alway | | | | | | | s | | | | | | | do my | | | | | | | best. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 6. I | | | | | | | give/ | | | | | | | do | | | | | | | more | | | | | | | than | | | | | | | what | | | | | | | is | | | | | | | requi | | | | | | | red | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 7. I | | | | | | | liste | | | | | | | n | | | | | | | inten | | | | | | | tly | | | | | | | to my | | | | | | | teach | | | | | | | er's | | | | | | | lectu | | | | | | | re | | | | | | | and | | | | | | | instr | | | | | | | uctions. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 8. I | | | | | | | parti | | | | | | | cipate | | | | | | | activ | | | | | | | ely | | | | | | | in | | | | | | | class | | | | | | |. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 9. I | | | | | | | like | | | | | | | homew | | | | | | | ork. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 10. When | | | | | | | somet | | | | | | | hing | | | | | | | is | | | | | | | not | | | | | | | clear | | | | | | | , | | | | | | | I ask | | | | | | | quest | | | | | | | ions | | | | | | | to | | | | | | | clari | | | | | | | fy. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 11. I do | | | | | | | not | | | | | | | allow | | | | | | | mysel | | | | | | | f | | | | | | | to be | | | | | | | disco | | | | | | | uraged | | | | | | | by my | | | | | | | class | | | | | | | mates' | | | | | | | unfav | | | | | | | ourable | | | | | | | remar | | | | | | | ks. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 12. My | | | | | | | teach | | | | | | | er's | | | | | | | unfav | | | | | | | ourable | | | | | | | remar | | | | | | | ks | | | | | | | do | | | | | | | not | | | | | | | turn | | | | | | | me | | | | | | | off, | | | | | | | rathe | | | | | | | r | | | | | | | they | | | | | | | chall | | | | | | | enge | | | | | | | me to | | | | | | | do my | | | | | | | best. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 13. I | | | | | | | belie | | | | | | | ve | | | | | | | that | | | | | | | succe | | | | | | | ss | | | | | | | can | | | | | | | be | | | | | | | reach | | | | | | | ed | | | | | | | by | | | | | | | anyon | | | | | | | e | | | | | | | who | | | | | | | works | | | | | | | hard. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 14. I | | | | | | | alway | | | | | | | s | | | | | | | feel | | | | | | | about | | | | | | | excit | | | | | | | ed | | | | | | | about | | | | | | | learn | | | | | | | ing | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 15. I | | | | | | | submi | | | | | | | t | | | | | | | cours | | | | | | | e | | | | | | | requi | | | | | | | rements | | | | | | | not | | | | | | | only | | | | | | | for | | | | | | | the | | | | | | | sake | | | | | | | of | | | | | | | compl | | | | | | | iance | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 16. I | | | | | | | study | | | | | | | not | | | | | | | only | | | | | | | for | | | | | | | grade | | | | | | | s | | | | | | | but | | | | | | | more | | | | | | | for | | | | | | | learn | | | | | | | ing. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 17. I | | | | | | | belie | | | | | | | ve | | | | | | | that | | | | | | | nothi | | | | | | | ng | | | | | | | is | | | | | | | diffi | | | | | | | cult | | | | | | | if we | | | | | | | spend | | | | | | | hours | | | | | | | of | | | | | | | learn | | | | | | | ing | | | | | | | it. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 18. I | | | | | | | belie | | | | | | | ve | | | | | | | that | | | | | | | how | | | | | | | much | | | | | | | I | | | | | | | learn | | | | | | | from | | | | | | | class | | | | | | | depen | | | | | | | ds | | | | | | | ultim | | | | | | | ately | | | | | | | on | | | | | | | me. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 19. I | | | | | | | belie | | | | | | | ve | | | | | | | I can | | | | | | | cope | | | | | | | with | | | | | | | my | | | | | | | teach | | | | | | | er's | | | | | | | expec | | | | | | | tation. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 20. I am | | | | | | | alway | | | | | | | s | | | | | | | eager | | | | | | | to | | | | | | | learn | | | | | | | new | | | | | | | thing | | | | | | | s. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 21. I am | | | | | | | very | | | | | | | much | | | | | | | inter | | | | | | | ested | | | | | | | to | | | | | | | impro | | | | | | | ve | | | | | | | mysel | | | | | | | f. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 22. I | | | | | | | read | | | | | | | outsi | | | | | | | de | | | | | | | my | | | | | | | assig | | | | | | | nments | | | | | | | and | | | | | | | lesso | | | | | | | ns | | | | | | | becau | | | | | | | se | | | | | | | it | | | | | | | helps | | | | | | | me | | | | | | | impro | | | | | | | ve | | | | | | | mysel | | | | | | | f. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 23. I | | | | | | | love | | | | | | | to be | | | | | | | in | | | | | | | the | | | | | | | compa | | | | | | | ny | | | | | | | of | | | | | | | peopl | | | | | | | e | | | | | | | who | | | | | | | inspi | | | | | | | re | | | | | | | me to | | | | | | | keep | | | | | | | on | | | | | | | growi | | | | | | | ng. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 24. I | | | | | | | avoid | | | | | | | peopl | | | | | | | e | | | | | | | who | | | | | | | have | | | | | | | no | | | | | | | desir | | | | | | | e | | | | | | | to | | | | | | | impro | | | | | | | ve | | | | | | | thems | | | | | | | elves. