This is what QEP is all about: using technology and writing to help students become active participants in their learning.
This link has been bookmarked by 79 people . It was first bookmarked on 10 Jan 2007, by Sophie Lu.
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26 Oct 11
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10 Jul 11
ameena abdussamad"Some students seem naturally enthusiastic about learning, but many need-or
expect-their instructors to inspire, challenge, and stimulate them: "Effective
learning in the classroom depends on the teacher's ability ... to maintain the
interest that brought students to the course in the first place" (Ericksen,
1978, p. 3). Whatever level of motivation your students bring to the classroom
will be transformed, for better or worse, by what happens in that classroom." -
06 Jul 11
Amy CowanIdeas for motivating students in the classroom
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04 Apr 11
Eric NebelThis site shares a number of strategies to motivate your students in the classroom. There are also references to published journals to back up the suggestions. This can be used in the classroom to get the students to behave and do their work.
teaching Motivation students Education Student homework learning
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23 Mar 11
ryersonltoBy Barbara Gross Davis, from "Tools for Teaching"
lto ltolisted:no format:website category:teaching_strategies author:davis_barbara_gross motivating_students institution:university_of_hawaii
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10 Mar 11
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MOTIVATING STUDENTS
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Help students set achievable goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments. (Sources: Cashin, 1979; Forsyth and McMillan, 1991)
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ey also advise against trying to use grades to control nonacademic behavior (for example, lowering grades for missed classes)
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If your class is small, have students turn in brief notes on the day's reading that they can use during exams. At the start of each class, a professor in the physical sciences asks students to submit a 3" x 5" card with an outline, definitions, key ideas, or other material from the day's assigned reading. After class, he checks the cards and stamps them with his name. He returns the cards to students at a class session prior to the midterm. Students can then add any material they would like to the cards but cannot submit additional cards. The cards are again returned to the faculty member who distributes them to students during the test. This faculty member reports that the number of students completing the reading jumped from 10 percent to 90 percent and that students especially valued these "survival cards." Source: Daniel, 1988)
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Ask students to write a one-word journal or one-word sentence. Angelo (1991) describes the one-word journal as follows: students are asked to choose a single word that best summarizes the reading and then write a page or less explaining or justifying their word choice. This assignment can then be used as a basis for class discussion. A variation reported by Erickson and Strommer (199 1) is to ask students to write one complex sentence in answer to a question you pose about the readings and provide three sources of supporting evidence: "In one sentence, identify the type of ethical reasoning Singer uses in his article 'Famine, Affluence, and Morality.' Quote three passages that reveal this type of ethical reasoning" (p. 125).
Ask nonthreatening questions about the reading. Initially pose general questions that do not create tension or feelings of resistance: "Can you give me one or two items from the chapter that seem important?" "What section of the reading do you think we should review?" "What item in the reading surprised you?" "What topics in the chapter can you apply to your own experience?" (Source: "When They Don't Do the Reading," 1989)
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27 Jan 11
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Add Sticky NoteStudents learn by doing, making, writing, designing, creating, solving
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Make students active participants in learning.
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Don't tell students something when you can ask them
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Strengthen students' self-motivation.
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Add Sticky Note
Emphasize mastery and learning rather than grades.-
Wow! This is very telling. Knowing that it affects their grade but may not destroy it if they just keep building on it may have a strong impact. Save evaluation for the final or the big paper, but use the participation in learning to get them there. Not all work must be graded, but it can be satisfactorily or unsatisfactorily part of a grade and give a student a reason to keep searching.
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Mistakes were viewed as acceptable and something to learn from.
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Avoid using grades as threats.
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Add Sticky NoteIntroduce students to the good work done by their peers.
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Just encouraging peer response will connect learners to a broader range of questions and ideas and ask them to think more critically about what they are learning. Connectivism at work. It does not always have to be examples. It can simply be collaboration in the form of peer critiquing and discussion groups.
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Add Sticky NoteAssign study questions.
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Directing their reading and giving them questions to consider can help them see a stronger relevance to the work. Make the questions due 24 hours BEFORE the class meets and let them know that they will be directing where the class meeting goes by their questions and answers. This works better than pop quizzes. Submitting them online through a wiki makes it easy for both the teacher and the student. And make the questions less about a right or wrong answer and more about how are they relating to and understanding the material. Can they apply it in theory? Use class time to apply it in real time.
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Ask nonthreatening questions about the reading
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expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place"
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And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges
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- Give frequent, early, positive feedback that supports students' beliefs that they can do well.
- Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
- Help students find personal meaning and value in the material.
