PSYCH 2GG3 Lecture Notes - Lecture 10: Educational Psychology, Cognitive Bias, Functional Fixedness

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26 May 2018
Department
Professor
Lecture 10 Motivation
The plan:
- To transition learning to a motivational perspective.
- understand the relationship between motivation and educational psychology from:
o Reinforcement
o Needs
o Goals
o Intrinsic Motivation & Flow
- To finish with thoughts about strategies for increasing engagement in the classroom.
Different theories of motivation:
- Behavior Reinforcement, Needs, Goals, Intrinsic Motivation
THEORY
VIEW OF THE HUMAN
CONDIITON
IMPLICATIONS FOR
MOTIVATING STUDENTS
TO LEARN
BEHAVIOR
REINFORCEMENT
Reactive to external
reinforcement and situational
cues
Cue and reinforce designed
learning behavior (attention to
lessons, careful work on
assignments, etc) not
incentivizing
NEEDS
Reactive to felt pressures from
internal needs
-make sure competing needs are
satisfied - muted so students can
focus on mastery and
achievement-related needs
-design curriculum /instruction to
help them meet these needs with
minimal difficulty
GOALS
Both reactive and proactive in
formulating and coordinating
goals to satisfy needs / desires
Coordinate classroom /
curriculum to encourage students
to adopt learning goals
INTRINSIC MOTIVATION
Can autonomously determine
goals and regulate actions to
pursue interests / gain
satisfaction
Emphasize curriculum content
and learning activities that
connect with a student’s interests
-provide opportunities for
students to make choices and
exercise their autonomy
- This takes into account what is happening in the human conditioning and what the
motivations are in regards to student learning
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Document Summary

To transition learning to a motivational perspective. Understand the relationship between motivation and educational psychology from: reinforcement, needs, goals, intrinsic motivation & flow. To finish with thoughts about strategies for increasing engagement in the classroom. Both reactive and proactive in formulating and coordinating goals to satisfy needs / desires. Can autonomously determine goals and regulate actions to pursue interests / gain satisfaction. Cue and reinforce designed learning behavior (attention to lessons, careful work on assignments, etc) not incentivizing. Make sure competing needs are satisfied - muted so students can focus on mastery and achievement-related needs. Design curriculum /instruction to help them meet these needs with minimal difficulty. Coordinate classroom / curriculum to encourage students to adopt learning goals. Emphasize curriculum content and learning activities that connect with a student"s interests. Provide opportunities for students to make choices and exercise their autonomy.

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