Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- 16 Body language
- 17 Collaboration
- 18 Computer labs
- 19 Cultural relevance
- 20 Demonstrations
- 21 Discipline
- 22 Dominant participants
- 23 Feedback to learners
- 24 Handouts
- 25 Inclusion
- 26 Interruptions
- 27 Jokes and humour
- 28 Latecomers
- 29 Managing groups
- 30 Managing questions
- 31 Managing sessions - overview
- 32 Managing sessions - the start
- 33 Managing sessions - the end
- 34 Marking
- 35 Mixed abilities
- 36 Motivation
- 37 Multisensory approaches
- 38 Nerves
- 39 One-to-one teaching/coaching
- 40 Peer observation
- 41 PowerPoint
- 42 Practical preparation
- 43 Presenting and performing
- 44 Questions
- 45 Room layout
- 46 Teaching assistants
- 47 Team teaching
- 48 Technical problems
- 49 Timing
- 50 Unresponsive participants
- Activities
- Index
36 - Motivation
from Delivery
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- 16 Body language
- 17 Collaboration
- 18 Computer labs
- 19 Cultural relevance
- 20 Demonstrations
- 21 Discipline
- 22 Dominant participants
- 23 Feedback to learners
- 24 Handouts
- 25 Inclusion
- 26 Interruptions
- 27 Jokes and humour
- 28 Latecomers
- 29 Managing groups
- 30 Managing questions
- 31 Managing sessions - overview
- 32 Managing sessions - the start
- 33 Managing sessions - the end
- 34 Marking
- 35 Mixed abilities
- 36 Motivation
- 37 Multisensory approaches
- 38 Nerves
- 39 One-to-one teaching/coaching
- 40 Peer observation
- 41 PowerPoint
- 42 Practical preparation
- 43 Presenting and performing
- 44 Questions
- 45 Room layout
- 46 Teaching assistants
- 47 Team teaching
- 48 Technical problems
- 49 Timing
- 50 Unresponsive participants
- Activities
- Index
Summary
Individuals only learn if they want to. You may be lucky enough to teach highly motivated learners who are keen to learn no matter how you design your teaching, but more likely, you will need to get them motivated. Many learners may feel confident about their own information literacy and not see the need for any specialist input, so this can be an extra challenge when teaching.
Fundamentally, there are two different kinds of motivation:
• Intrinsic motivation is when the learner finds reward by doing the task well, rather than just doing what he or she has been told to do. This is often related to the level of control over circumstances that the learner feels he or she can exercise, and the level of effort that is felt to be merited. Learners with intrinsic motivation tend to believe that they can be effective in reaching their desired goals.
• Extrinsic motivation is when the learner is influenced by external factors. This might be a desire to pass one test in order to do something he or she wants to do more (like a driving test), or for reward or punishment. Competition can provide extrinsic motivation.
Lublin (2003) summarizes the characteristics of learner motivation. Highly motivated learners may be interested in the subject matter and enjoy learning for learning's sake, taking a ‘deep’ approach to learning, so they try hard to learn thoroughly, internalizing all the information and using practical and reflective opportunities to turn it into personal knowledge. Those learners who focus simply on the requirements of a qualification, rather than the wider subject in general, will usually take a ‘surface’ or perhaps a strategic approach to learning (strategic learners do not just want to pass, they want to obtain high marks and are capable of being very organized to achieve this). In the latter cases, your learners may not engage fully with the learning process and the learning may not last. Be warned though: these distinctions can sometimes be quite glib and the effectiveness of learning is not tested until assessment or sometimes after the assessment process has been completed. Strategic learners can often pick up new content very effectively and move on quickly.
Remember as well that many participants may not come to your session with a positive self-concept of themselves as learners.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 98 - 100Publisher: FacetPrint publication year: 2011