Engaging and motivating learners

CRICOS Provider Code: 00113B

SUSIE MACFARLANE

SCHOOL OF EXERCISE AND NUTRITION SCIENCES

FACULTY OF HEALTH, DEAKIN UNIVERSITY

Engaging and motivating learners: an evidence based approach


SUSIE MACFARLANE

SCHOOL OF EXERCISE AND NUTRITION SCIENCES

FACULTY OF HEALTH, DEAKIN UNIVERSITY

Engaging and motivating learners: an evidence based approach(to improve performance)


5 PRINCIPLES

1. ACTIVE LEARNING2. PROGRESS NOT JUDGEMENT3. PERSONALISATION4. INTRINSIC MOTIVATION5. FOSTER COLLABORATION


What is it important to engage our learners and staff?

“Engagement is important because it predicts important

outcomes (e.g., learning, development)

and because it reveals underlying motivation”

(Reeve, Jang, Carrell, Jeon & Barch, 2004)


What is our purpose?


WHAT IS ENGAGEMENT?


WHAT IS ENGAGEMENT?

The degree of attention, curiosity, interest, optimism, and passion

that students show when they are learning or being taught,

which extends to the level of motivation they have

to learn and progress in their education

(Abbott, 2014)


WHAT IS ENGAGEMENT?

“A student's willingness, need, desire and compulsion

to participate in, and be successful in,

the learning process promoting higher level thinking

for enduring understanding."

(Bomia et al, 1997)


Challenge with support

Meaning

ENGAGEMENT

Learning or Achievement


WHAT IS ENGAGEMENT?

Goal-directed

Focused

Intense

Persistent

Interested

Empowered to make change


WHAT DIS-ENGAGES?

Think about a time when you felt disengaged from a learning experience

Why was this?

How could that experience have been changed to engage you?


WHAT IS DIS-ENGAGEMENT?

Apathetic

Distracted

Half-hearted

Helpless

Burned out

Allowed external forces outside their control to regulate their task

environment


WHAT STRATEGIES DO YOU USE TO

ENGAGE?


Principle 1: active learning

All learners engage in active learning

DESIGNING ACTIVE AND COLLABORATIVE LEARNINGPRINCIPLE 1: ACTIVE LEARNING


RETENTION

Real experience

Model/simulate real experience

Role play a situation

Hands on workshop

View exhibit

Watch demonstration

Moving pictures

View image

Dale’s Cone of Experience

LEARNING OUTCOMES

Listen to lecture

Read text Define, Describe

List, Explain

DemonstrateApply

Practice

AnalyseDesignCreate

Evaluate

10%

20%

30%

50%

70%

90%


RECALL VS TRANSFER

• Retention: remember what is learned

• Transfer: not only remember but make sense of and be able to use what is learned

Anderson and Krathwohl, 2001


Reading or listening Observing or doing

B

Learning independently Learning with others

Disconnected from experience Solving a real problem

High stakes assessment Practice with feedback

Moderate stress Low stress

Learnt in isolation Connected to prior knowledge

To pass or achieve a grade For a meaningful purpose

A


Activity

Identify a learning approach B that you

could share

Identify a learning approach A you could

adapt to a B

Discuss with the person next to you


PRINCIPLE 2: PERSONALISATION

Intellectual

Social Cultural

Psychological

and

Physical

health

Experience

Prior knowledge

Generational experience

Prior experiences of learning

Cultural backgrounds

Social support and skills

Psychological and physical health


PRINCIPLE 3: PROGRESS NOT JUDGEMENT

Mary achieved a final grade of 83%

Lee achieved a final grade of 62%

CRICOS Provider Code: 00113B (Mangels, Butterfield, Lamb, Good, Dweck, 2006)

Fixed beliefs vs Growth beliefs

Performance orientation vs Learning orientation

Learning Motivation

Learning requires effort, practice and experience

People are either smart or dumb

Challenge myself, take risks and learn

Appear smart and always prove myself


FIXED VS GROWTH MINDSET

Students who believe that intelligence is a fixed quantity

are particularly vulnerable to decreased performance when they realize they are at risk of failing

whereas students who view intelligence as acquirable are better able to remain effective learners


ENGAGEMENT STRATEGIES

What conditions support a growth mindset

and mastery learning?


