Motivation to Learn

Motivation To Learn
by: Connie Frith

Motivation can be defined as the internal drive directing behaviour towards some end. Motivation helps individuals overcome inertia. Inertia is a property of matter by which it remains at rest or in uniform motion in the same straight line unless acted upon by some external force. External forces can influence behaviour but ultimately it is the internal force of motivation that sustains behaviour.

Components of the Motivation to Learn

1. Curiousity
People are naturally curious. They seek new experiences; they enjoy learning new things; they find satisfaction in solving puzzles, perfecting skills and developing competence. A major task in teaching is to nurture student curiousity and to use curiousity as a motive for learning.

2. Self-Efficacy
The term self-efficacy can be said the power of positive thinking. Always ask student to believe in their ability to win. Students that harbor doubts of their ability to succeed are not motivated to learn.
Dividing tasks into chunks and providing students with early success is a method of developing confidence in the students. Driscoll call this method as performance accomplishments. There are four possible sources of self-efficacy said Driscoll (1994): performance accomplishments, vicarious experience, verbal persuasion, and physiological states. Vicarious experience is when the learner observes a role model attaining success at a task. Verbal persuasion is often used as others persuade a learner that he or she capable succeeding at a particular task. Physiological states are the “gut feeling” that convinces a student of probable success or failure. For example a student may feel physically sick when they arrive at an exam.

3. Attitude
Every educator has encountered students who are labeled as having a bad attitude. Attitude is an illusive commodity. The attitude of a student toward learning is very much an intrinsic characteristic and is not always demonstrated through behaviours. The positive behaviours exhibited by the student may only occur in the presence of the instructor, and may not be apparent at other times. The behaviour is contrary to the attitude.
Three approaches to attitude change by Fleming and Levie (1993): providing a persuasive message, modeling and reinforcing appropriate behaviour and inducing dissonance between the cognitive, affective and behavioural components of the attitude. They suggest that if a person is induced to perform an act that is contrary to that person’s own attitude, attitude change will result.

4. Need
There are five levels of needs according to Maslow’s hierarchy of needs. (1) Physiological –lower level – (2) Safety – lower level – (3) Love and belongings – higher needs – (4) Esteem – higher need – (5) Self-Actualization – higher need. Students will not be ready to learn if they have not had their lower level needs met. Children who are sent to school hungry, are not able to learn. Their lower need must be met first.

5. Competence
Competence is an intrinsic motive for learning that is highly related to self-efficacy. Success in a subject for some students is not enough. For students who lack a sense of efficacy teachers must not only provide situations where success occurs but also give students opportunities to undertake challenging tasks on their own to prove to themselves that they can achieve.
Learning a skill without an understanding of the process is doomed to be lost. External support, respect and encouragement are important for the student to achieve competence. The achievement of competence itself becomes the intrinsic motivating factor.

6. External Motivators
Learning strategies should be flexible, creative and constantly applied. Reinforcement is another form of an external motivator. The value of reinforcement as a motivator is questioned from those who suggest that once the reinforcement is removed the behaviour stops. Critics suggest students must have intrinsic motivation to accomplish certain activities. In intrinsic motivation the “doing” is the main reason for finishing an activity. With extrinsic motivation the value is placed on the ends of the action.
The value of reinforcement is on the road to intrinsic motivation. Students need confidence building reinforcement such as praise and encouragement to guide them. Students can also provide their own self rewards for accomplishing goals they have set.
External motivators must be accepted, valued and endorsed by students. They must feel that their perspectives are valued, and they have opportunities to share their thoughts and feelings.
External conditions that support these internal conditions include; provisions for relevancy, choice, control, challenge, responsibility, competence, personal connection, fun, and support from others in the form of caring, respect and guidance in skill development.” (McCombs, 1996)

Connie Frith
Educational Communications and Technology
University of Saskatchewan

Multiple Intelligences
(Sample Student Products Based)


Give students the opportunity to demonstrate their abilities and evidence of their learning strength by allowing them to choose how they will present their individual products. Students could combine different intelligences in order to develop a product.


