Generating Motivation

1. Generating Motivation Dr. Shama Mashhood MBBS, DCPS- HPE Senior Registrar Medical Education Unit CHS- KMDC

3. “neglected heart” • without student motivation, • no pulse, no life in the class. • learning activities are filtered through our students’ motivation

4. The people with the greatest skill are often the poorest teachers.

5. Objectives • Incorporate direct approaches to generating student motivation while teaching.

6. Research on motivation defines motivation • as an orientation toward a goal. by improving students’ motivation we are actually amplifying their ability and fueling their ability to learn.

7. Motivation provides a source of energy that is responsible for • why learners decide to make an effort, • how long they are willing to sustain an activity, • how hard they are going to pursue it & • how connected they feel to the activity.

8. everything the teacher does in the classroom has two goals. • One is further development, and • the other is to generate motivation for continued learning.

9. What specific approaches can teachers take to generate motivation?

10. Synthesize an approach to generating learner motivation. • Three levels or Layers of motivation in learning that are “operational,” or accessible to direct influence by the teacher/ facilitator. • To the extent that a teacher can tap into any or all of these layers, he or she is more likely to become a “motivating” teacher/ facilitator.

11. First layer of motivation:finding passion • Learner’s passion, the central core of motivation • connect learning to learner’s real life.

12. Trigger Learners’ Real Interests. • Utilize articles from the media, • relate class work to college life or • to student’s future career, • case studies, • problems based learning to make contents “real”. • anecdote,

13. allegory, • multimedia presentations, • role plays, • video clips, • pictures/paintings, • mini documentaries, • Research- topics that interest them, • personalities, games,

14. Organizing Class Activities • assignments, journal clubs, small group discussions, interactive questionnaires, projects, paper topic. • appropriate handouts, visuals & web support invite a deeper level of commitment and motivation.

15. psychological principle of “immediacy” • using yourself as a model of enthusiasm and motivation for learning!

16. Second layer of motivation:Changing your reality • Be clear your objectives & expectations. • Provide choice & sense of control to students. • In planning the course, • in assignments, • in ways to demonstrate their learning & • in how they are evaluated.

17. In particular assignments generate their own questions. (Learners need more quality instruction engaging learning tasks outside the classroom) • student run review sessions, • student draft exam paper( edit & use the best one),

18. students feedback system (CAT) • direct students to quality learning websites, audio, video, and multimedia learning sources, • develop a small library of accessible readers • supplementary materials and self-access quizzes, worksheets & games.

19. The third layer of motivation:Connecting to learning activities • Connecting refers to the engagement of intention, attention, and memory in the activity itself. • Make each learning activity as vivid and tangible as possible. Use provocative topics.

20. Learning styles • Include visual aids (pictures, charts,) and • tangible references (games, board, cards) to engage students’ attention. • variety in your learning activities. • use of technology talk to students outside of class (email, web-board discussion, etc) • everyone on board.

21. Thinking styles • Conceptual • Creative • reflective

22. Give feedback on elements of performance that affect students’ motivation their success in an activity and their level of engagement.

23. Conclusion: Becoming a“motivating teacher” • every person’s motivation to learn is flexible rather than fixed. • The “three layers of motivation” is one way of • conceptualizing how a teacher can influence each student teaching into our classrooms. • Shaping the learning contents to fit the requirement.

24. Thank you