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40 Cards in this Set
- Front
- Back
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QAIT
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Quality of Instruction
Appropriate level of instruction Incentive to learn (Motivation) Time is neither too short not too long |
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What is intrinsic incentive?
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An aspect of an activity that people enjoy and therefore find motivating.
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Maslow's Heirarchy of Needs
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- Self-Actualization Needs
- Aesthetic Needs - Need to know and Understand - Esteem Needs - Belongingness & Love Needs - Safety Needs - Physiological Needs |
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Value is defined as:
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Mastery goal-effort/learning
Performance goal-normatively high ability |
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Behavioral consequences
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- Rewards and reinforcement
- Determine the value of an incentive |
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What is learned helplessness?
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The expectation, based on experience, that one's actions will ultimately lead to failure.
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What is expectancy theory?
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A theory of motivation based on the belief that people's efforts to achieve depend on their expectations of reward.
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How teachers communicate positive expectations:
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-Wait for students to repsond.
-Avoid unnecessary achievement distinctions among students. -Treat all students equally. |
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What is expectancy-valence theory?
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A theory that relates the probability and the incentive value of success to motivation.
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Time-Objectives
-Allow the learning task and student needs to dictate scheduling. -Provide opportunities for extended and significant student involvement in learning tasks. |
-Allow students to progress
at their own rate whenever possible. -Encourage flexibility in the scheduling of learning expereinces. -Give teachers greater control over usage through, for example, block scheduling. |
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What is motivation?
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Motivation is the influence of needs and desires on the intensity and direction of behavior.
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What is contingent praise?
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Praise that is effective because it refers directly to specific task performances.
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Reasons for effort:
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Mastery goal-learning something new
Performance goal-high grades, performing better than others |
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Teachers can provide extrinsic incentives to learn by:
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-Expressing clear expectations
-Providing clear feedback -Providing immediate feedback -Providing requent feedback -Increasing the value and availability of extrinsic motivators. |
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Teachers can reward performance, effort, and improvement:
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- Using praise effectively
- Teaching students to praise themselves - Using grades as incentives - Individual learning expectations - Incentive systems based on goal structure |
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What is extrinsic incentive?
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A reward that is external to the activity, such as recognition or a good grade.
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Evaluation critieria:
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Mastery goal-absolute progress
Perfoamnce goal-normative |
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Evaluation-Objectives
-Grading and reporting processes. -Practices associated with use of standardized tests. -Definition of goals and standards. |
-Reduce emphasis on social
comparisons of achievement by minimizing public reference to normative evaluation standards(e.g., grades, test scores). -Establish policies and procedures that give students opportunities to improve their performance (e.g., study skills, classes). -Establish grading/reporting practices that portray student progress in learning. -Encourage student participation in the evaluation process. |
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Task-Objectives
-Enhance intrinsic attractiveness of learning tasks. -Make learning meaningful. |
-Encourage instruction that relates to students'
backgrounds and experience. -Avoid payment (monetary or other) for attendance, grades, or achievement. -Foster goal setting and self-regulation. -Use extraclassroom programs that make learning experiences relevant. |
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The general principles of helping students overcome learned helplessness are:
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-Accentuate the positive.
-Eliminate the negative. -Go from the familiar to the new, using advance organizers or guided discovery. -Create challenges in which students actively create problems and solve them using their own knowledge and skills. |
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Theories of Motivation are:
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- Behavioral Learning Theory
- Human Needs - Attribution Theory - Expectancy Theory |
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Teachers can enhance intrinsic motivation by:
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-Arousing interest
-Maintaining curiosity -Using a variety of interesting presentation modes. -Helping students set their own goals. |
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Maslow defines self-actualitzation need as:
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the desrie to become everything that one is capable of becoming
- acceptance of self and others, and all other psychological health |
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Attribution theory is:
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a theory of motivation tht focuses on how people explain the causes of their own successes and failures
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Focus of attention:
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Mastery goal-process of learning
Perfoamnce goal-own performance relative to others' |
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Grouping-Objectives
-Build an environment of acceptance and appreciation of all students. -Broaden the range of social interaction, particulary of at-risk students. -Enhance social skills development. |
-Provide opportunities for
cooperative learning, problem solving, and decision making. -Allow time and opportunity for peer interaction. -Foster the developement of subgroups (teams, schools within schoools, etc.) within which significant interactin can occur. -Encourage multiple group membership to increase range of peer interaction. -Eliminate ability-grouped classes. |
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Teachers can increase students' motivation to learn:
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- Intrinsic and Extrinsic Motivation
- Enhancing Intrinsic Motivation - Principles for Providing Extrinsic Incentives to Learn |
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View of errors/mistakes:
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Mastery goal-part of learning
Performance goal-anxiety eliciting |
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What is locus of control?
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A personality trait that concerns whether people attribute responsibility for their own failure or success to internal or external factors
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What are learning goals?
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The goals of students who are motivated primarily by desire for knowledge acquisition and self-improvment.
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Success is defined as:
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Mastery goal-improvement, progress
Performance goal-high grades, high normative performance |
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Autonomy/Responsibility-Objectives
-Provide optimal freedom for students to make choices and take responsibility. |
-Give alternatives in making
assignments. -Ask for student comments on school life--and take them seriously. -Encourage instructional programs that encourage students to take initiatives and evaluate their own learning. -Establish leadership opportunities for all students. |
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Teacher oriented toward:
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Mastery goal-how students are learning
Performance goal-how students are performing |
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Maslow's Needs are divided into what groups?
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- Deficiency Needs which are critical to the physical and psychological well-being
- Growth Needs which are critical to the growth and development into knowing and understanding, which people try to satisfy after their basic needs are met |
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What is achievement motivation?
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The desire to experience success and to participate in activities in which success depends on personal effort and abilities.
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Reasons for satisfaction:
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Mastery goal-working hard, challenge
Performance goaol-doing better than others |
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What are performance goals?
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The goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades
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Motivation can be enhanced by:
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- Motivation and Goal Orientations
-Learned Helplessness and Attribution Training -Teacher Expectations and Achievement -Anxiety and Achievement |
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Resources-Objectives
-Encourage the developement and maintenance of strategies that enhance task- goal emphases. |
-Underwrite action taken by
staff that is in accord with a task-goal emphasis. |
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Recognition-Objectives
-Provide opportunities for all students to be recognized for learning. -Recognize progress in goal attainment -Recognize challenge seeking and innovation |
-Foster personal-best awards.
-Reduce emphasis on honor rolls. -Recognize and prublicize a wide range of school-related activities of students. |