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 25. I see | | | | | | | the | | | | | | | relev | | | | | | | ance | | | | | | | of my | | | | | | | lesso | | | | | | | ns | | | | | | | to | | | | | | | the | | | | | | | reali | | | | | | | zation | | | | | | | of my | | | | | | | dream | | | | | | | in | | | | | | | life. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 26. I am | | | | | | | willi | | | | | | | ng | | | | | | | to | | | | | | | give | | | | | | | up | | | | | | | satis | | | | | | | faction | | | | | | | of an | | | | | | | immed | | | | | | | iate | | | | | | | goal | | | | | | | for | | | | | | | the | | | | | | | sake | | | | | | | of a | | | | | | | more | | | | | | | impor | | | | | | | tant | | | | | | | remot | | | | | | | e | | | | | | | goal. | | | | | | | E.g. | | | | | | | give | | | | | | | up | | | | | | | watch | | | | | | | ing | | | | | | | TV in | | | | | | | order | | | | | | | to | | | | | | | study | | | | | | |. | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | Total per | | | | | | | column | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | Grand | | | | | | | TOTAL | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **Analysis** Interpret your scores: - One hundred thirty (130) is the perfect score. If you got 65, that means you are midway but not highly or very motivated. The closer you are to 130, the better motivated you are. - Do you agree with your score? In what items did you score comparatively lower? What message do you get from those items where you scored low? - When can you say that a student is highly motivated to learn? What are the indicators of a student's level of motivation? **Abstraction** What is Motivation? How do we describe a person who is motivated? The following are the indicators of a highly motivated learner? - Willing to give up the satisfaction of immediate goals for the sake of more important remote goals. - Willing to give up joining his/her barkada to watch a movie in order to prepare thoroughly for final examinations. - Learns to enjoy learning and learns much more than one who is not motivated - Persist and perseveres in his/her studies even when things turn out to be difficult. - Does not give up easily. Reflect on yourself and identify what indicator do you possessed? Examine the following statements: - "How can I ever perform? I have a very low IQ. All my brothers and sisters are as dumb as I am." - "I dropped out of my classes because of my failing grades, kasi nabarkada ako." - "How can I be motivated to study when what my parents want me to be is not what I want to be." - "I have to perform in class. My parents and teachers expect me to perform. All my brothers and sisters are performing, nakakahiya naman kung di ako magperform nang mabuti." Based on the statement above, to which are quality success and happiness attributed? To something within a person's control or something outside a person's control? **Classification of Motivation** **Intrinsic motivation --** when the source of motivation is from within the person himself/herself or the activity itself. **Extrinsic motivation**-- when that which motivates a person is someone or something outside him/her.  Intrinsic motivation is shown in the enjoyment of the activity itself and the inner conviction of the learner that such things are the right things to do in order to realize a personal goal or a life dream. Extrinsic motivation plays an indispensable function when a learner is not yet intrinsically motivated. It includes factors such as rewards, incentives, praises or words of encouragements, approval of significant others like teachers, parents, peer group or their opposites such as fear of punishment, withdrawal of privileges, tenure and ostracism. **Motivational Theories to Learning** **The Cognitive and achievement theory View on Motivation** - Cognitive and achievement approaches to motivation examine how factors like achievement goals and cognitive dissonance influence motivation. - According to the achievement approach to motivation, the need for achievement drives accomplishment and performance and thereby motivates our behavior. People are motivated by different goals related to achievement, such as mastery or performance goals. - Cognitive approaches to motivation focus on how a person's cognition's -- and especially cognitive dissonance -- influence their motivation. - The theory of cognitive dissonance proposes that people have a motivational drive to reduce contradictory cognitions by either changing or justifying their attitudes, beliefs and behaviors. - Cognitive dissonance refers to a conflict or anxiety resulting from inconsistencies between one's beliefs and one's action or other beliefs. **Cognitive Theories of Motivation** 1. Expectancy Theory **--** explain the why and how an individual chooses one behavioral option over other. 2. Goal--Setting Theory **--** states the importance of creating goals in motivating a person. Expectancy is a variable that represents the belief that the effort (E) of an individual is an outcome of a need to attain the performance (P) goals that he desires. The theory states that there are three factors that influence the expectancy perception of a person. - Self efficacy **--** the individual's belief regarding his own ability to perform a specific behavior successfully. - Goal difficulty **--** occurs when the desired performance goals are too high that might result to low expectancy perceptions. - Control -- the degree of a person's perceived control over his performance. A sense of high self-efficacy means a high sense of competence. Self efficacy is the belief that one has the necessary capabilities to perform a task, fulfil role expectations, or meet a challenging situation successfully. The following