1. Motivating Your Students from 3-103 year olds
Deborah Stipek
Stanford University

2. Engagement
Behavioral
Cognitive
Emotional

3. ‘
Think of two learning situations, one in which you were highly engaged (behaviorally, cognitively, and emotionally) and one in which you were not. Aside from the subject, what qualities of the learning context explain the difference in your level of engagement (especially the level of cognitive and emotional engagement)?

4. Motivating Circumstances Qualities of Motivating Teachers
Chose to be there
Qualities of Motivating Teachers
Credible
Passionate, committed
Sense of humor
Respectful, caring, supportive
Create a safe environment for mistakes/not knowing
High expectations, but instills confidence

5. How do you demonstrate respect, care, and support and create a safe environment for making mistakes/not knowing?
How do you convey high expectations, but instilled confidence, particularly in students who are struggling?

6. Qualities of Motivating Tasks/Instruction
Goals are clear
Relevance/usefulness is clear
Choice
Challenging but manageable
Opportunities for collaboration
Novel, not repetitive
Active, involves discovery/problem-solving
Multidimensional

7. Design one activity that you could use in one of your courses that involves active learning (simulation, debate, role playing, discovery, open-ended problem-solving) and would help students master the material. Be clear what your specific learning goal is and how you will assess whether the activity achieved you learning goal.

8. Qualities of Motivating Evaluation
Frequent
Constructive, substantive, informative
Focused on learning, improving, mastery

9. How well do your current methods of evaluation meet the three criteria of frequent, informative, and focused on learning/mastery? What could you do to improve your evaluation on these dimensions?

10. Reasons for Engagement
Extrinsic Motivation
I do it to achieve a reward or avoid punishment (a good/bad grade) or recognition (prize, teacher approval)
Internalized Motivation
I should do it; being a conscientious student is part of my identity
Intrinsic Motivation
I enjoy doing it

11. Intrinsic Interest in Learning

12. Motivating Contexts School
Chose to be there
Choice in tasks and strategies
Personally meaningful
Tasks:
challenging but manageable
real life–like (authentic)
active
multidimensional problem solving
Focus is on learning, developing skill, getting smart
Teacher’s role is to help you learn
Classmates helpful, supportive
School
Attendance required
Little choice
Unrelated to personal life
Tasks –
too easy or too difficult
inauthentic
passive
simple, right-or-wrong answers
Focus is on performing, looking smart
Teacher’s role – to help, control & evaluate
Classmates independent or competitive
I’m going to show you a video that reminds me of many classes I have observed -- it’s a bit extreme, but not so far from what is common, especially at the high school level

13. Test
What rules of motivating instruction does this professor violate?