Show:
The Nature of
Motivation
Basic Human
Needs
Cognitive & Sociocultural Factors in Motivation
Affect and Its
Effects
Miscellaneous
100
Inner state that energizes, directs, and sustains behavior
What is motivation
100
General belief about the extent to which one is a good, capable individual.
What is self-worth?
100
Belief regarding the extent to which an activity has direct or indirect benefits.
What is value?
100
Feelings, emotions, and moods that a learner must bear on a task.
What is affect
100
Situation in which expectations for an outcome either directly or indirectly lead to the expected result.
What is self-fulling prophecy?
200
Motivation resulting from internal personal characteristics or inherent in the task being performed?
What is Intrinsic Motivation
200
Ongoing need for either physical or cognitive stimulation
What is need for arousal?
200
Desire to acquire new knowledge or master new skills.
What is mastery goal?
200
Feeling of uneasiness and apprehension concerning a situation with an uncertain outcome.
What is anxiety
200

Strategies for working with students with disabilities (name two)

Be flexible in approaches to instruction

Seek new technologies that can facilitate students’ learning and performance

Unless there is reason to do otherwise, hold the same expectations for students with disabilities as for other students

Identify and teach the prerequisite knowledge and skills students may not have acquired because of their disabilities

Consult and collaborate with specialists

Communicate regularly with parents

Include students in planning and decision making

Keep your eyes open for students who may qualify for special services

Work with your other students toward acceptance and support of students with special needs

300
What grades to intrinsic motivation to master school subjects decline?
Between 3rd & 9th grade
300
Basic need to believe that one can deal effectively with one's overall environment.
What is need for competence?
300

Many disabilities cause impairments in adaptive behaviors; how will this impact a student's motivation?

disabilities cause delays in fine motor skills, gross motor, language/communication which impact ability to demonstrate performance in the classroom;

may cause behaviors; lack skills for basic concepts; reasoning; Universal Design for Learning & Differentiated Instruction teaching often work to improve motivation

other answers will vary

300
List two types of anxiety
What is state, trait, facilitating, and debilitating anxiety
300

Provisions provided by IDEA - Individuals with Disabilities Education Act

1.Free and appropriate public education (FAPE)

2.Education in the least restrictive environment (LRE)   (& principles of Inclusion)

3.Individualized education program (IEP)

4.Parental safeguards and involvement

5.Nondiscriminatory and multidisciplinary assessment (MET)

(FLIPM)

400
The difference between extrinsic and intrinsic motivation
What is Extrinsic motivation - motivated by factors external of one self Intrinsic motivation - motivated by factors within one self
400
True/False. As a teacher should you encourage students to take risks.
What is True?
400
Difference between work avoidance and doing just enough goals.
What is work avoidance -> desire either to avoid classroom tasks or to complete them with minimal effort doing just enough goals -> desire to get reasonable school grades through the easiest possible route
400

The difference between facilitating anxiety and debilitating anxiety  

D.A. ~ limits cog. functioning, working memory, retrieval, etc.

F.A ~ helps push a goal

400

The reason we use assessments

Guiding instructional decision making

Determining what students have learned from instruction

Evaluating the quality of instruction

Diagnosing learning and performance problems

◦example: Response to intervention (R T I) process

Promoting learning

500
Give an example of extrinsic motivation
Answers may vary
500

Basic need to believe that one has some autonomy and control regarding the course of one's life.

What is need for self-determination?

500

The research on "Learning Styles" show evidence that ....

•Strong evidence that ‘learning style’ instruction be may detrimental to learning 

Students may disengage or devalue tasks that are not presented in their preferred ‘style’

 

‘Styles’ do not always reflect meaningful ways to learn content/practice skills

•Strong evidence that Differentiated instruction works

§Instruction tailored to align with each student’s current knowledge, skills, and needs

•Strong evidence that Differentiated instruction  and Universal Design works

•Differentiated Instruction:

Instruction tailored to align with each student’s current knowledge, skills, and needs

•Universal Design:

Framework of instruction that allows for flexibility in how information is presented, & how students demonstrate what they have learned


500

Keeping anxiety in check is the best method by...

•Administer a practice assessment or pretest that gives students an idea of what the final assessment instrument will be like

• 

•Provide or allow the use of memory aids when instructional goals don’t require students to commit information to memory

• 

•Eliminate time limits unless speed is an important part of the skill being measured

• 

•Continually survey the room, and be available to answer students’ questions

500

RSVP of a good assessment

 Reliability §Extent to which a measure yields consistent information about the knowledge, skills, or characteristics being assessed

 Standardization ~ extent to which it is given in the same way to every student, scored the same way, provided the same items, etc.

 Validity ~ Extent to which an assessment instrument:

      ◦measures what it’s intended to measure

         ◦allows us to draw appropriate inferences about the ability in question

 Practicality ~ Extent to which assessment instruments and procedures are relatively easy to use considering cost, time, et.