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Student Motivation

Students are more likely to engage in learning when they


see value in what theyre learning
believe that engaging in specific actions will bring about a desired outcome
believe they can be successful
perceive that the environment is supportive

To help motivate students . . .


STRUCTURE YOUR COURSE AND EACH CLASS TO HELP STUDENTS
KNOW WHAT TO EXPECT
Use the syllabus to clarify what the student will learn, your expectations, and
how the course will be conducted
At the beginning of class, explain the focus of the class and what they should be
able to know and do by the end
Align what happens with this initial framing of the class
Close the class with a summary; provide opportunities for students to summarize
by asking them to:
Respond to clicker questions that gauge what they learned in class
Draw a concept map of what they learned
Write a one minute paper about what they have learned
Prepare students for future classes and other learning opportunities.

PROVIDE LEARNING EXPERIENCES WHERE STUDENTS FEEL THEY CAN


BE SUCCESSFUL
Set challenging but attainable goals and assignments (success within reach)
Especially early in the course, help students experience success; for example,
incorporate early, shorter assignments that account for a small percentage of
their final grade
Encourage student choice in how to achieve a particular assignment or learning
outcome
Let students know that you believe they can be successful that you have set
high expectations and you are confident they have what it takes to meet them.

INCLUDE OPPORTUNITIES FOR STUDENTS (AND YOU!) TO GAIN


INFORMATION ON HOW THEY ARE DOING
Diagnose students' understanding as they enter class (e.g., begin class with an
informal poll or diagnostic question, or post it the night before)
Provide rubrics for assignments and give feedback based on them
Provide timely and targeted feedback about how students are progressing [link to
clickers (using effectively; formative assessment/CATS]
Incorporate Clicker questions or other in-class assessments designed to identify
what students know or dont know.
Take advantage of course analytics (e.g., through your Learning Management
System (LMS) or the Early Academic Warning System (EAWS)).
Guide students to use the feedback they are getting from in-class activities,
checks for understanding, class discussion, out-of-class homework and other
activities
Acknowledge specific areas where students are doing well and identify a few
specific ways that improvement might occur; focus the latter so student has key
actions for improvement that are achievable

FOSTER APPLICATION/CONNECTION OF WHAT STUDENTS ARE


LEARNING TO THEIR OWN LIVES
Design learning experiences that are relevant to students' lives
Craft activities that encourage application of content to situations they will likely
encounter

CREATE A POSITIVE CLIMATE/COMMUNITY FOR LEARNING WHERE


STUDENTS FEEL SUPPORTED
Get to know your students. Learn students names and create relationships with
them a few at a time (e.g., feature students of the day, or invite the class to
meet with you in their small groups)
Craft specific opportunities for individual students to participate in the learning
experience (e.g., feature students work in front of the class, arrange for
volunteers to come to the board or lead out in discussion). [government
example re: two students relevance of newsfeed;
Promote social exchanges for learning among peers. Class interaction is more
lively when the conversation broadens beyond just alternating between you and
one person in the class. [see ideas for peer learning under discussions]
Let students know how they can link with each other
(e.g., Hoot.me, Piazza, Peerwise, Discussion Boards in Blackboard, etc.).
Make explicit that you (and TAs, etc.) are interested in their success, are available
to support them, and have provided or pointed them to ample ways for them to
get the help they need