DREW'S TEACHER INQUIRY
Chapter 7: Student Motivation:
Creating Engaging Tasks and a Positive Learning Environment
Motivation = Value + Confidence
Student motivation is situational, their perceptions of their own capability to successfully complete the task depends largely on the VALUE they place on a task.
When value and confidence is high, learners are more likely engaged and motivated.
We must create a learning environment that fosters their self-efficacy and makes them feel safe enough to take academic risks.
“Self-efficacious individuals tend to persist long, participate more readily, and work harder.”
(Schunk & Meece, 2006)
“Self-efficacy is a significant predictor of academic achievement in students across all content areas and grades”.
(Pajares, 2006).
“Students who perceive themselves as incapable tend to avoid academic situations in which they may fail, or give up easily at the first sign of frustration.”
(Brophy, 2010).
Stress and anxiety are enemies of self-efficacy and learning:
As any teacher knows, self efficacy wanes as an akonga ages. The brain redirects energy and brainpower to solving anxiety rather than a learning task. So therefore we Kaiako need to provide low-stress learning environments, then the feel-good endorphins will have the opposite effect on the cortisol. Learning and remembering information will be much easier. Akonga that are positive, have a better ability to be creative, problem solvers that exercise patience and demonstrate appropriate social behaviours.
BUILDING STUDENT MOTIVATION:
Create tasks that genuinely engage akonga:
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Make it relevant and interesting:
the brain is always in search of what is personally relevant and meaningful, it is more likely to remember something it can engage with.
Incorporate choice and social interaction:
build in choice, allow for meaningful / structured social interaction; leader of a discussion group, or presenter of information.
Don’t forget openers:
well crafted lesson starters will ignite curiosity and wonder.
CREATING AN
INSPIRED, SAFE
LEARNING ENVIRONMENT:
I consider my approach positive, thoughtful, theory-based and responsive, in terms of setting up and maintaining a safe Flexible Learning Environment. I also believe that our incentivised programmes, independence licence system
fosters individual self-efficacy.
Rollins (2014), has indicated below the key ideas to create safe learning environments.