Linguistic Intelligence

Give an oral presentation
Write a report, a letter, a journal or diary
Create and write a poem, fairy tale, legend, myth or short play
Conduct an interview
Conduct a radio interview or program
Develop a slogan, an advertisement, a speech
Create a pun, riddle or joke
Develop a panel discussion around a theme
Develop a travel brochure
Plan a debate to discuss a particular issue
Write a book review, an article, a script
Tell a story
Use an audiotape as part of a presentation

Spatial Intelligence

Make a model
Create an invention
Draw a mind map
Draw an attribute web to explain the topic, concept, theme
Design a structure
Draw a pattern, a puzzle, a diagram
Create a chart, a flowchart, a diorama
Develop a video to present
Use overheads to demonstrate
Create a cartoon
Use photographs to develop a sequence

Logical-Mathematical Intelligence

Develop a timeline
Categorize information into appropriate sections
Identify the patterns
Classify the information
Develop a strategy game
Analyze the information
Present a chart that demonstrates the findings on
Rank the information
Develop an experiment
Organize, compare and contrast data
Survey, hypothesize, and present the evidence
Use deductive/inductive reasoning to solve
Make a calendar
Design a computer program for

Bodily-Kinesthetic Intelligence

Choreograph a dance or movement
Perform a play/role-play
Conduct an experiment
Develop a game
Construct a model
Plan and attend an excursion
Use technology to present the concept
Build a sculpture
Mime/Use body language to communicate
Use concrete materials to demonstrate
Model the behaviour.

Musical Intelligence

Compose a piece of music
Use words and rhythm to present the idea
Listen to a piece of music then create a song
Listen to a piece of music while you write a story
Sing a rap
Create a musical based around the theme
Listen to a piece of music while painting
Create a dance sequence which represents a scientific concept

Intrapersonal Intelligence

Choose a topic, concept or theme and report on it
Reflect on what you have learned and write in point from what you learned
What would you still like to learn on this subject
Write a journal of your weekly activities
Keep a diary
What goals would you like to achieve
Draw a picture, write a poem or share your thoughts with a friend
Self-evaluate your work
Explain your personal philosophy
Develop a personal analogy
Evaluate an independent project you have been working on

Interpersonal Intelligence

Working in a co-operative group, write a play
Give a joint presentation
Interview, discuss, collaborate
Brainstorm the topic
With a partner, present a research report
Do a simulation
Read an autobiography or a biography of a famous person in the last century and present a report to the class

Naturalist Intelligence

Classify objects, articles, categories
Organize things in a way that explains events
Create a class plant museum
Share and explain a collection of cards, objects, events
Develop a collection of rocks or other items from the natural environment
Undertake a field trip to a nature preserve
Walk the local neighbourhood noting both natural and man-made patterns
Keep a observational notebook
Sort items from nature
Use magnifiers/microscopes
Draw/photograph natural objects
Label and mount specimens
Learn the names of natural phenomena

Questioning for Understanding

Questioning for Understanding


Explanation
What is the key idea in ………………………?
What are examples of …………………………?
What are the characteristics/parts of ………………….?
How did this come about …………….? Why is this so ………?
What caused ……………? What are the effects of …………..?
How might we prove/confirm/justify …………………..?
How is ……………………..connected to ……………………?
What might happen if ……………………..?
What are common misconceptions about ………………….?

Interpretation
What is the meaning of …………………………………….?
What are the implications of …………………………………?
What does ………………….reveal about ………………..?
How is …………………….. like ………….(analogy/metaphor)?
How does ………………………………. relate to me/us?
So what? Why does it matter?

Application
How and when can we use this (knowledge/process)?
How is …………. applied in the larger world?
How might ………………….. help us to …………………?
How could we use ……………… to overcome …………….?

