Generating Motivation Dr. Shama Mashhood Dr. Shama Mashhood MBBS, DCPS- HPE MBBS, DCPS- HPE Senior Registrar Senior Registrar Medical Education Unit Medical Education Unit CHS- KMDC CHS- KMDC

“neglected heart” “neglected heart” without student motivation, without student motivation, no pulse, no life in the class. no pulse, no life in the class. learning activities are filtered through our students’ motivation learning activities are filtered through our students’ motivation

The people with the greatest skill are often the poorest teachers. The people with the greatest skill are often the poorest teachers.

Objectives Incorporate direct approaches to generating student motivation while teaching. Incorporate direct approaches to generating student motivation while teaching.

Research on motivation defines motivation defines motivation as an orientation toward a goal. as an orientation toward a goal. by improving students’ motivation we are actually amplifying their ability and fueling their ability to learn. by improving students’ motivation we are actually amplifying their ability and fueling their ability to learn.

Motivation provides a source of energy that is responsible for Motivation provides a source of energy that is responsible for why learners decide to make an effort, why learners decide to make an effort, h ow long they are willing to sustain an activity, h ow long they are willing to sustain an activity, how hard they are going to pursue it & how hard they are going to pursue it & how connected they feel to the activity. how connected they feel to the activity.

everything the teacher does in the classroom has two goals. everything the teacher does in the classroom has two goals. One is further development, and One is further development, and the other is to generate motivation for continued learning. the other is to generate motivation for continued learning.

What specific approaches can teachers take to generate motivation?

Synthesize an approach to generating learner motivation. Three levels or Layers of motivation in learning that are “operational,” or accessible to direct influence by the teacher/ facilitator. Three levels or Layers of motivation in learning that are “operational,” or accessible to direct influence by the teacher/ facilitator. To the extent that a teacher can tap into any or all of these layers, he or she is more likely to become a “motivating” teacher/ facilitator. To the extent that a teacher can tap into any or all of these layers, he or she is more likely to become a “motivating” teacher/ facilitator.

First layer of motivation: finding passion Learner’s passion, the central core of motivation Learner’s passion, the central core of motivation connect learning to learner’s real life. connect learning to learner’s real life.

Trigger Learners’ Real Interests. Utilize articles from the media, Utilize articles from the media, relate class work to college life or relate class work to college life or to student’s future career, to student’s future career, case studies, case studies, problems based learning to make contents “real”. problems based learning to make contents “real”. anecdote, anecdote,

allegory, allegory, multimedia presentations, multimedia presentations, role plays, role plays, video clips, video clips, pictures/paintings, pictures/paintings, mini documentaries, mini documentaries, Research- topics that interest them, Research- topics that interest them, personalities, games, personalities, games,

Organizing Class Activities assignments, journal clubs, small group discussions, interactive questionnaires, projects, paper topic. assignments, journal clubs, small group discussions, interactive questionnaires, projects, paper topic. appropriate handouts, visuals & web support invite a deeper level of commitment and motivation. appropriate handouts, visuals & web support invite a deeper level of commitment and motivation.

psychological principle of “immediacy”  using yourself as a model of enthusiasm and motivation for learning!

Second layer of motivation: Changing your reality Be clear your objectives & expectations. Be clear your objectives & expectations. Provide choice & sense of control to students. Provide choice & sense of control to students. In planning the course, In planning the course, in assignments, in assignments, in ways to demonstrate their learning & in ways to demonstrate their learning & in how they are evaluated. in how they are evaluated.

In particular assignments generate their own questions. (Learners need more quality instruction engaging learning tasks outside the classroom) In particular assignments generate their own questions. (Learners need more quality instruction engaging learning tasks outside the classroom) student run review sessions, student run review sessions, student draft exam paper( edit & use the best one), student draft exam paper( edit & use the best one),

students feedback system (CAT) students feedback system (CAT) direct students to quality learning websites, audio, video, and multimedia learning sources, direct students to quality learning websites, audio, video, and multimedia learning sources, develop a small library of accessible readers develop a small library of accessible readers supplementary materials and self-access quizzes, worksheets & games. supplementary materials and self-access quizzes, worksheets & games.

The third layer of motivation: Connecting to learning activities Connecting refers to the engagement of intention, attention, and memory in the activity itself. Connecting refers to the engagement of intention, attention, and memory in the activity itself. Make each learning activity as vivid and Make each learning activity as vivid and tangible as possible. Use provocative topics. tangible as possible. Use provocative topics.

Learning styles Include visual aids (pictures, charts,) and Include visual aids (pictures, charts,) and tangible references (games, board, cards) to engage students’ attention. tangible references (games, board, cards) to engage students’ attention. variety in your learning activities. variety in your learning activities. use of technology talk to students outside of class ( , web-board discussion, etc) use of technology talk to students outside of class ( , web-board discussion, etc) everyone on board. everyone on board.

Thinking styles Conceptual Conceptual Creative Creative reflective reflective

Give feedback on elements of performance that affect students’ motivation their success in an activity and their level of engagement. Give feedback on elements of performance that affect students’ motivation their success in an activity and their level of engagement.

Conclusion: Becoming a “motivating teacher” every person’s motivation to learn is flexible rather than fixed. every person’s motivation to learn is flexible rather than fixed. The “three layers of motivation” is one way of The “three layers of motivation” is one way of conceptualizing how a teacher can influence each student teaching into our classrooms. conceptualizing how a teacher can influence each student teaching into our classrooms. Shaping the learning contents to fit the requirement. Shaping the learning contents to fit the requirement.

Thank you