are self-efficacy enhancing strategies - Make sure students master the basic skills. - Help them make noticeable progress on difficult task. - Communicate confidence in student's abilities through both words and actions. - Expose them to successful peers. **Goal Setting Theory** setting has an influence on task performance. Specific and challenging goals are more likely to motivate a person and lead to a better execution of task, whereas vague and easy goals results to poor task performance. Therefore\... the goals should be SMART, (Specific, Measurable, Achievable, Result oriented and Time-bound) and challenging. It is important that students' learning is monitored, however simply monitoring results is not enough. Students should be given feedback about their performance. **Learning Goals vs Performance Goals** Desire to acquire additional knowledge or master new skills whereas performance goals is a desire to look good and receive favourable judgements from others or else look bad and receive unfavourable judgements. - Goal acceptance - Specificity - Challenge - Performance monitoring - Performance feedback **Behavioral View on Motivation** In behaviorist theory on learning, the external environment influences more on motivation -- such as rewards and punishment Behaviorist use two concepts: 1. Rewards -- an object or event supplied as a consequences of a particular behavior that we think is attractive 2. Incentive -- an object or event that we think motivates a person's behavior. Example: A teacher believes that a good grade is a reward for those who have done their assignment. A student who value good grades view it as an incentive Understanding student motivation requires probing student's view about what they count as incentive and distinguishing these from what we may think are rewards. If we are consistently reinforced for certain behavior, we may develop habits or tendencies to act in certain way. Providing grades for learning or punishment for misbehavior is an attempt to motivate students by extrinsic means. Therefore\... from behavioral perspective, motivation is simply the anticipation of reward. A person is driven to acquire positive reinforcement, and driven by previous experiences of reward, we act accordingly to achieve more reinforcement. Performance in task and the motivation to do so may be caused by external forces such as parents, teachers, peers educational requirements, job specification, etc. **Types of Behavioral Theory on Motivation** Reinforcement theory of Motivation was proposed by BF Skinner based on the idea of Thorndike's 'Law of Effect". It states that individual behavior is a function of its consequences. Individual's behavior with positive consequences tends to be repeated and behavior with negative consequences tends not to be repeated. Incentive Theory on Motivation refers to incentive or motive to do something. The most common incentive is reward. Rewards can be tangible and intangible and is presented right after the occurrence of the action or behavior that one is trying to correct or cause to happen. If actions are positively received, people are more likely to act in this manner, or if negatively received people are less likely to met in the manner. **Humanistic Theory on Motivation** Humanistic theory on motivation is based on the idea that people have strong cognitive reasons to perform various actions. People are basically good, and have an innate need to make themselves and the world better. It emphasizes the personal worth of the individual, the centrality of human values, and the creative, active nature of human beings. Humanistic theory on motivation is famously illustrated in Abraham Maslow's Hierarchy of Needs, which presents different motivations at different levels. Physiological or Biological needs, Safety & security needs, Love and Belongingness, Esteem Needs, and Self -- Actualization **Implication of Motivational Theories of Learning in teaching and learning** **Cognitive Theory** **Cognitive dissonance** Whenever you want to change a student's attitude, first identify the beliefs at the heart of that attitude; when you have a fairly clear picture induce cognitive dissonance by producing powerful information and arguments which counter those beliefs. The degree of cognitive dissonance should be as high as possible for the attitudinal change we purport to bring about to be effective. For example, when dealing with a misbehaving child, to simply tell them off for what they did will be way less effective than raising their awareness of the ways their conduct affected others negatively and explaining why is morally/ethically wrong. **Cognitive Evaluation Theory** We need to ensure that before engaging students in challenging tasks that they may perceive as being beyond their levels of competence we prepare them adequately, cognitively and emotionally. For instance, in language learning, before carrying out a difficult listening comprehension task, students should be exposed several times to any unfamiliar vocabulary or other language item contained in the to-be-heard recording so as to facilitate the task.  