MODULE 4: THE TEACHING-LEARNING PROCESS Flashcards
It is derived from the word “motive” which means needs,
desires, wants or drives within the individuals.
MOTIVATION
can be defined
as the process of stimulating people to actions to accomplish the goals. Motivation
can be intrinsic or extrinsic (DeLong & Winter, 2002).
MOTIVATION
It include fascination with the subject, a sense of its relevance
to life and the world, a sense of accomplishment in mastering it, and a sense of
calling to it.
INTRINSIC MOTIVATORS
It can also be a long-lasting and self-sustaining. Efforts to build this kind of motivation are also typically efforts at promoting student learning. Such
efforts often focus on the subject rather than rewards or punishments.
INTRINSIC MOTIVATION
It include parental expectations, expectations of other
trusted role models, earning potential of a course of study, and grades (which keep
scholarships coming).
EXTRINSIC MOTIVATORS
more readily produce behaviour changes and typically involve relatively little effort or preparation. Also, often do not require extensive knowledge of individual students.
EXTRINSIC MOTIVATORS
What type of motivators is “PMLS interests me.”
INTRINSIC MOTIVATORS
What type of motivators is “Learning biostatistics enables me to think clearly.”
INTRINSIC MOTIVATORS
What type of motivator is “I feel good when I succeed in class.”
INTRINSIC MOTIVATORS
What type of motivator is “I need 85 in Biochemistry to be able to enrol in Clinical Chemistry.”
EXTRINSIC MOTIVATORS
What type of motivator is “If I flunk in Human Anatomy, I will lose my scholarship.”
EXTRINSIC MOTIVATORS
What type of motivator is “Our instructor will not be giving additional activities if we do well on today’s
quiz.”
EXTRINSIC MOTIVATORS
Who’s theory of motivation in learning points out that behavioural theories tended to focus on extrinsic motivation (i.e., rewards) while cognitive theories deal
with intrinsic motivation (i.e., goals).
WEINER (1990)
In most forms, motivation was strictly a function of
primary drives such as hunger and comfort.
BEHAVIOURAL THEORY
Who’s theory of learning reduces drives and therefore motivation is essential to learning. The
degree of the learning achieved can be manipulated by the strength of the drive and its underlying motivation.
HULL’S DRIVE REDUCTION THEORY
It is the theory that is primary drives create internal states (i.e., wants or needs) that serve as secondary drives and represent intrinsic motivation.
TOLMAN’S THEORY OF PURPOSIVE BEHAVIOURISM
What theory is a motivation serves to create intentions and goal-seeking acts.
COGNITIVE THEORY
It is a one well-developed area of research highly relevant to learning
ACHIEVEMENT MOTIVATION
What effects of motivation on learning of leaning styles respond well to the challenge of mastering a difficult and complex subject. These are intrinsically motivated students who are often a joy to teach
DEEP LEARNERS
It is motivated primarily by rewards. They react well to
competition and the opportunity to best others. They often make good grades but won’t engage deeply with a subject unless there is a clear reward for doing so.
STRATEGIC LEARNERS
They are learning as much as they need to do well
on a test or exam and then promptly forgetting the material once the assessment is over. Handle strategic learners by avoiding appeals to competition.
BULLIMIC LEARNERS
learners are often motivated by a desire to avoid failure. They typically avoid deep learning because it they see it as inherently risky behaviour. They will
often do what it takes to pass an exam or course, but they won’t choose to go beyond the minimum required for fear of failure.
SURFACE LEARNERS
defined as a section into which a course of study is divided, especially a single, continuous session of formal instruction in a subject.
Lesson
it is one in which something new piece of knowledge is presented to the learners. It may be a fact, a principle, a skill, a generalization, or some knowledge that the learners did not know before.
Development lesson
