educational psychology, canadian edition - wiley

EDUCATIONAL PSYCHOLOGYREFLECTION FOR ACTIONCanadian EditionODonnell, DAmico, Schmid, Reeve, Smith,CHAPTER 10Engaging Students in Learning,Educational Psychology, Canadian Edition,Chapter 10 Engaging Students in Learning,Themes of the chapterThe levels of students engagement in the classroom can be an indicator of their level of motivationStudents can be motivated by both internal and external factorsThere are strategies teachers can use to help students become more engaged in the classroom,Educational Psychology, Canadian Edition,Guiding Questions,What is engagement, and why is it important?What is the difference between intrinsic and extrinsic motivation?How can teachers support students psychological needs?How can teachers motivate students during uninteresting activities?,Educational Psychology, Canadian Edition,Guiding Questions,In what ways can teachers spark students engagement?In what ways can teachers calm students anxieties and fears?How can teachers engage diverse learners and students with special needs?,Educational Psychology, Canadian Edition,Engagement,The extent of a students behavioural intensity, emotional quality, and personal investment in a learning activity,Educational Psychology, Canadian Edition,Four Interrelated Aspects of Engagement,Educational Psychology, Canadian Edition,What Engagement Looks Like,Behavioural engagement extent to which a student displays high attention, strong effort, and enduring persistence on a learning activityEmotional engagement extent to which a students task involvement is characterized by positive emotion, e.g. interest and enjoymentCognitive engagement extent to which a student mentally goes beyond the basic requirements of a learning activity and invests himself or herself in the learning in a committed wayVoice students expression of self during a learning activity so as to influence constructively how the teacher presents the lesson,Educational Psychology, Canadian Edition,Why Engagement Is Important,Makes learning possiblePredicts how well students fare in school, especially with respect to achievementIs malleableGives teachers the moment-to-moment feedback they need to determine how well their efforts to motivate students are working,Educational Psychology, Canadian Edition,Two Approaches to Promoting Motivation and Engagement,Traditional ApproachThe teacher tries to directly engage students in the learning activity Offers an attractive incentive, and students respond by working hard to gain it Sets a goal, and students work hard to perform up to that level Models appropriate behaviour, and students emulate what they see,Educational Psychology, Canadian Edition,Dialectic ApproachThe reciprocal, interdependent, and constantly changing relationship between a students motivation and the classroom conditions that support rather than frustrate that motivation,Two Approaches to Promoting Motivation and Engagement,Educational Psychology, Canadian Edition,Educational Psychology, Canadian Edition,Dialectic Approach : Three Principles of MotivationPrinciple I Students have motivation of their own that explains why they are willing to engage in learning activitiesPrinciple II Teachers motivate students when they provide classroom conditions that nurture students motivation Principle III How well or how poorly teachers involve and nurture students motivational resources is reflected in the extent of students engagement,Two Approaches to Promoting Motivation and Engagement,Educational Psychology, Canadian Edition,Educational Psychology, Canadian Edition,Intrinsic and Extrinsic Motivation,Intrinsic motivation the inherent propensity to engage ones interests and to exercise and develop ones capacitiesExtrinsic motivation an environmentally created reason to engage in an action or activity,Educational Psychology, Canadian Edition,Hidden Costs of Rewards,The unexpected, unintended, and adverse effects that extrinsic rewards sometimes have on intrinsic motivation, high-quality learning, and autonomous self-regulation,Educational Psychology, Canadian Edition,Richard Koestner and colleagues at McGill UniversityMotivations Two Faces Autonomy SupportCharacteristics of autonomy support include:Taking perspective of the studentAvoiding controlling languageEncouraging initiative and support as much as possible,Canadian Research into Practice,Educational Psychology, Canadian Edition,Using Extrinsic Motivators Effectively,Educational Psychology, Canadian Edition,How to Motivate Students with Intellectual Disabilities,Do not useControlling motivating style: a teachers enduring tendency to engage students in learning activities by promoting their extrinsic motivation and introjected regulation during the lesson,Educational Psychology, Canadian Edition,Students with intellectual disabilities haveDiminished cognitive abilitiesLow autonomy Therefore, it is good to help boost their autonomy by teaching them choice-making and self-advocacy skills,How to Motivate Students with Intellectual Disabilities,Educational Psychology, Canadian Edition,From Extrinsic to Intrinsic Motivation on a Continuum,Amotivation lack of any type of motivation, neither intrinsic nor extrinsicExtrinsicExternally regulated: motivation from outside, e.g., a rewardIntrojected: motivation from inside but pressuring voice, indicating that one must act to avoid guilt or shameIdentified: Motivation from internalizing the way of behaving, because it is a useful or important thing to doIntrinsic motivation from psychological needs that reflect interest and enjoyment,Educational Psychology, Canadian Edition,AutonomyPsychological need to experience self-direction in the initiation and regulation of ones behaviourAn increase in autonomy can cause an increase in intrinsic motivation if the perceived locus of causality is internal,Psychological Needs,Educational