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Six Strategies for Increasing Student Motivation

Learn six effective strategies to increase student motivation and encourage learning. Discover how to set the stage for student engagement and create conditions that promote meaningful learning. Gain valuable insights and practical tips to enhance learning outcomes.

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Six Strategies for Increasing Student Motivation

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  1. Six Strategies for Increasing Student MotivationHSTW 23rdSummer Staff Development ConferenceAtlanta, GeorgiaJuly 9, 2009Lois J. BarnesLois.barnes@sreb.org Welcome!

  2. So, you can lead a horse to water but …..?

  3. Sure you can!Run him around the track!

  4. Ride ‘em hard!

  5. Sure you can!Salt his oats.

  6. You can set the conditions so that the horse will want to drink.

  7. What are the conditions that encourage learning? That will “get the horse to drink” – get students motivated?

  8. Motivation • What motivates us is unique to each person. • No one can motivate another person. • No one can force another person to learn. So, what can you do? • You can set the stage so that a student will go to work.

  9. Motivation Motivation is the variable – the condition that can be arranged and changed to motivate a learner, to encourage learning.

  10. Motivation does four things for the learner: • Increases the rate at which (s)he can learn • Increases the degree of learning • Increases the transfer (making the connections) • Increases the retention of new learning (remembering)

  11. The bottom line in motivation is meaning – understanding.

  12. Six Motivation Strategies or “TRICKS” • Tone • Reward • Interest • Concern • Knowledge of results • Success

  13. Motivation Strategies or “TRICKS”Take interactive notes, using the graphic organizer in your handout.

  14. Raising or Lowering Concern:Examples • “I’ll check papers in five minutes.” • Time limits • Oral reporting • Team competition • Eye contact • “Write the problem on the board.” • Lower anxiety by giving short tests more often

  15. Classroom Climate or Tone:Examples • Positive classroom climate – teambuilding activities • Encouraging words • “Truth Signs” • Thank you’s • Giving praise or compliments (or withholding) • Attractive, enriched environment

  16. Interest: Examples • Audio-visuals • Student choice • Relevancy, authentic examples, applications • Project-based learning • Room environment – bulletin board displays, exhibits, learning stations/centers • Manipulatives • Variety of activities, change of pace • Vividness – new or different approaches, changes in seating • Pacing

  17. Success: Examples • Adjust the level of difficulty • Diagnose carefully = pretest • Match between diagnosis and activities • Rubrics • Models of quality student work • Recognition of success • Displays of quality completed student work • Giving students the chance to perform

  18. Knowledge of Results: Examples • Feedback on work in progress • Specific comments • Students check their own papers • Charting progress • Charting the connection between effort and achievement • Verbalizing students’ strengths and how they can improve • “Praise, prompt, leave” • Clear expectations

  19. Rewards: Examples • Intrinsic – enjoyment of the activity or learning • Intrinsic – relating content directly to students’ lives • Free choice activities/projects • Praise • Smile • Recognize accomplishments • Extrinsic – privileges, prizes, awards

  20. Let’s Practice: Pairs Check

  21. Dos and Don’ts in Using the Motivation Strategies DON’T build so much concern the learner can’t concentrate on the task. DON’T use pleasant tone when it isn’t working. DON’T make things so vivid the learner thinks more about them than about the learning. • DO build on a learner’s productive concern about his learning • DO use pleasant tone. • DO make examples interesting and meaningful.

  22. Dos and Don’ts in Using the Motivation Strategies DON’T have the work so hard the learner can’t possible do it or so easy (s)he doesn’t have to try. DON’T give only general information. DON’T negotiate or bribe to get a student to learn. • DO see that a learner experiences success. • DO give the learner specific knowledge of results • DO use extrinisic motivation when the learner has no intrinisic motivation to learn something.

  23. INCREASED______ Moderate level of anxiety Interest Success Knowledge of results Tone, pleasant or unpleasant Activity is rewarding in itself DECREASED______ Anxiety beyond optimal level or no concern Too difficult or uninteresting task or material Failure No knowledge of results Neutral feeling tone No pay-off or reward

  24. Motivation Strategy Shuffle

  25. Enjoy the Conference:! Thank you!

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