Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom: 3 (High Impact Teaching)

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Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom: 3 (High Impact Teaching)

Motivated Teaching: Harnessing the science of motivation to boost attention and effort in the classroom: 3 (High Impact Teaching)

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I have a two-part answer; both parts may sound obvious, but really they should be, as both are fundamental to having this job in the first place! While there are nuances that change from student to student, there are also models of motivation that serve as tools for thinking through and enhancing motivation in our classrooms. Integrated regulation is when individuals identify the importance of a behavior, integrate this behavior into their self-concept, and pursue activities that align with this self-concept. Peps argues that it is motivation that dictates what students pay attention to, and it is what they pay attention to that determines what they are likely to remember. e., identify which factor in the ARCS model to target based on the defined problem and audience analysis).

I recently read Motivated Teaching by Peps Mccrea and found his five core drivers for motivation to be really fascinating.In educational settings, relatedness is fostered when students feel connected, both intellectually and emotionally, to their peers and instructors in the class.

It is far better to encourage students to reflect upon their own prior performance, how they have been able to do things they couldn’t do before or knowledge they have been able to apply consistently over a long period of time. I can't remember when I have ever read a book that takes such complex ideas and communicates them with sophistication and simplicity. I love how the book then moves on to summarise how the steps are additive in nature and not necessarily a list to be followed sequentially.

Running routines in lessons: 'routines trip out redundant decision costs, reduce the amount of novel information that we have to process, and make the most of our ability to think less about the things we repeatedly do [this is a regular mistake by novice secondary level teachers, who tend to overwhelm pupils with material; primary school teachers understand it much better, by necessity]. In the moment, I might be able to recognise that I’ve not succeed and model to students my response to it e. I’m wary of books that make big promises and then seem loaded with inspirational waffle, but this definitely isn’t that.

Doug Lemov, Author of Teach Like a Champion I doubt you'll find an education book with more useful insights per minute of reading time. Maybe you look at taking your students on a field trip that will add a real-life dimension to their studies. You can also make a larger gesture by organising a staff lunch in which you personally thank teachers for outstanding contributions to the school. When students engage in challenging tasks, the processes and connections in the brain begin to change, which makes them more equipped to tackle future learning.Those who did show interest in applying for courses in the future frequently cited motivations to learn associated with future career aspirations, with many preferring practical styles of learning. It isn’t just a case of getting pupils interested in learning at the moment, but also in growing the underlying goals and aspirations pushing their entire academic studies. The discussion on the key drivers ends with a description of metamotivation, which is where students regulate their own motivation.

In this podcast Abby Bayford, Director of Institute at the Academy Transformation Trust, interviews Peps and asks him why motivation is important. But if you can connect it to life outside the classroom, it will give it new importance and motivate them to listen more attentively. To reduce stress and help students understand what is expected of them, we have introduced planning lessons for extended writing.Most of my teaching currently serves students in our thesis-based Master of Environmental Studies (MES) program.



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