J Black's personal annotations on this page
Jdblack64 bookmarked
on 2009-05-05
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Use extrinsic rewards sparingly
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Promote mastery learning
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Arouse students' curiosity about the topic being studied. Strong, Silver, and Robinson (1995) suggest using the "mystery" approach, in which students are presented with fragmentary or contradictory information about a subject and are then asked to examine available evidence to develop their own hypotheses.
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Design projects that allow students to share new knowledge with others.
This link has been bookmarked by 43 people . It was first bookmarked on 07 Jan 2007, by Valerie Feit.
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Aaron Shaw"High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success "
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However, research has shown that teachers can influence student motivation
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H. HampsonIncreasing Student Engagement and Motivation: From Time-on-Task to Homework
Cori Brewster & Jennifer Fager
October 2000
Northwest Regional Educational Laboratory -
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Use extrinsic rewards sparingly
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Promote mastery learning
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Dana DelkerArticle summarizes what the research says about what motivates students to learn.
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Help students understand the criteria for individual assignments by giving them
examples of high-, average-, and low-level work and then providing an
opportunity to discuss how each piece was evaluated (Strong et al., 1995). -
- Ensure course materials relate to students' lives and highlight ways
learning can be applied in real-life situations (Lumsden, 1994; Skinner &
Belmont, 1991). Schoolwork should be meaningful to students outside the
school building, as well as within. Students are more engaged in activities when
they can build on prior knowledge and draw clear connections between what they
are learning and the world they live in. They also need to feel that "school
work is significant, valuable, and worthy of their efforts" (Policy Studies Associates, 1995).
- Ensure course materials relate to students' lives and highlight ways
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jeri hurd
Ensure course materials relate to students' lives and highlight ways learning can be applied in real-life situations(Lumsden, 1994;Skinner & Belmont, 1991). Schoolwork should be meaningful to students outside the school building, as well as within. Stud-
- Ensure course materials relate to students' lives and highlight ways learning can be applied in real-life situations (Lumsden, 1994; Skinner & Belmont, 1991). Schoolwork should be meaningful to students outside the school building, as well as within. Students are more engaged in activities when they can build on prior knowledge and draw clear connections between what they are learning and the world they live in. They also need to feel that "school work is significant, valuable, and worthy of their efforts" (Policy Studies Associates, 1995).
- Allow students to have some degree of control over learning (Brooks et al., 1998). This can be done in any number of ways, from giving students choices between different assignments, to minimizing adult supervision over group projects, to letting students monitor and evaluate their own progress (Anderman & Midgley, 1998; Dev, 1997; Policy Studies Associates, 1995). Anderman & Midgely (1998) note that this doesn't mean teachers must relinquish control of the classroom: "Even small opportunities for choice, such as whether to work with a partner or independently" (p. 3) give students a greater sense of autonomy.
- Assign challenging but achievable tasks for all students, including at-risk, remedial, and learning disabled students. Tasks that seem impossible easily discourage learners, as do those tasks that are rote and repetitive (Dev, 1997; Policy Studies Associates, 1995). Remedial programs that limit students to repetitive basic skills activities actually "prompt students' lack of engagement in their schoolwork and frequently result in limited achievement" (Policy Studies Associates, 1995). Students need to feel successful and that they've earned success.
- Arouse students' curiosity about the topic being studied. Strong, Silver, and Robinson (1995) suggest using the "mystery" approach, in which students are presented with fragmentary or contradictory information about a subject and are then asked to examine available evidence to develop their own hypotheses. This kind of activity also builds on students' needs for competence and autonomy, giving students an opportunity to direct inquiry and "discover for themselves."
- Design projects that allow students to share new knowledge with others. Strong, Silver & Robinson (1995) observe that when students do assignments that only the teacher will read, they are entering into a nonreciprocal relationship. More often than not, the teacher already knows and has no real need for the information the student is providing him or her. Projects are more engaging when students share what they are learning in reciprocal relationships, as in collaborative projects where each student's knowledge is needed by others in the group to complete an assignment.
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