IGNOU MSCCFT and PGDCFT Exam Question Pattern: MCFT003 Counselling and Family...
Teaching for academic learning
1. Teaching for Academic Learning
Prof. Ghufran Majeed Hashmi,
B. Com, B. Com (Hons.),
M. Com (Mgt.), MS (HRM).
Career Clinic
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2. Overview
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and
Thoughtful Learning
3. Copyright 2001 by Allyn and Bacon
Concept Map
On TARGETT
for Learning
Strategies for
Motivation &
Thoughtful
Learning
Teacher
Expectations
Motivation,
Teaching,
and Learning
Motivation to
Learn in School
4. Copyright 2001 by Allyn and Bacon
Motivation to Learn in School
Goals for students:
Productive involvement
State motivation
(Confidence, sensory interest, effort & satisfaction)
Trait motivation
(Control, challenge, independence, fantasy)
Thoughtful learners
5. On TARGETT for Learning
Task motivation
Autonomy
(the capability to take control of one’s own learning)
Rewards
Grouping
Evaluation & feedback
Time for learning
Teacher expectations
6. Tasks for Learning
Task operations: risk & ambiguity
Task value
Attainment value
Intrinsic or interest value
Utility value
Authentic tasks
Problem-based learning
7. Doyle’s Task Operations
Doyle’s Task Operations
A
M
B
I
G
Comprehension Opinion
U
I
T
Y
Difficult Memory Task
or
Routine
Simple Memory Task
or
Routine
RISK
RISK
Comprehension Opinion
Difficult memory
or difficult routine
Simple memory
or simple routineLow
High
High Low
8. Supporting Autonomy and
Recognizing Accomplishments
Supporting student choices
Bounded choices
Student choice on feedback
Recognizing accomplishment
Authentic praise
Personal improvement
Cautions for use of rewards!
9. Grouping, Evaluation, & Time
Goal structures
Competitive
Cooperative
STAD
TGT
Individualistic
Effects of evaluation
Effects of time pressure
10. Teacher Expectations
Pygmalion in the classroom
Self-fulfilling prophecy
Sustaining expectation
effect
Sources of expectations
IQ tests
Sex differences
Reputations
12. Teacher Behaviors and
Student Reactions
Instructional strategies
Teacher comments about expectations
Teacher-student interaction differences
Quality and quantity of questions
Amount of time to answer
Number of teacher interruptions
Nonverbal behaviors
13. Reflection Questions
Think of a teacher that was particularly
encouraging for you. What motivation
strategies did that teacher employ?
Do you have any biases or behaviors that
may send messages to students that they
lack competence?
How will you monitor possible biases that
you may have?
17. Building Confidence & Positive
Expectations
Match tasks to student ability level
Move in small steps
Clear, specific, attainable learning goals
Stress self-comparison
Communicate that academic ability can be
improved
Model good problem solving
18. Seeing the Value of Learning
Younger students: intrinsic/interest value
Older students: utility value
Attainment value: achievable
Intrinsic value
Tie class activities to student interests
Arouse curiosity
Make learning fun
Use novelty and familiarity
19. Copyright 2001 by Allyn and Bacon
Seeing the Value of Learning:
Instrumental
Explain connections
Provide incentives
and rewards if needed
Authentic tasks:
Ill-structured
Real world problems
20. Staying Focused on the Task
Frequent opportunities to respond
Have students create finished products
Avoid heavy emphasis on grades and
competition
Reduce task risk without oversimplifying
the task
Model motivation to learn
Teach particular learning tactics
23. Copyright 2001 by Allyn and Bacon
Student Views of Motivation
Know YOUR
students
Expect developmental
differences
Expect individual
differences
Use TARGETT to
help meet the needs
of YOUR students
24. Honest Enthusiasm Is Contagious
Western Michigan University Men’s Basketball Coach, 1975
25. Scenarios The next three slides
highlight three scenarios
based on real students.
Reflect on each scenario.
How will you apply the
principles of motivation
to help each student
succeed?
26. Heidi : 1st Grade
Very quiet: shy
Will not speak out loud in class
Will not maintain eye contact
Poor reading skills
Draws beautifully
Writes poetry
27. Josh : 4th Grade
ADHD
Child of divorce
Monday depression
Dad is ex-Marine drill sergeant
15% homework handed in
Loves class discussions
28. Adam : Junior High
Low grades
Physically big & athletic
Vandalism with police record
Interview: honest, intelligent, & witty
Helpful with other students
No homework handed in
29. Reflection Questions
What are ways of soliciting information
about what motivates your students?
If several members of the French Club are
in your math class, how could you tie their
interests in French with your math content?
In your discipline, how will you connect
content with real world, authentic tasks?
30. Summary
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and
Thoughtful Learning
31. Review Questions
Define motivation to learn.
What does TARGETT stand for?
How do tasks affect motivation?
What does it mean for students to
“negotiate a task”?
What are the three kinds of task value?
Distinguish between bounded and
unbounded choices.
32. Review Questions
How can recognition undermine motivation
and a sense of self-efficacy?
What determines whether a goal structure
is cooperative, competitive, or
individualistic?
How does evaluative climate affect goal-
setting?
What are some effects of time on
motivation?
33. Review Questions
What are some sources of teacher
expectations?
What are the two kinds of expectation
effects and how do they happen?
What are the different avenues for
communicating teacher expectations?
What are four conditions that must exist in
a classroom before any motivational
strategies can be successful?
34. Review Questions
What else can teachers do to motivate
students?
What are the most commonly used
motivational strategies of beginning
teachers?
What can we learn from students about
motivation?