PRINCIPLE 4: INTRINSIC MOTIVATION


Extrinsic

Motivation

Intrinsic

Motivation

Ryan, Koestner and Deci (1999)

• Conducted a meta-analysis of 128 studies • Examined the effects of extrinsic rewards on intrinsic motivation


Findings

1. Rewards for Engagement, Completion and Performance significantly undermined free-choice intrinsic motivation

2. All rewards, all tangible rewards, and all expected rewards undermined IM.

(Ryan, Koestner and Deci (1999)

3. Negative effects are found on high-interest tasks when the rewards are tangible, expected (offered beforehand), and loosely tied to level of performance

(Cameron, Banko, Pierce, 2001)

Positive feedback enhanced both free-choice behaviour and self-reported interest


Purpose Autonomy Mastery

Intrinsic Motivation

Self Determination Theory

Ryan & Deci

What I do has meaning for myself, my team, our

patients and our community

I have choice and can determine what I

contribute and how

I can make progress and develop mastery


Autonomy supporting

strategiesControlling strategies

Interests

Preferences

Choice-making

Curiosity

Sense of Challenge

Incentives

Consequences

Directives

Deadlines

Assignments

INTRINSICALLY MOTIVATING

EXTRINSICALLY MOTIVATING


Recognition & acceptance

Learning

Phases of learning and change

ImplementContinuous

Improvement

Clarity of Purpose

Meaningful impact or outcome

Practice & Feedback

Harness learner’s strengths

Scaffold & support learning

Build on existing knowledge

Celebrate success

Engagement Strategies

Support from all levels of leadership

Collaborative projects

Embed evaluation

Opportunities for reflection

Clear standards

Acknowledge effort

Involve learners actively in planning stages

Learner choice in timing, role or contribution

Mastery

Autonomy

Purpose

Achievable task

Connect learning or skill development to higher level

goals

Teamwork & collaboration

Provide resources

Distributed responsibility

Remove barriers

Distributed responsibility

Expand on successes


Activity

Select an engagement strategy you could implement or expand in one of

the phases

Discuss with the person next to you


Thinking of a current teaching challenge, scenario or project:

Which principle is most relevant?

What small achievable change could impact engagement?


Engage all

Harness strengths and diversity

Work together to create meaning

PRINCIPLE 5: FOSTER COLLABORATION


DESIGNING FOR ENGAGEMENT

I’m not good enough

I won’t take part

I’m bored (angry)

I don’t matter

I don’t belong


DESIGNING FOR ENGAGEMENT

I am valuableI’m not good enough

I will contributeI won’t take part

I am challengedI’m bored (angry)

I have purposeI don’t matter

Harness strengths

Design individual or small group tasks in which everyone is required to participate

Provide a task, problem to solve or question to answer

Assign authentic, unique, interdependent roles

I am valuedI don’t belong Recognise diversity


FACILITATING FOR ENGAGEMENT

AUTHORITY

COMPETITION

FEAR OF FAILURE

COMPLIANCE

TALKING

DEPENDENCE

Teachers / Supervisors

Learners / Staff



EMPOWERMENTAUTHORITY

COLLABORATIONCOMPETITION

COURAGE TO LEARN

FEAR OF FAILURE

OWNERSHIPCOMPLIANCE

ASK / MODELTALKING

SELF EVALUATIONDEPENDENCE

Teachers / Supervisors

Learners / Staff



EMPOWERMENTAUTHORITY

COLLABORATIONCOMPETITION

COURAGE TO LEARN

FEAR OF FAILURE

OWNERSHIPCOMPLIANCE

Discuss, scaffold and assign responsibility for quality of learning and of outcomes.

Encourage peer interactions, assistance, feedback.

Acknowledge effort, risk-taking, persistence, evaluation and analysis, and improvement - not

“marks”.

Shared understanding of purpose

ASKINGTALKINGDon’t tell. Give thinking time.

Ask, model, ask, explain, ask, think, ask and discuss.

SELF EVALUATIONDEPENDENCE Responsibility for quality


ASK QUESTIONS:

• to interest, engage and challenge

• to assess prior knowledge and understanding

• to stimulate recall, in order to create new understanding and meaning

• to focus thinking on the most important concepts and issues

• to help learners extend their thinking from the factual to the analytical

• to help learners to see connections

• to promote reasoning, problem solving, evaluation and the formation of hypotheses

• to promote learners’ thinking about the way they have learned


FINAL QUESTIONS…

What conditions can you create that foster engagement

and support a performance culture?


References

Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum.

Bomia, L, Beluzo, L, Demeester, D, Elander, K, Johnson, M, & Sheldon, B (1997) The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, p. 294.

Deci, EL, Koestner, R, Ryan, RM (1999) A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation, Psychological Bulletin, 125(6): 627-668

Harlen W, Deakin Crick R (2002). A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. Issue 1. London: EPPI-Centre, Social Science Research Unit, Institute of Education. (link)

Mangels, JA., Butterfield, B, Lamb, J, Good, C, Dweck, C (2006) Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model, Social Cognitive and Affective Neuroscience, 1(2): 75-86

Mueller CM, Dweck CS. Praise for intelligence can undermine children. Journal of Personality and Social Psychology. 1998;75:33–52

Reeve, J, Jang, H, Carrell, D, Jeon, S & Barch, J (2004) Enhancing Students’ Engagement by Increasing Teachers’ Autonomy Support, Motivation and Emotion, 28(2): 147-169.

http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=Pbyl1CdsDJU%3D&tabid=104&mid=1965


Thank you

Susie [email protected]