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STUDENT MOTIVATION

STUDENT MOTIVATION. Based on Research and Evidence from the MEd. What motivates pupils to learn?. This research seeks to identify different aspects of pupil motivation that can be built into effective teaching and learning practices. Keywords and Phrases

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STUDENT MOTIVATION

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  1. STUDENTMOTIVATION Based on Research and Evidence from the MEd What motivates pupils to learn? This research seeks to identify different aspects of pupil motivation that can be built into effective teaching and learning practices Keywords and Phrases Assessment & feedback All interactions Self-esteem Rewards & sanctions Context Effective teaching strategies SuccessICT Involvement in learning process Resources Pupil & peer group attitudes Social factors Achievement Enabling curriculum Summary of Findings • Girls are more motivated by internal factors, such as how difficult they perceive a subject to be. Effective teaching strategies have to overcome these factors. • Boys are more motivated by external factors such as whether they like a teacher or not. Effective teaching strategies have to overcome these factors. • Societal factors (such as perceived lack of value of a subject outside school), whilst powerful, can be overcome by good teaching. • Students are motivated by feeling that their opinions about the way they are taught are valued by the school and staff. • Although ICT is useful it is not a panacea! Good classroom teaching is just as highly valued by students, and certainly far preferred to poor teaching with ICT. • Students are influenced by all their interactions with staff – they are motivated by teachers who they feel are enjoying teaching them! The Herts MEd in Teaching and Learning - University of Cambridge

  2. Implications for practice • Who is going to carry out this research? • Is there already a culture in place in which staff and students are used to discussing the process of teaching and learning? If not how will this be created? • Are staff confident about reflecting on their own practice or will they need training to do this? • Are there strategies in place to help members of the organisation, at whatever level, deal with potentially critical feedback? • How will the findings of this kind of research be shared? • Should this be a one off project or should the school be considering setting up a permanent working group so that momentum is not lost? Pertinent questions • What questions have already been asked about the causes of underachievement? • Which of the factors currently identified actually affect the students in our school? • What strategies have already proved successful in turning around poorly motivated pupils – could they work for us? • Are students consistently underachieving in specific subject areas? • What strategies are in place to influence teaching / learning and motivation in these areas? • What are the key characteristics of effective teaching? • How can current theories about effective teaching be applied in the classroom? • How can we involve students in ensuring that effective teaching and learning is going on in our classrooms? • Is there a role for parents in this process? The Herts MEd in Teaching and Learning - University of Cambridge

  3. Quotations • Peer group cultures play a central role in determining what young people come to define as ‘success’ at school. Schools in turn may be involved in the formation of such cultures to a greater extent than is often realised.’ (Arnot et al, 1998) • A range of factors may influence the response and attitude of young people. These include the home and family circumstances, the regime of the school, peer pressure, the local community and cultural setting and societal parameters, particularly levels of employment. (Sanders and Hendry, 1997) • The crucial influence on … responses… in the classroom was the skill and enthusiasm of the teacher presenting the material. (Ofsted, 1993) • Knowledge about effective schools generated by research studies showed the essentially collaborative nature of teaching… introducing measures that ‘set teacher against teacher’…was likely to jeopardise the main aim of raising overall standards. (Mortimore, 2000) Suggested reading • Arnot, M., Gray, J., James, M., Rudduck, J. with Duveen, G. (1998) Recent Research in Gender and Educational Performance, London: Stationery Office. • Frost, D., Durrant, J., Head, M. and Holden, G. (2000) ‘Teacher - Led School Improvement’, London: RoutledgeFalmer. • Holt, J. (1990) ‘How Children Fail’, London: Penguin. • Millard, E. (1997) ‘Differently Literate: Boys, Girls and the Schooling of Literacy’, London: Falmer Press. • Mortimore, P. (2000) Does Educational Research Really Matter?, British Educational Research Journal, Vol 26 No: 1, p5-24. • Ofsted, (1993) Boys and English 1988-1991, London: Offsted. • Sanders, D. and Hendry, L. B. (1997) ‘New Perspectives on Disaffection’, London: Cassell. The Herts MEd in Teaching and Learning - University of Cambridge

  4. Researchers Contact group convenor, Claire Robins for further information The Herts MEd in Teaching and Learning - University of Cambridge

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