PLU: Tips for Increase Participation and Motivation

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Information about PLU: Tips for Increase Participation and Motivation

Published on March 6, 2014

Author: sosasteve1



Presented as part of our "Motivation and Participation" month at PLU, this presentation covers the basics of blended learning and why it is an effective means of instruction.



What are some of the challenges you face when trying to engage students?

Motivation and Participation Challenges Potential student challenges: • Limited attention • Minimum effort • Self-defeating habits and strategies • Unwillingness to participate • Don’t speak unless called on directly • Want to be told exactly what to do • Rushing out the door • Priorities of grades vs. learning

Motivation and Participation Challenges • PLU student reality • Students are here to learn…or at least to get a degree • Paying to learn • PLU students are recognized as: • Global citizens • Hands-on, active learners • Value-based education

Motivation and Participation Challenges • Instructor challenges • Juggling act • Limited time/availability • Content preparation • Classroom delivery • Homework grading • Committee involvement • Potentially teach at multiple institutions

Motivation and Participation Challenges • Teaching realities • Departmental requirements • Content • Assessment • Instructor choices • Teaching strategies • Course design • Student motivation • Student participation

Motivation and Participation Challenges Instructor considerations 1. How does motivation and participation come into play? 2. Do these elements happen naturally in my courses? 3. Are these elements my or their responsibility? 4. Are these elements expected or are they designed?

Motivation and Participation Challenges • Opportunity • Include motivation and participation in course design • Result • Active engagement/learning experience • PLU Experience • Global citizens • Hands-on, active learners • Value-based education


Definition & Research Motivation Engagement Engagement requires both motivation and participation Participation

Definition & Research Motivational Theories Behaviorist 1960’s Cognitive Goal Intrinsic Expectancyx-Value Today

Definition & Research Expectancy x Value Model: • students are engaged in learning when they think the objective is important (value) and they believe they can accomplish it (expectancy) Expectancy Value Engagement

Definition & Research Expectancy x Value Model of Motivation • Self-efficacy • Self-worth • Intrinsic • Goals • Feedback • Balance

Definition & Research Video: “What Motivates Students to Learn?” - BYU

Which elements of motivation will be easier or harder to support in the classroom?


Learner Motivation • Impossible to learn someone • You can teach someone • Learning is: • Internal • Personal • Individual act • Each learner provides: • Energy • Fuel

Learner Motivation If fuel/energy is the basis for learning, how does my (instructor) content fit into the equation? • Performance automobile comparison • 0 to 60 in 5 seconds • Instructors who focus entirely on… • Tires, motor, interior, trunk, aerodynamics • Energy/fuel • No gas, no go

Learner Motivation Learner Motivation Learner Activity Learner Knowledge

Learner Motivation If motivation is key to learning, then how do we get student’s attention in the first place? • The Happiness Hypothesis (Jonathan Haidt) • The rider • The elephant

Learner Motivation Must get to the village before sunset to join in festivities. The Rider: (conscious mind, controlled thought) Peanuts. Yum. Yum. Peanuts. The Elephant: (sub-conscious mind, everything else)

Learner Motivation Get their attention: Tell elephants a story Right-of-way and yielding laws help traffic flow smoothly and safely. They are based on courtesy and common sense. Violation of these laws is a leading cause of traffic crashes. I was sixteen and riding with a friend who had just gotten their license. While entering the street we didn’t look both ways and were sideswiped by an oncoming vehicle. My friend had to be hospitalized for almost a month.

Learner Motivation Get their attention: Surprise elephants Upon seeing pink dog • What am I seeing? • Dogs are not pink. • Can dogs be pink? • Why would a dog be pink? Cognitive dissonance • Challenge a belief • Need to reconcile two opposing viewpoints • Need to expand your mental model • Referred to as a “teachable moment”

Learner Motivation Get their attention: Show elephants shiny things “Right-of-way and yielding laws help traffic flow smoothly and safely. They are based on courtesy and common sense. Violation of these laws is a leading cause of traffic crashes.” • Supporting content provides: • Scenario context • Emotional context • Contextual triggers • Such content might include: • Images • Audio • Video

Learner Motivation Get their attention: Create a group/herd • Groups/herd require and build: • Negotiation skills • Support systems • Social interactions • Groups/herd last a lifetime

Learner Motivation As soon as we get the elephant’s attention, we’re that much closer to motivating the rider to take action. Getting Their Attention Learner Motivation Learner Activity Learner Knowledge

Learner Motivation Tip to enhance motivation: Build on anticipated outcomes Photoshop Objective A After you have completed this chapter, given a list of possible tools, you will be able to identify and demonstrate the essential tools necessary for photo editing. Needs Safety Power Competency Self-esteem Photoshop Objective B In a very short time, say about two hours, you will learn basic image editing tools and be able to remove your ex from old photographs. Ready? Respect Money Control Comfort

Learner Motivation Tip: Provide real-world context • Moves isolated knowledge into job and life performance • Connects learning to current/industry news • Makes conversations relevant

Based on what you know about PLU students, what motivational strategies do you think are important for increasing student engagement?


“Tell me and I forget, teach me and I may remember, involve me and I learn.” -Benjamin Franklin

Active Learning & Participation Tip: Clarify instructor & student roles • Provide structure, relinquish control • Orient student to active learning • Move away from authoritarian instructor role to one of • Coach • Facilitator • Manager • Co-learner

Active Learning & Participation Tip: Activate prior learning & promote transfer • Use pre-assessments • Connect to previous learning to new • Stay within “zone of proximal development” • Note similarities and differences • Provide associations

Active Learning & Participation Tip: Limit & chunk information • < 10 minute segments • < 7 ideas at once • Chunk similar ideas • Alternative models • Just-in-Time Teaching • Flipped classroom • Blended learning

Active Learning & Participation Tip: Use games & incorporate competition • Active and motivating • Uses principles of • Competition • Intermittent rewards • Interactivity • Team spirit

Active Learning & Participation Tips: Differentiate course elements • Provide options: • Content • Access • Process • Products • Materials • Time, space TEXTBOOK ARTICLE VIDEO SIMULATION APP

Active Learning & Participation Tip: Use rubrics & help students learn to self-assess • Clarifies performance standards • Faster grading of complex work • Consistent, equitable evaluation • Student self-assessment

Active Learning & Participation Tip: Incorporate physical movement • Increases oxygen and glucose to brain • Engages additional brain centers • Elevates mood and shifts attention • Provides sensory input

What is a student activity in one of your courses that students find particularly engaging. Why do you think they like it?


Next Steps Resources • Reference material • Workshops Support • Faculty support community • Instructional Technologies support

THANK YOU See you at the next workshop!

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