Perspective
What are different points of view about ………………….?
How might this look from ………………..’s perspective?
How is …………. similar to/different from ………….?
What are other possible reactions to ……………..?
What are the strengths and weaknesses of ……………..?
What are the limits of …………………………?
What is the evidence for ………………….?
Is the evidence reliable? Sufficient?

Empathy
What would it be like to walk in ………………’s shoes?
How might ………….. feel about …………………?
How might we reach an understanding about …………?
What was …………………… trying to make us feel/see?

Self-Knowledge
How do I know …………………………….?
What are the limits of my knowledge about ……………..?
What are my “blind spots” about …………………….?
How can I best show …………………………?
How are my views about ……………….shaped by (experiences, habits, prejudices, style)?
What are my strengths and weaknesses in ………………….?

Performance Verbs
based on the Six Facets of Understanding

Consider the following performance verbs when planning possible ways in which students may demonstrate their understanding.

Explain

Demonstrate
Derive
Describe
Design
Exhibit
Express
Induce
Instruct
Justify
Model
Predict
Prove
Show
Synthesize
Teach

Interpret

Analogies, Create
Critique
Document
Evaluate
Illustrate
Judge
Make sense of
Make meaning of
Metaphors, Provide
Read between the lines
Represent
Tell a story of
Translate

Apply

Adapt
Build
Create
Decide
De-bug
Design
Exhibit
Invent
Perform
Produce
Propose
Solve
Test
Use


Perspective

Analyze
Argue
Compare
Contrast
Criticize
Infer


Empathy

Assume, Role of
Be like
Be open to
Believe
Consider
Imagine
Relate
Role-play

Self-knowledge

Be aware of
Realize
Recognize
Reflect
Self-assess

c.2001 Grant Wiggins & Jay McTighe

What Learning Objectives Should I Write in my Lesson and Unit Plans


Subject: Re: Learning Objectives
From: Lisa
To: Dad
Date: Fri, 15 Sep 15:33:21 -0700 (PDT)

Hi Dad,

Thanks for your comments about performance objectives. I’ll have to think about them some more. But if performance is one type of objective, and expressive objectives are different, what sort of outcomes should expressive objectives aim for? You know what I’m asking, don’t you?


Love, Lisa



Subject: Re: Learning Objectives
From: Dad
To: Lisa
Date: Fri, 15 Sep 20:17:31 -0500 (CDT)

Dear Lisa,

You ask an important question. Instead of harping on performance objectives, let me put the issue more positively: what learning goals should we Christian teacher aim for? Bloom’s Taxonomy might give us one clue. He suggests three domains of learning goals: cognitive, affective and psychomotor. But be careful: Bloom’s Taxonomy distinguishes too sharply between “cognitive” and “affective” domains. By the “affective domain he means such things as feelings, beliefs, and attitudes. I don’t like this term “affective”, Lisa and I equally dislike the implication that somehow we can bottle up feelings and beliefs and attitudes into a distinct domain. The fact is, there is no knowledge without belief and feeling, and there are no beliefs and feelings and attitudes without knowledge. All knowledge is coloured by what we believe and how we feel.

As an alternative to Bloom, let me suggest at least six general areas of learning objectives. Each one of these areas should be addressed somewhere in your unit plan. Some will require more emphasis, depending a bit on the subject matter, but none may be disregarded or neglected. These “goal areas” should not be viewed as separate unrelated categories: they overlap and interact. Most importantly, each one of these goal areas should contribute to the overarching goal of equipping for discipleship.

The first of these areas concerns of contents and skills, the sort of thing most lesson objectives are about. If you want to write performance objectives, I suspect most of them would fit in this category.

Second, I suggest you pay special attention to developing the children’s capacity to think critically. I know this emphasis is getting to be a fad nowadays, but we need to remember that we want our youngsters to be able to distinguish sharply and evaluate soundly.

A third category of learning objectives should aim at the children’s creative and imaginative abilities. Too often, I fear, the creativity of our youngsters is thought to be the responsibility of art and music teachers. Not so, of course. Every teacher, no matter what the subject, should provide plenty of opportunity for the exercise of creativity and imagination. Creative writing, drama, improvisation, sketching, composing, and the like are appropriate to virtually any lesson you may wish to teach. In fact, I suspect that every part of the curriculum can be dramatized or turned into a creative activity.

