week 4, feb 4, thu

1. week 4, feb 4, thu • Brophy, J. Rebuilding Discouraged Students' Confidence and Willingness to Learn the one five o

2. assignments • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions • Analyze interviews; prepare follow-up questions • Improve test audio, if requested by me the one five o

3. constructs • Expectancy • Expectancy x Value Model of motivation • Attribution • Efficacy • Strategies the one five o

4. low achievers • Definition? the one five o

5. low achievers • Students with limited ability who have difficulty keeping up and develop chronically low expectations and numbed acceptance to failure the one five o

6. students with failure syndrome • Definition? the one five o

7. students with failure syndrome • Students whose failure attributions or ability beliefs make them susceptible to learned helplessness in failure situations the one five o

8. self-worth protectors • Definition? the one five o

9. self-worth protectors • Students who are obsessed with self-worth protection and thus focus on performance goals but not learning goals the one five o

10. underachievers • Definition? the one five o

11. underachievers • Students who underachieve due to a desire to avoid responsibility • Underachieve: to do less well than expected the one five o

12. students who don’t find school meaningful • Students who do not see the value of school work. Another type of motivation problem, but not discussed in this chapter the one five o

13. activity • Create a matrix of types of the four motivation problems, associated symptoms, and recommendations for teachers • Make sure you understand • how the symptoms “fit” together • how the recommendations are particularly well-suited for the problem the one five o

14. activity: diagnose & recommend • Diagnose and recommend treatment for particular cases of low motivated students • Justify treatment as being well-suited for the specifics of the case the one five o

15. activity: what not to teach • “what not to teach” – common teaching practices that are really not that helpful to students with low motivation • See example on p 124 the one five o

16. hot topics • Is it really alright to let some students not keep up with the rest of the class? • Explain this paradox: Why do teachers sometimes teach in ways that are counterproductive to students’ motivation? (examples in Box 5.2) • How might a teacher’s own motivational profile relate to the way they teach? the one five o

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