- Create an atmosphere that is open and positive.
- Help students feel that they are valued members of a learning community.
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Capitalize on students' existing needs. Students
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Make students active participants in learning. Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them.
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Ask students to analyze what makes their classes more or less "motivating." Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low.
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Instructor's enthusiasm
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Variety
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Rapport between teacher and students
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Hold high but realistic expectations for your students
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which means that you need to provide early opportunities for success.
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Help students set achievable goals for themselves. Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments
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Tell students what they need to do to succeed in your course. Don't let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed.
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Strengthen students' self-motivation
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Be enthusiastic about your subject. An instructor's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence
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When possible, let students have some say in choosing what will be studied
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Increase the difficulty of the material as the semester progresses. Give students opportunities to succeed at the beginning of the semester. Once students feel they can succeed, you can gradually increase the difficulty level. If assignments and exams include easier and harder questions, every student will have a chance to experience success as well as challenge
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Vary your teaching methods
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De-emphasizing Grades -
Reward success
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Give students feedback as quickly as possible
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Introduce students to the good work done by their peers.
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Be specific when giving negative feedback.
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Ask nonthreatening questions about the reading.
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05 Jun 10
Catherine Lambert"Give frequent, early, positive feedback that supports students' beliefs that
they can do well.
Ensure opportunities for students' success by assigning tasks that are
neither too easy nor too difficult.
Help students find personal meaning and value in the material.
Create an atmosphere that is open and positive.
Help students feel that they are valued members of a learning community." -
25 May 10
David GavronResearch has also shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly (Ericksen, 1978)
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18 May 10
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16 May 10
Marge RunkleSome students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place"
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05 May 10
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25 Apr 10
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08 Nov 09
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08 Oct 09
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21 Sep 09
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- Give frequent, early, positive feedback that supports students' beliefs that they can do well.
- Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
- Help students find personal meaning and value in the material.
- Create an atmosphere that is open and positive.
- Help students feel that they are valued members of a learning community.
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Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation.
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Passivity dampens students' motivation and curiosity. Pose questions.
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- Instructor's enthusiasm
- Relevance of the material
- Organization of the course
- Appropriate difficulty level of the material
- Active involvement of students
- Variety
- Rapport between teacher and students
- Use of appropriate, concrete, and understandable examples
Sass (1989) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation:
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Research has shown that a teacher's expectations have a powerful effect on a student's performance.
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students need to believe that achievement is possible -which means that you need to provide early opportunities for success.
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Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses.
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tell them exactly what they must do to succeed
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If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way topresent the material, however dull the material itself may seem to you.
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04 Sep 09
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27 Mar 09
Article by Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, September 1, 1999.
EDP classroom management REF articles ED differentiated instruction instructional strategies
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Michelle TorriseArticle by Barbara Gross Davis, University of California, Berkeley. From Tools for Teaching, September 1, 1999.
classroom_management differentiated_instruction articles skills_strategies
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03 Mar 09
Heather SchodowskiWow, great site and helpful tips for motivating students in the classroom.
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01 Mar 09
Chree PlattA useful set of ideas (referenced) on what and how to motivate students.
I have been thinking lately that we should maybe do something on putting the horse before the cart in school. -
16 Feb 09
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02 Feb 09
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19 Nov 08
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- Give frequent, early, positive feedback that supports students' beliefs that they can do well.
- Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
- Help students find personal meaning and value in the material.
- Create an atmosphere that is open and positive.
- Help students feel that they are valued members of a learning community.
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18 Nov 08
MnSCU Faculty DevelopmentChapter from Barbara Gross Davis's Tools for Teaching
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17 Nov 08
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Lil KnowledgeBarbara Gross Davis book excerpt.
for:ctladmin motivating motivation research students teaching
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12 Oct 08
Colin BrownA useful set of ideas (referenced) on what and how to motivate students.
I have been thinking lately that we should maybe do something on putting the horse before the cart in school. -
16 Aug 08
Barb PerlewitzSome students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought
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27 Mar 08
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17 Feb 08
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10 Feb 08
Linda Hartley* Give frequent, early, positive feedback that supports students' beliefs that they can do well.
* Ensure opportunities for students' success by assigning tasks that are neither too easy nor too difficult.
* Help students find personal mea -
29 Sep 07
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07 Sep 07
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10 Jan 07
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This article is one of my favorites, and I'll be interested to see what you think about it.
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"What item in the reading surprised you?"
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What topics in the chapter can you apply to your own experience?
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18 Nov 06
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16 Dec 04
Public Stiky Notes
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