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BW PD

Motivating students to learn (Mot)


Description

In this advanced-level course, participants will learn about the psychological and socio-educational views of motivation along with theories that can be applied in teaching regardless of the subject one teaches. Participants will analyse motivational theories and link them to the practice of teaching. Participants will appreciate that defining motivation is far from easy and it mostly depends on the paradigm (world view) one relies on. Participants will go beyond naïve interpretations of motivation (i.e. that it is the result of laziness) and will consider various intrapersonal, interpersonal, contextual, and temporal factors in motivation. They will develop practical ways of engaging and motivating learners that are rooted in research and evidence. They will also develop an action plan to further improve their practice along with sharing and reflecting on their existing motivational practice.

Content
  • Introduction: Before you start
  • Objectives and outcomes
  • Indicate your pre-course confidence level
  • Set your goals for the course
  • Section 1: What is motivation?
  • 1.1 Describe your own motivation
  • 1.2 Basic motivational factors: arousal, curiosity, instinct, drives
  • 1.3 Maslow's hierarchy of needs and the humanistic approach
  • 1.4 Intrapersonal and interpersonal perspectives
  • 1.5 Context and motivation
  • 1.6 Temporal perspectives
  • 1.7 Motivation at a glimpse
  • Test your knowledge (Section 1)
  • Section 2: Theories of motivation
  • 2.1 Motivation and learning: an introduction
  • 2.2 Expectancy-value theories
  • 2.2.1 Achievement motivation
  • 2.2.2 Attribution theory (part 1)
  • 2.2.2 Attribution theory (part 2)
  • 2.2.2 Attribution theory (part 3)
  • 2.2.2 Attribution theory (part 4)
  • 2.3 Goal theories
  • 2.3.1 Goal setting theory
  • 2.3.2 Goal orientation theory
  • 2.3.3 Summary of goal theories
  • 2.4 Self-related concepts: self as an agent
  • 2.4.1 Self-determination theory
  • 2.4.2 Self-concept: self-efficacy and self-worth
  • 2.4.3 Self-regulation and Social cognitive theory (part 1)
  • 2.4.3 Self-regulation and Social cognitive theory (part 2) - Extension
  • 2.4.3 Self-regulation and Social cognitive theory (part 3)
  • 2.4.3 Self-regulation and Social cognitive theory (part 4)
  • 2.5 Putting it together
  • Test your knowledge (Section 2)
  • Section 3: Context: The role of school and teachers in motivation
  • 3.1 Social context and motivation
  • 3.1.1 School (part 1)
  • 3.1.1 School (part 2)
  • 3.1.1 School (part 3)
  • 3.1.2 Teachers (part 1)
  • 3.1.2 Teachers (part 2)
  • 3.1.2 Teachers (part 3)
  • 3.1.3 Peers (part 1)
  • 3.1.3 Peers (part 2)
  • 3.1.3 Peers (part 3)
  • 3.1.4 Summary of Social context and motivation
  • 3.2 Demotivation and learned helplessness
  • 3.3 Expectations
  • 3.4 Mindset
  • 3.5 Praise, reward, feedback
  • 3.6 Grit
  • 3.7 Anxiety, cooperation, competition
  • 3.8 Self-control, self-regulation and motivation
  • 3.9 Summary
  • Test your knowledge (Section 3)
  • Section 4: Engaging learners - from theory to practice
  • 4.1 Good language learners (GLLs) and strategic thinking and learning
  • 4.2 Engagement is not learning
  • 4.3 Motivational strategies
  • 4.4 Motivational triggers
  • 4.5 Flow
  • 4.6 Pedagogy above all else
  • 4.7 Summary
  • Test your knowledge (Section 4)
  • Section 5: Revision and feedback
  • Summary
  • Review your aims + reflection
  • Action plan
  • End-of-course survey
  • Submission
  • Final assignment
  • Congratulations
Completion rules
  • All units must be completed
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