Skip to main content

The Importance of Motivation in Learning

 





    This week’s readings were captivating and touched on a topic I have always been passionate about, which is, “motivation.” Starting with Chapter 6 of How people learn II: Learners, Contexts, and Cultures, the text discusses the importance of educators understanding the impact motivation has on student learning. Within this discussion, the chapter discusses three main categories, which are, “beliefs and values, importance of goals, and social cultural influence on motivation. These three main pillars had sub-themes that played a role in exploring the central topic of motivation, and the ones I focused on are “Intrinsic Motivation, Values, and Interest.” In Intrinsic Motivation, it discusses a specific type of motivation in learning that is developed through an interest in the topic being discussed, and how this interest motivates students to stay engaged in the topic. In the discussion of values, it focuses on a student’s perspective of what they learn, and how they view its relevance to how their life and values. According to the research, students are more likely to retain and stay motivated in the lesson if it has value to their long-term or short-term goals. Finally, the last sub-section that I focused on was Interest, and this section described the different types of interests that can impact students regarding what they are learning in the classroom, and it also defines the different types, and the differences. Overall, my takeaway front this reading, along with Gura and the ISTE standard used in the infographic is that in order for students to stay engaged consistently, (barring uncontrollable external factors that affect their school work) it is imperative that the classroom atmosphere is developed in a manner that supports autonomy, creativity, and motivation. While these three things are also dependent on the students, it is still important to provide the opportunity for students to potentially get the experience of finding that motivation by ensuring that your lessons are intentional and provide value to a student’s educational experience. 


References 

Gura, M. (2016). Make, learn, succeed: Building a culture of creativity in your school. Eugene, OR: ISTE. 

ISTE Standards for Students (2017). Retrieved from: https://www.iste.org/standards/for-educators

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, D.C.: The National Academies Press. http://doi.org/10.17226/24783. 

Comments

  1. Rebekah McGlaslinJuly 14, 2023 at 1:19 PM

    Your summary of Chapter 6 provided a lot of information for those of us who were assigned a different chapter. The different types of motivation expresses why it is so important as teachers to provide students with content that can provide value to their lives outside of the classroom. It's such a simple concept but so important. I think about my own motivation in learning, when I'm confronted with content that I don't see the usefulness in it is very hard to be interested in the learning process or content as a whole. I understand my students and their learning process better after reading your post.

    ReplyDelete

Post a Comment

Popular posts from this blog

Making Learning Accessible is Important, but how can This be Accomplished?

In this week’s reading, I had many moments where I felt like I was finishing the thought of the authors before I finished reading their sentences. This usually happens when I am in most, if not full agreement with the author/s. The article that elicited this reaction was “A COMPREHENSIVE APPROACH TO RTI: EMBEDDING UNIVERSAL DESIGN FOR LEARNING AND TECHNOLOGY” which spoke about providing effective and accessible classroom instructional practices by using the epistemology of Response to Intervention, (RTI) along with Universal Design Learning (UDL) to form what is described as an “ecological framework,” which can be defined as the multi-layer approach for addressing effective and accessible learning. Before discussing how the ecological framework will be created, the authors define RTI and UDL since they help to form the central assertion of their study. RTI can be defined as a proactive approach to creating personalized strategies for students to help in their learning and development. ...
1 comment
Read more

Critical Thinking is Critical!

In this week's blog, I will begin by discussing chapters 1 and 2 of the book Authentic Instruction and Assessment by Fred M. Newmann, M. Bruce King, and Dana L. Carmichael. In the opening chapter, the authors provide a definition for the term "Authentic Intelectual Work," (AIW), one of the key concepts the authors introduce. AIW is a framework developed to redefine the approach of conventional instruction and assessment. Specifically, the goal is to provide instruction for students to apply what they have learned in a meaningful way that can benefit them beyond the classroom rather than learning in a surface-level manner to meet the traditional requirements that "...call for specific memorized information, retrieval of given information, or application of routine computational procedures" (Newmann et al., 2007).  The main components of AIW involve using past skills and knowledge and critical thinking to analyze and solve complex problems. Additionally, another c...
1 comment
Read more