Psychology, Canadian Edition,Teachers Supporting AutonomyAutonomy-supportive environment an interpersonal relationship or classroom climate that involves, nurtures, and satisfies the students need for autonomyAutonomy-supportive motivating style a teachers enduring tendency to engage students in learning activities by promoting their intrinsic motivation and identified regulation during the lesson,Autonomy,Educational Psychology, Canadian Edition,How Autonomy-Supportive Teachers Motivate StudentsNurture inner motivational resourcesRely on informational, noncontrolling languageCommunicate value in uninteresting activities and add rationales to requestsAcknowledge and accept students expressions of negative affect,Autonomy,Educational Psychology, Canadian Edition,Why are teachers so controlling?They believe that controlling strategies are more effective than autonomy-supportive strategiesThey feel so much pressure from factors outside the classroom that push them toward a controlling styleThey feel so much pressure from factors inside the classroom that pull a controlling style out of them,Autonomy,Educational Psychology, Canadian Edition,Your Turn,You are a team leader of several teachers in your schoolOne of the teachers in your group is having problems with a few of the students, who just dont seem to want to do wellYou notice that the teacher uses controlling behavioursWhat might you tell the teacher to convince the teacher that student autonomy is important?,Educational Psychology, Canadian Edition,Competence,Competence the psychological need to be effective as one interacts with the surrounding environmentEasy tasks fail to involve the need for competencePleasure greatest following success during moderate (optimal) challenges that fully involve the competence needVery difficult tasks generate too much anxiety and frustration for students to enjoy them,Educational Psychology, Canadian Edition,How Teachers Support Students CompetenceUsing the challenge-feedback sandwich helps support competenceA learning activity that begins with the presentation of an optimal challenge and ends with informational feedback to communicate how well or how poorly one performedFailure tolerance the attitude of a teacher who accepts failure and error-making as a necessary, inherent, and even welcomed part of the learning process,Competence,Educational Psychology, Canadian Edition,Flow a transient state of concentration in which students become wholly absorbed in an activityFlow arises when students perceive that the challenges posed by the task match their current skills and competenciesDuring flow students concentrate, are involved, and enjoy the task,Competence,Educational Psychology, Canadian Edition,Relatedness,Relatedness psychological need to establish close emotional bonds and attachments with other peopleCreating opportunities for students to engage in social interaction will involve their need for relatednessFor a relationship to be satisfying, students must perceive that the other personLikes themCares about their welfareAccepts and values their true self,Educational Psychology, Canadian Edition,Why Supporting Relatedness Is ImportantStudents who feel related to their classmates, their teachers, and their school community are more engaged in learning activitiesRelatedness to teachers provides the context to which students will internalize their teachers values,Relatedness,Educational Psychology, Canadian Edition,Engagement Model Based on Psychological Need Satisfaction,Educational Psychology, Canadian Edition,Motivating Students During Uninteresting Lessons,Increasing value the teacher needs to take time to provide students with a rationale to explain why the lesson is worth their effort, by connecting the lesson with the students future goals and strivings,Educational Psychology, Canadian Edition,Curiosity, Interest, and Positive Effect,Curiosity a cognitively based emotion that occurs whenever students experience a gap in their knowledge that motivates exploratory behaviour to remove that knowledge gap,Educational Psychology, Canadian Edition,Sparking CuriosityGuessing-and-feedback the teacher asks students a difficult question, then announces that students answers are incorrect so as to reveal a gap in their knowledgeSuspense the teacher asks students to predict an outcome before students engage in the work that will reveal that their prediction was right or wrongControversy the ideas, conclusions, or opinions of one person are incompatible with those of another, and the two attempt to reach agreement,Curiosity, Interest, and Positive Effect,Educational Psychology, Canadian Edition,Building Interest,Interest is a topic-specific motivational state that arises out of attraction to a particular domain of activityBuilding interest:Situational interest Triggered by external factors and exists as a short-term attraction to a learning activity. Short-term interest in an activity sparks spontaneous engagement.Individual interest More stable and content-specific. Creates a clear preference to direct attention and effort toward a particular activity,Educational Psychology, Canadian Edition,Inducing Positive Affect,Positive effect the mild, subtle, everyday experience of feeling goodInduce positive affect through small, unexpected, and pleasant events, e.g., giving students a small gift; providing refreshments; showing a cartoon, giving a “Have a nice day!” card, or just asking students to think about positive events,Educational Psychology, Canadian Edition,Using Technology to Promote Engagement,Criteria for evaluating technology in terms of its capacity to motivate and engage studentsA=Attention whether the technology arouses curiosity and interestR=Relevance whether the learner perceives the technology to be connected to his or her personal goalsC=Confidence the extent to which the learner expects to be able