Instructional Expectations

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Instructional Expectations Motivational
Strategies
agricultural education 230
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Objectives

• Define motivation to learn.
• Explain how the ambiguity and risk of the
  learning task affect motivation.
• Discuss how the value of a task affects
  motivation to learn.
• Describe the characteristics of classrooms that
  support students autonomy.
• Explain how evaluation procedures and grouping
  arrangements, can influence motivation.
• Describe potential effects of teachers
  expectations on students.
• Devise a strategy for teaching your subject to an
  uninterested student.

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Defining motivation to learn.

• The tendency to find academic
• activities meaningful and worthwhile
• and to try to benefit from them.

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How ambiguity and risk of the learning task
affect motivation

• When ambiguity and risk are reduced, motivation
  will temporarily increase, but the task will
  probably not be interesting.
• The task will not have much reward.
• Balance is needed between tasks being interesting
  with a moderate risk and ambiguity.

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How the value of a task affects motivation to
learn.

• By attaining or completing a Task, success is the
  motivation to meet personal needs or personal
  enjoyment.

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A strategy for teaching your subject to an
uninterested student.

• T.A.R.G.E.T.T. T

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Characteristics of classrooms that support
students autonomy.

• The A in TARGETT is for Autonomy!
• A Autonomy or Independence Critical to
  maintain intrinsic motivation.
• Students given choice between 2, 3, or 4 options
  on an assignment.
• Support choice and give appropriate feedback.

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How evaluation procedures and grouping
arrangements, can influence motivation.

• The G in TARGETT is for Grouping!
• There is a tremendous amount of motivational
  power in relationships with other people. When a
  group is working towards a common goal,
  motivation can greatly be influenced.

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The Role of Evaluation

• The greater the emphasis on competitive
  evaluation and grading,
• the more students will focus on performance goals
  rather than learning goals and
• the more they will be ego-involved as opposed to
  task-involved.
• Exchange of performance for grades.

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Teachers must

• de-emphasize grades and emphasize learning in
  class.
• Students need to value work.
• Understanding is more important than finishing.

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Potential effects of teachers expectations on
students

• The last T in TARGETT is for Teachers
  expectations!
• Self-fulfilling prophecy only becomes true simply
  because it has been expected!
• Sustaining Expectation Effect is when a students
  performance is maintained at a certain level
  because teachers dont recognize improvements.
• This indicates that expectations arent raised
  and a student will not improve unless they are.

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A strategy for teaching your subject to an
uninterested student.

• TARGETT
• Task,
• Autonomy,
• Recognition,
• Grouping,
• Evaluation,
• Time, and
• Teacher expectations.

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Summarizing T.A.R.G.E.T.T.

• Tasks will be meaningful with options for
  students to choose (Autonomy) within groups.
• Recognizing Group learning and improvement is
  more important than task completion and grade.
• Evaluation of those tasks will be positive in
  nature, Time will be managed to facilitate group
  learning, and I will
• Evaluate and Recognize student success to raise
  my Teacher expectations to ensure student growth.