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w eek 2, tue , jan 19

w eek 2, tue , jan 19. Introduction to motivation Brophy , J. (2010) . Chapter 1. Student motivation: The teachers’ perspective. Inquiry 1: Project details & schedule. the one five o. assignments. Dweck , C. (1999). Caution: Praise can be dangerous. (required & annotate)

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w eek 2, tue , jan 19

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  1. week 2,tue,jan19 • Introduction to motivation • Brophy, J. (2010). Chapter 1. Student motivation: The teachers’ perspective. • Inquiry 1: Project details & schedule the one five o

  2. assignments • Dweck, C. (1999). Caution: Praise can be dangerous. (required & annotate) • Brophy, J. (2010). Chapter 6, Providing extrinsic incentives. (recommended, but not required) • Begin creating your test podcast • Arrange participants for Inquiry 1 • Consider the focus and design of your inquiry the one five o

  3. inquiry 1 project schedule • Jan 19 & 21 Focusing inquiry and arranging participants • Jan 26 Test podcast due • Jan 26 & 28 Observing and interviewing • Feb 2 & 4 Analyzing data • Feb 9 & 11 Preparing podcast and report • Feb 11 Podcast draft due • Feb 13 Final podcast and report due the one five o

  4. motivation • Motivation is a construct: a concept created to help explain something. • If “motivation” is the explanation, what was the question? the one five o

  5. behavior reinforcement theory the one five o

  6. behavior reinforcement theory Historical origin of the idea • Darwin. Continuity between man and other animals. Important role of the environment • The study of animal behavior, how new behaviors are acquired • The physical sciences; the ability to predict and control • A negative reaction to introspective methods in psychology the one five o

  7. maslow’s hierarchy of needs the one five o

  8. maslow’s hierarchy of needs • physiological • safety • love • esteem • self-actualization the one five o

  9. goal theory the one five o

  10. goal theory • Goal: objectives that we purposefully seek • Learning goals (mastery, task-involvement goals) • Performance goals (ego-involvement goals) • ego: sense of self-esteem and importance the one five o

  11. intrinsic motivation • often contrasted with extrinsic motivation the one five o

  12. motivation & inquiry 1 Possible questions to help focus Inquiry 1 • What are some examples of highly motivated (or unmotivated) learning in school? • What are some of the distinctive qualities of this learning and the conditions in which it takes place? Themes for your Inquiry Project • seeing student motivation better • seeing variation between and within students the one five o

  13. title the one five o

  14. title the one five o

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