The fourth goal area may remind you of the old “psychomotor domain” of Benjamin Bloom. It has to do with physical, hands-on learning. We can easily get stuck in classroom routines of seatwork and cerebral labour. So we must think of ways to engage the children in concrete, physical activity. Don’t leave this job entirely to the P.E teachers. Manipulatives in math are an excellent beginning. Some of the creative activities suggested above lend themselves to bodily actions. And don’t hesitate to get the children involved in hands-on learning. Look for opportunities to have them construct and build, to forge and to assemble. From what you’ve said, Keith might be a crime candidate for this goal area.

A fifth set of learning objectives focuses on the social and emotional development of your children. For Marci such goals may be much more important than academic skills. Marci needs to develop a positive attitude towards herself and others. These are relevant emotional and social objectives. At times it will be important to teach your student to express righteous anger. In social studies and science, for example, it is not enough to simply have the youngsters understand the breakdown of the family and the effects of air pollution. They should be upset about such evils and want to do something about them. We are talking about direct consequences of sin, and sin is something to be angry about! The Lord certainly is!

I suggest, Lisa, that a key emotional goal should be that your students will enjoy your class. I mean genuine enjoyment and satisfaction from meaningful learning, not superficial entertainment. If you write at the top of your lesson plan – “the students will enjoy this lesson” – you will be motivated to teach in more creative ways, I’m sure. Now is this a measurable performance objective? Of course not. But you surely can tell whether the students are bored to tears or having a good time learning.

A final, very important category of learning objectives focuses on servanthood skills. Again, hard to measure, but not so hard to judge. Be sure to give students like Stephanie, who are a joy to teach, many opportunities and incentives to help Marci and others like her. Teach them to encourage each other, to listen to each other, to respect each other, to pray for each other, and to really love one another.

Meanwhile, you are faced with the principal’s decision to focus on performance objectives. What should you do? I would take the following steps: Talk to the principal, and colleagues as well, about some of the themes we have just discussed. Ask him how he can help you maintain your commitment to the whole child. Don’t argue about performance objectives. Agree to abide by his decision, comply with his requirements, then try to meet other goals as well. Remember, patience and gentleness are to important fruits of the Spirit. Keep me posted, okay?

As always, Dad

Bloom's Taxonomy

Six Levels of Bloom’s Taxonomy
(What kind of questions can be asked to extend thinking?)
Think of these when preparing your next activity, test or quiz

1. Knowledge – define-describe-identify-label-list-match-name-outline-reproduce-select-state-repeat-recall-locate-memorize-review.
(Can I recall information? What are the facts?)
Activities:
1. Make a list of the main events of the story.
2. Make a timeline of events.
3. Make a facts chart.
4. Write a list of any pieces of information you can remember.
5. What animals were in the story?
6. Make a chart showing…..
7. Make an acrostic.
8. Recite a poem.

2. Comprehension – convert-defend-distinguish-estimate-explain-extend-generalize-give examples-infer-paraphrase-predict-rewrite-summarize-restate-describe-recognize-locate-identify-report-review-tell.
(Can I explain ideas and concepts? Do I show that I understand?)
Activities:
1. Cut out or draw pictures to show a particular event.
2. Illustrate what you think the main idea may have been.
3. Make a cartoon strip showing the sequence of events.
4. Write and perform a play based on the story.
5. Retell the story in your own words.
6. Write a summary report of the event.
7. Prepare a flow chart to illustrate the sequence of events.
8. Make a colouring book.

