Generating MotivationGenerating Motivation

Dr. Shama MashhoodDr. Shama Mashhood

MBBS, DCPS- HPEMBBS, DCPS- HPE

Senior Registrar Senior Registrar

Medical Education UnitMedical Education Unit

CHS- KMDC CHS- KMDC

““neglected heart”neglected heart” without student motivation,without student motivation, no pulse, no life in the class.no pulse, no life in the class. learning activities are filtered learning activities are filtered

through our students’ motivationthrough our students’ motivation

The people with the greatest skill are The people with the greatest skill are often the poorest teachers.often the poorest teachers.

ObjectivesObjectives

Incorporate direct approaches to Incorporate direct approaches to generating student motivation while generating student motivation while teaching.teaching.

Research on motivationResearch on motivation

defines motivationdefines motivation as an orientation toward a goal. as an orientation toward a goal.

by improving students’ motivation by improving students’ motivation we are actually amplifying their we are actually amplifying their ability and fueling their ability to ability and fueling their ability to learn.learn.

Motivation provides a Motivation provides a source of energysource of energy that is responsible for that is responsible for

why why learners decide to make an effort, learners decide to make an effort, hhow long ow long they are willing to sustain an they are willing to sustain an

activity,activity, how hard how hard they are going to pursue it &they are going to pursue it & how connected how connected they feel to the activity.they feel to the activity.

everything everything the teacher does in the the teacher does in the classroom has two classroom has two goals.goals.

One is further development, andOne is further development, and the other is to generate motivation the other is to generate motivation

for continued learning.for continued learning.

What specific approaches can What specific approaches can teachers take to generate teachers take to generate motivation?motivation?

Synthesize an approach to Synthesize an approach to generating learner motivation.generating learner motivation.

Three levels or Layers of motivation in Three levels or Layers of motivation in learning that are “operational,” or learning that are “operational,” or accessible to direct influence by the accessible to direct influence by the teacher/ facilitator.teacher/ facilitator.

To the extent that a teacher can tap To the extent that a teacher can tap into any or all of these layers, he or into any or all of these layers, he or she is more likely to become a she is more likely to become a “motivating” teacher/ facilitator.“motivating” teacher/ facilitator.

First layer of motivation:First layer of motivation:finding passionfinding passion

Learner’s passion, the central core Learner’s passion, the central core of motivationof motivation

connect learning to learner’s real life.connect learning to learner’s real life.

Trigger Learners’ Real Trigger Learners’ Real Interests.Interests.

Utilize articles from the media,Utilize articles from the media, relate class work to college life or relate class work to college life or to student’s future career,to student’s future career, case studies,case studies, problems based learning to make problems based learning to make

contents “real”.contents “real”. anecdote, anecdote,

allegory,allegory, multimedia presentations, multimedia presentations, role plays,role plays, video clips,video clips, pictures/paintings, pictures/paintings, mini documentaries, mini documentaries, Research- topics that interest them,Research- topics that interest them, personalities, games, personalities, games,

Organizing Class ActivitiesOrganizing Class Activities

assignments, journal clubs, small assignments, journal clubs, small group discussions, interactive group discussions, interactive questionnaires, projects, paper topic.questionnaires, projects, paper topic.

appropriate handouts, visuals & web appropriate handouts, visuals & web support invite a deeper level of support invite a deeper level of commitment and motivation.commitment and motivation.

psychological principle of psychological principle of “immediacy”“immediacy”

using yourself as a model of using yourself as a model of enthusiasm and motivation for enthusiasm and motivation for learning!learning!

Second layer of motivation:Second layer of motivation:Changing your realityChanging your reality

Be clear your objectives & Be clear your objectives & expectations.expectations.

Provide choice & sense of control to Provide choice & sense of control to students. students.

In planning the course,In planning the course, in assignments, in assignments, in ways to demonstrate their learning &in ways to demonstrate their learning & in how they are evaluated.in how they are evaluated.

In particular assignments generate In particular assignments generate their own questions. (Learners need their own questions. (Learners need more quality instruction engaging more quality instruction engaging learning tasks learning tasks outside outside the classroom) the classroom)

student run review sessions, student run review sessions, student draft exam paper( edit & use student draft exam paper( edit & use

the best one),the best one),

students feedback system (CAT)students feedback system (CAT) direct students to quality learning direct students to quality learning

websites, audio, video, and websites, audio, video, and multimedia learning sources,multimedia learning sources,

develop a small library of accessible develop a small library of accessible readersreaders

supplementary materials and self-supplementary materials and self-access quizzes, worksheets & games.access quizzes, worksheets & games.

The third layer of The third layer of motivation:motivation:

Connecting to learning Connecting to learning activitiesactivities

Connecting refers to the engagement of Connecting refers to the engagement of intention, attention, and memory in the intention, attention, and memory in the activity itself.activity itself.

Make each learning activity as vivid andMake each learning activity as vivid and

tangible as possible. Use provocative tangible as possible. Use provocative topics.topics.

Learning stylesLearning styles

Include visual aids (pictures, charts,) andInclude visual aids (pictures, charts,) and tangible references (games, board, tangible references (games, board,

cards) to engage students’ attention. cards) to engage students’ attention. variety in your learning activities.variety in your learning activities. use of technology talk to students use of technology talk to students

outside of class (email, web-board outside of class (email, web-board discussion, etc)discussion, etc)

everyone on board.everyone on board.

Thinking stylesThinking styles

Conceptual Conceptual CreativeCreative reflectivereflective

Give feedback on elements of Give feedback on elements of performance that affect students’ performance that affect students’ motivation their success in an motivation their success in an activity and their level of activity and their level of engagement.engagement.

Conclusion: Becoming aConclusion: Becoming a“motivating teacher”“motivating teacher”

every every person’sperson’s motivation to learn is motivation to learn is flexible rather than fixed.flexible rather than fixed.

The “three layers of motivation” is one The “three layers of motivation” is one way ofway of

conceptualizing how a teacher can conceptualizing how a teacher can influence each student teaching into influence each student teaching into our classrooms.our classrooms.

Shaping the learning contents to fit Shaping the learning contents to fit the requirement.the requirement.

Thank youThank you