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Goals—have students set specific, measurable
goals—help them monitor their progress in reaching their goals
- Affiliation—help
students to fit in—make connections—find a common culture—feel wanted
- Approval—recognition for
progress, improvement, and success—feedback is crucial to maintaining
students’ interest and motivation—especially when they view the instructor as
the authority
- Interest—personally
interesting—creating interest for the student—getting students to see interest
is a choice they make it is not inherent in a book, subject or lecture etc.
- Safety—need to feel
comfortable, intellectually safe, physically safe
- Challenging but not
unachievable—students want to be challenged, expect to be challenged and know
when we are “making it too easy”
- Meet Needs—both
immediate needs and long term needs (money, career)—we need to find out what
their needs are.
- Compete—friendly
competition, self-competition to do one’s best but competitive learning is
usually unmotivating since there are only a few winners and many students know
they can’t win before the competition begins.
- Internal control—helping
students develop an internal locus of control—intrinsic motivation—the joy of
learning—Their success is the result of effort, skill and the right strategy
not luck or good fortune—failure is the result of not working hard enough or
not doing what one knew needed to be done to succeed
- Values—students need to
see the value in what they are learning—if learning helps to reinforce a value
held or gets students to examine their values it is motivating
-
Incentives/rewards--praise from the instructor—peer recognition, grades,
privileges—have to be realistic for all to obtain
- High
expectations—expectations have a powerful effect on students—expect students
to be hard working, interested and enthusiastic and they are more likely to be
that way.
- Having a choice—giving
students a choice in topics to write on or discuss, methods of demonstrating
competence or any other reasonable aspect of the course.
- Role model—students are
looking for a role model both an intellectual one and a personal one. Your
behavior, demeanor etc. can be a powerful motivator
- Be enthusiastic—you set
the tone for the learning—students look to you for the energy level of the
course. Your demonstrated love of the subject can be contagious.
- Feedback—constant,
appropriate, meaningful and specific is needed to keep students engaged.
Bibliography
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