MAED 380

Sean ChuaNg Jingge JeanneRichard PhuaPei Ling

How do we motivate disinterested students using motivational theories?

| CONTENTS

Introduction Role Playing Methods of motivation Summary

Ideal and reality What is the role of a teacher? What are the factors to consider?

Why are we exploring this topic?

PerspectiveLesson 1

GOLDEN PHRASE

Law of Perspective

Things further from the viewer look smaller

Horizon Lines

The horizon line runs across the canvas at the eye level of the viewer.

the imaginary line that separates earth from sky

Horizon line

One – Point PerspectiveConvert 2D shapes to 3D forms

Vanishing Point

Disappearing The vanishing point should be located near

the center of the horizon line. The vanishing point is where all parallel lines (orthogonals) that run towards the horizon line appear to come together like train tracks in the distance.

The single point on the horizon

Vanishing point

One – Point PerspectiveConvert 2D shapes to 3D forms

Orthogonal Lines – converging lines

Orthogonal lines are "visual rays" helping the viewer's eye to connect points around the edges of the canvas to the vanishing point.

Lines that connect to the vanishing point

Square shape

One – Point PerspectiveConvert 2D shapes to 3D forms

Orthogonal lines

One – Point PerspectiveConvert 2D shapes to 3D forms

One – Point PerspectiveConvert 2D shapes to 3D forms

Complete the cube

A

Emphasize close relationships with teachers

Students feel comfortable in class

Accept the challenges associated with learning

Effort to not disappoint teacher’s expectation

ttachment TheoryA

Attac

hmen

t

Attac

hmen

t

ositive Student – Teacher RelationshipP1. Get to know the students

2. Learn how to respect and be respected

3. Every little effort makes a difference

Where is the boundary in maintaining a positive student-teacher relationship?

Who are the other stakeholders involved?

P

Attac

hmen

t

ositive Student – Teacher Relationship

VE

Students start to value the knowledge gained

Increased value component in Value and Expectancy Theory

The use of non-traditional methods can boost interest and curiosity

Develop intrinsic motivation

alue & Expectancy TheoryV Valu

e

Organizing of excursion or field trips

Provide opportunities for hand’s on

Explain the relevance of what was taught

Assist students in seeing the link

alue and RelevanceV Valu

e

S

ocial learning theoryS Live model – in which an actual person is

demonstrating the desired behavior.

Verbal instruction – in which an individual describes the desired behavior in detail, and instructs the participant in how to engage in the behavior.

Symbolic – in which modeling occurs by means of the media

Soci

al

lassroom ApplicaionC

Mixed ability student groups

Pairing motivated students with non-motivated students

Cooperative learning

Soci

al

A

Arousal Experience:Low – during sleep Moderate – during normal activitiesHigh – excitement, emotion, panic

Implications:Too low (bored) or too high (panicking)

not comfortable

People vary widely in their optimal level for arousal (Low need vs. High need)

Possible due to personality differences

rousal TheoryA Arou

sal

rousal TheoryAInsights

If our situation is easy & relaxed, and if people are warm and friendly, our natural tension unwinds.

We might even feel bored and tired, for the environment is failing to challenge us.

But, if we are in a high-stakes situation, the dynamic changes.

We become motivated to act, and not waste any time.

Arou

sal

“ If a task is simple, it is best for arousal to be higher; if it is complex, lower levels of arousal provide for the best performance”

rousal – Yerkes-Dodson LawA Arou

sal

lassroom applicationCMake it Real

Create learning activities or examples that are related to students’ lives/everyday experiences

Examples: Hands on activity Media Influence Case Studies

Arou

sal

eferences1. http://allpsych.com/psychology101/motivation.html

2. http://www.tltc.ttu.edu/teach/TLTC%20Teaching%20Resources/Documents/How%20do%20I%20Motivate%20My%20Students%20white%20paper.pdf

3. Oon Seng, T, Richard, D.P, Stephanie, L.H., & Deborah, S.B. (2011). Educational psychology-a practitioner-researcher approach. Singapore: Cengage Learning.

4. http://www.nwlink.com/~donclark/hrd/arousal.html

5. http://webspace.ship.edu/cgboer/skinner.html

6. http://wik.ed.uiuc.edu/index.php/Positive_Student-Teacher_Relationships

7. http://www.apa.org/education/k12/relationships.aspx

8. http://en.wikipedia.org/wiki/Educational_psychology

R