3. Application – change-compute-demonstrate-discover-manipulate-modify-operate-predict-prepare-produce-relate-show-use-solve-translate-interpret-dramatize-illustrate-schedule-sketch-apply-construct-teach
(Can I use the knowledge in another familiar situation?)
Activities:
1. Construct a model to demonstrate how it works.
2. Make a diorama to illustrate an event.
3. Make a scrapbook about the areas of study.
4. Make a papier-mache map/clay model to include relevant information about an event.
5. Take a collection of photographs to demonstrate a particular point.
6. Make up a puzzle game.
7. Write a textbook about this topic for others.

4. Analysis – breakdown-diagram-identify-question-differentiate-distinguish-illustrate-infer-outline-point out-relate-select-separate-subdivide-analyze-calculate-test-experiment-compare-contrast-inspect-debate-inventory-question-dissect-deduce-abstract-order-investigate.
(Can I show differences, or make comparisons?)
Activities:
1. Design a questionnaire to gather information.
2. Write a commercial to sell a new product.
3. Make a flow chart to show the critical stages.
4. Construct a graph to illustrate selected information.
5. Make a family tree showing a relationships.
6. Devise a play about the study area.
7. Write a biography of a person studied.
8. Prepare a report about the area of study.

5. Synthesis – categorize-combine-compile-compose-create-devise-design-arrange-assemble-construct-explain-generate-modify-organize-plan-prepare-rearrange-reconstruct-relate-tell-reorganize-revise-rewrite-set up-summarize-write-propose-formulate-invent-hypothesize-imagine-produce-forecast-predict.
(Can I justify what I’m saying, doing, thinking, or how I’m going to act?)
Activities:
1. Conduct a debate about an issue of special interest.
2. Make a booklet about five rules you see as import. Convince others.
3. Form a panel to discuss views.
4. Write a letter to – advising on changes needed.
5. Write a half-year report.
6. Prepare a case to present your view about.

6. Evaluation/Create – appraise-compare-conclude-contrast-criticize-describe-discriminate-explain-justify-interpret-relate-summarize-support-judge-evaluate-rate-rank-value-revise-score-choose-estimate-measure-editorialize-decide-dispute-discuss-verify-assess.
(Can I generate new ideas, new products, or ways of looking at things?)
Activities:
1. Invent a machine to do a specific task.
2. Design a building to house your study.
3. Create a new product. Give it a name and plan a marketing campaign.
4. Write about your feelings in relation to…
5. Write a TV show, play, puppet show, role play, song or pantomime about…
6. Design a record, book or magazine cover for….
7. Sell an idea.
8. Devise a way to….

Science Philosophy

Science Philosophy

Science is the investigation of the universe. Since change is constant in this universe, the development of problem solving and decision making skills is the essence of science education. In addition, science is to develop inquiring minds and scientifically literate citizens with positive attitudes towards science. These characteristic are essential to functioning in the increasingly technological world of the future. Ultimately, the understanding of scientific concepts will enable students to be responsible stewards of God’s creation.

The goals for science:
Enhance the development and growth of the manipulative, experimental and inquiry skills of the student.
Provide the student with an understanding of basic scientific knowledge.
Create an environment of curiosity as well as the thinking skills needed for answering questions, solving problems, and making decisions.
Foster an awareness of science careers, the contribution of significant scientists, and the history of science.
Heighten the student’s awareness of the relationship of science to other academic science: i.e. math, social studies, and language.
Create a student awareness of the limits and the possibilities of science and technology.

Social Studies

Skills in the Social Studies Curriculum

In order to make decisions or find solutions to problems, students need information skills.
These skills need to be taught to the student just as any other content curriculum. Students need to develop competence at a basic level before proceeding to a more complex level. Information skills can be grouped into four categories:

1. Skills for identifying and locating information sources and gaining access.
2. Skills for information intake, receiving information.
3. Skills for organizing information- reflecting, analyzing, synthesizing, drawing conclusions and making comparisons.
4. Skills for communicating information- oral, written, pictorial, dramatized.

Scientific Process

Scientific Process

1. Problem
What is the question that needs to be solved?
2. Hypothesis
Using information and/or knowledge to predict an outcome. This is a guess that gives a foundation for experimentation. This is what will be learned through the experiment.

