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Teaching Techniques that Influence Student Motivation

Teaching Techniques that Influence Student Motivation. Presented by Christy Price Associate Professor of Psychology - Dalton State College Lynn Boettler Instructor KSU Studies - Kennesaw State University Laura Davis Instructor of English - Kennesaw State University. What does Babs do….

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Teaching Techniques that Influence Student Motivation

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  1. Teaching Techniques that Influence Student Motivation Presented by Christy Price Associate Professor of Psychology - Dalton State College Lynn Boettler Instructor KSU Studies - Kennesaw State University Laura Davis Instructor of English - Kennesaw State University

  2. What does Babs do…. Barbara Streisand in The Mirror has Two Faces(1:29)

  3. That Ben does not do? Ben Stein in Ferris Bueller’s Day Off (1:13)

  4. Learning Outcomes for Presentation During this session we will: 1. Review three major theoretical perspectives regarding academic motivation. 2. Describe research findings regarding factors that influence academic motivation. 3. Discuss the findings of a study conducted at Dalton State College. 4. Reflect on how this information will impact our future teaching practices.

  5. Your Motivation • (fill in column 1 and 2 on chart) • What did Instructors do that motivated • or de-motivated your class attendance? • What did Instructors do that heightened • or lessened your interest during class? • What did Instructors do that motivated or • de-motivated you to spend time working outside of class?

  6. Three Main Theoretical Perspectives Applied to Academic Motivation (see handout - page 2)

  7. The Behaviorist Perspective External environment provides extrinsic reinforcers in order to increase motivation ex: gold stars, points, punishment

  8. The Cognitive Perspective We naturally desire to prepare and participate because we are intrinsically motivated ex: value education, interest in learning, self-efficacy, attribution

  9. identify with a community of learners where learning is valued. ex: Berry vs. DSC The Contextual Perspective We are motivated when we...

  10. The most Prevalent Issues in the Academic Motivation Literature Rapport Building & Communication that Enhances Interactions between Teacher and Students (see handout pages 3 - 6) Content & Teaching Methods that Influence Student Motivation (see handout page 7)

  11. Original Research: The DSC Study 412 students completed narrative surveys 1. Responses not limited in scope or depth 2. Allows for identification of themes created by the respondents • Questions focused on: • 1. Motivation to attend class • 2. Motivation or heightened interest during class • Motivation to completework outside of class • (fill in column 3 on chart)

  12. DSC Research Findings Motivation toattend class is increased when the professor: 5. is enthusiastic or motivated 4. explains well clear and not too fast 3.makes class enjoyable or fun 2. has an attendance policy, grade, or points 1. involves students & does not only lecture invites questions, uses discussion, group work, hands-on activities, cases, etc.

  13. DSC Research Findings Interest in class seems to be heightened when the professor: 5. has sense of humor 4. does not have a monotone voice 3. explains well clear and not too fast 2.utilizes video clips or movies 1. involves students & does not only lectureinvites questions, uses discussion, group work, hands-on activities, cases, etc.

  14. DSC Research Findings Students were motivatedtowork outside of classwhen: 5. work applies to students’ lives or allows them to share their point of view 4. professor cares, encourages, or offers help 3. students earn extra credit or bonus points for work 2. students need to do assigned work in order to pass 1. work is required or collected for a grade

  15. Closing Exercise What steps will you take to apply the main concepts from this presentation? (see handout - page 8) Resource List (see handout - page 9) Questions or Comments?

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