Moreover, modelling strategies that may facilitate the tasks and giving them the opportunity to experience some success in similar tasks through those very strategies may increase their sense of self-efficacy; this will give them greater expectancy of success and a feeling of empowerment which will feed into their sense of competency and control. **Goal-related theory** Instead of setting goals for your students in a top-down fashion, involve them actively in the process of learning. Moreover, help the students narrow down the goals set as much as possible and gauge them as accurately as possible to their existing level of competence. E.g.: instead of simply telling a student to check his next essay more accurately next time around and give them a lengthy error checklist, sit down with them and ask them to choose three challenging error categories that [they] would like to focus on and to aim to attain 80, 90 or even 100% accuracy in those categories in their essay due the following week. Make sure that the knowledge required by the learners to prevent or fix the target errors is learnable and that the students are provided with learning strategies which will assist them in achieving the set goals. **Humanistic Theory** Maslow hierarchy of human needs affects students' performance. Students who are hungry or fearful may find it difficult to concentrate on their studies. Students who are rejected and isolated may refuse to participate fully in class activities. In the same manner, teacher-student relationships are significant in satisfying students' needs. Student need to feel that they are worthy of respect, from both themselves and others. The respect must be based on actual achievement. **Motivational Techniques** **Keep Students Active and Engaged** When students are interacting and engaged, they won\'t have to time to get bored. Choose students at random to answer questions, and make it understood that you value their input and ideas. Student interaction and sharing enhances instructional time and prepares students to function more effectively as a body of learners. We must recognize the importance of these dynamics and find ways to celebrate student intelligence. **Allow for Creativity and Variety** Assigning a piece of writing? Allow students to pick their own genre---such as reports, poems, creative writing stories, plays, or songs---when assigning a topic. When students can pick their favourite form of writing, they\'ll stay intrinsically motivated. **Create a Class Newspaper** Inspire interest in current events by using a local paper as a model for reporting class events. Class projects in every subject area can be presented as news articles with headers, bylines, lead-ins, bodies, and summary paragraphs. Word games, weather, horoscopes, and after-school activities can be integrated with whatever content is being taught. **Get Out of the Classroom** Holding class or even just a short discussion in a new environment, whether a park, museum, or the school library, is a great way to stoke student interest. When you return to your classroom, they may see a new approach to a problem or assignment. **Create a Competition** Participate in a competition. As long as there is appreciation for everyone\'s best effort and not all attention is placed solely on the winner, a competition can be a great way to create excitement. **Offer Differentiated Instruction** Knowing that you\'ll have students of differing abilities in your classroom, craft your lessons for everyone---taking into consideration the different ability levels. **Provide Feedback Promptly, Frequently, and Efficiently** Students must be able to see a direct connection between any effort or completed task (such as homework) and a response from you, both verbal and written. Make sure you mention each student\'s personal progress, rather than comparing his or her work with others in the class. **Provide Multiple Opportunities for Students to Set Goals** Students should have multiple opportunities to set their own academic goals. Invite them to establish obtainable goals for a lesson, a unit, or even for the whole year. Ask them what they would like to learn about a topic and what they think they must do to learn that material. Psychologists tell us that the goals we set for ourselves (as opposed to the goals others set for us) are intrinsically more motivational. We\'re more inclined to pursue those goals and relish in the success that comes about when we achieve them. **Share Accomplishments** Provide numerous opportunities for students to share their accomplishments with the class and the class to share their achievements with the larger school community. Use skits, plays, readers theater productions, library displays, bulletin boards, a class newspaper or newsletter, or other media to promote the efforts of the whole classroom. Finally, be an enthusiastic teacher and show you are interested and enjoying what you are doing. Enthusiasm is contagious. **Assessment/Application** 1. Identify examples of extrinsic motivation and intrinsic motivation based on the items of the questionnaire checklist. 2. Which type of motivation is more beneficial? Intrinsic or Extrinsic? Why? 3. Between learning goals and performance goals, with which type do you identify yourself? Explain your answer. 4. Why do people tend to attribute their successes to internal causes and their failure to external causes? 5. Give your opinion/comment on this statement, "Success has many fathers; failure or defeat is an orphan." 6. Choose three (3) topics and design what will a motivational technique suited to each topic. References: Lucas,MR & Corpuz,B. "Facilitating Learning:A Metacognitive Process. LorimarPublishing, C.2007 Vega, V. & Prieto, N. "Facilitating Learning". Books Atbp. Publishing Corp. C. 2012 Salandanan, G., PhD. "Methods of Learning". 2^nd^ ed. Lorimar Publishing Inc. C. 2012 Conti, Gianfranco, Phd. "Implication of Motivational Theories of Learning in teaching-learning. July 27, 2015. Retrieved at gianfrancoconti.com Top Ten Motivation Tips for the Classroom. March 8, 2012. Retrieved at www.teachervision.com