3. Materials
Deciding on the necessary equipment to perform the experiment.
4. Procedure
What are the steps taken to complete the experiment? There is a logical sequencing that can be recorded after the experiment takes place. Good words to use for this exercise are first, next, then, finally.
5. Observation
What happened when the experiment was done? All the senses are used to obtain knowledge that will aid the student to form a conclusion.
6. Conclusion
Did the outcome of the experiment agree with the hypothesis? This is where the student reflects on the process and determines what knowledge was learned or if changes are necessary in the hypothesis or learning. Would the experiment be done differently next time?

Recommended Instruction level for each grade

Grade 1 : Problem – Observation – Conclusion
Grade 2 : Problem – Hypothesis – Observation – Conclusion
Grade 3 : Problem – Hypothesis – Materials – Procedure – Observation – Conclusion
Grade 4 : Problem – Hypothesis – Materials – Procedure –
Observation (with date recorded if relevant) – Conclusion
Grade 5/6 : Problem – Hypothesis – Materials – Procedure –
Observation – Recording Data – Conclusion

Other science processes are: (included in the key concepts on each scope and sequence document).
COMMUNICATION. The ability to indicate knowledge learned. This can be done graphically, verbally, physically, or visually. Drawing a diagram, group discussion could do this or oral reports, giving a demonstration, or a test.

MEASURING. The process of finding out how much of something there is.

CLASSIFICATION. To organize into groups according to a given criteria/relationship: size, colour, shape, texture, etc.

INTERPRETING. Using data to find another situation or practical/everyday application.

INFERRING. The process of taking known data and reaching a conclusion.

RECORDING DATA. Gathering data from an experiment and graphically showing results.

COOPERATIVE LEARNING. Students collaborate on scientific tasks. Critical thinking is enhanced and a life skill is practice.

SAFETY. The student needs to practice habits that make scientific investigation safe as well as instructional. Handling equipment appropriately, wearing protective gear (goggles/gloves), and movement need to be taught.

Mind Set

Mind Set

Dalam pengertian yang sederhana mind set adalah pola pikir seseorang yang mendasari perilaku atau tindakannya sehari-hari. Tindakan seseorang dalam kehidupan sehari-hari dibedakan dalam dua bagian, yaitu conscious dan unconscious. Conscious adalah sebuah tindakan yang dilakukan secara sadar sedangkan uconscious adalah kebalikan dari conscious. Conscious dikerjakan oleh alam sadar manusia dan unconcious oleh alam bawah sadar.

Sekitar 90 persen tindakan manusia sehari-hari adalah unconcious seperti makan, berangkat kerja, bermain, berolahraga, berjalan, mengetik, dll. Ketika seseorang ingin berangkat ke tempat kerja, maka ia tidak perlu lagi diajari atau ditunjukkan bagaimana cara mencapai tempat kerjanya karena alam bawah sadarnya yang menggerakan ia mencapai tujuannya. Semua tindakan ini adalah hasil kerja otak yang merekam tindakan atau kegiatan yang dilakukan secara berulang-ulang. Tindakan secara sadar yang dilakukan berulang-ulang ini kemudian oleh otak diturunkan ke alam bawah sadarnya.

Jadi, mind set itu terbentuk karena ada tindakan atau kegiatan yang dilakukan secara berulang-ulang. Untuk melakukan perubahan mind set kita harus membentuk sebuah kebiasaan baru yang dilakukan secara kontinyu.

Setiap orang yang ingin berubah berarti ia harus mengganti (shift) mind setnya terlebih dulu. Mengganti mind set berarti berpindah dari satu mind set ke mind set yang lain. Dengan demikian mengganti mindset berarti memasuki dunia atau permainan baru dengan segala aturan barunya.

Tidak semua orang dapat mengubah mind set karena perubahan ini ditentukan oleh self acceptance seseorang. Self acceptance dipengaruhi oleh core beliefs, values, dan mental model.


H.H. Daniel Tamburian
Januari 2008