Ronnel M. Corpuz
MAED-Science Student
 Motivation
 Questioning
and Reacting
Techniques
 Homework
WHY IS
MOTIVATION IN
EDUCATION
IMPORTANT?
•
help us direct the
attention toward tasks
that need to be done,
•
allow learner to do
their tasks in shorter
periods of time as well
as maintain attention
during a longer time,
•
minimize distractions
and resist them better,
•
affects how much
information they retain
and store,
•
influence the
perception of how easy
or difficult tasks can
appear.
Theories of
Motivation
Attribution
Self-Efficacy
SelfDetermination
and Regulation
Choice
Goal
Locus ( Internal vs External)
Stability (Stable vs Unstable)
Controllability (Controllable vs Uncontrollable
 Self efficacy is the belief that one has
SELF
EFFICACY
THEORY
the necessary capabilities to perform
a task, fulfil role expectations or meet
a challenging situation successfully.
 When your student believe that they
have the ability to perform learning
activities successfully, they are more
likely to be intrinsically motivated to
do such learning activities.
• Make sure
students master
basic skills
SELF EFFICACY
ENHANCING
STRATEGIES:
• Help them make
noticeable
progress on
difficult tasks
• Communicate
confidence in
students’
abilities through
words and
actions
• Expose them to
successful peers
High Self-Efficacy
Low Self-Efficacy
Task Orientation
Accept challenging tasks
Avoid challenging tasks
Effort
Expend high effort when faced with
challenging task
Expand low effort when faced with
challenging tasks
Persistence
Persist when goals aren’t initially reached
Give up when goals aren’t initially reached
Beliefs
Believe they will succeed
Control stress and anxiety when goals aren’t
met. Believe they’re in control of their
environment
Focus on feelings of incompetence
Experience anxiety and depression when
goals aren’t met. Believe they’re not in
control of their environment
Strategy Use
Discard unproductive strategies
Persist with unproductive strategies
Performance
Perform higher than low
efficacy
students of equal ability
Perform lower than high-efficacy students of
equal ability
CHOICE THEORY
The choice theory is
a biological theory
that suggests that we
are born with
specific needs that
we are genetically
instructed to satisfy.
All of our behavior
represent our best
attempt at any
moment to satisfy our
basic needs or
genetic instructions.
Learning goal is a “desire to
acquire additional
knowledge or master new
skills”.
GOAL THEORY
Performance goal is a
“desire to look good and
receive favorable judgments
from others or else look bad
and receive unfavorable
judgments”.
 1. Class and Curriculum Structure
 2. Teacher Behavior and Personality
 3. Teaching Methods
 4. Parental Habits and Involvement
 5. Family Issues and Instability
 6. Peer Relationships
 7. Learning Environment
 8. Assessment
Concepts on Questions
5.2 QUESTIONING
AND REACTING
TECHNIQUES
Questions are means to get response from students
delivered through oral communication. Through this
verbal tools, the students are driven to think and
respond to whatever questions are given to them.
Questions can be distinguished from a statement
through examining its grammar. The interrogative
from is an obvious signal of recognizing a questions.
The teacher’s intonation ang how he/she
emphasizes the word could facilitate the students’
detection that a questions is being raised.
Assessing
Cognition and
Mastery of the
Subject Matter
Establish the
Accuracy of
Facts, Ideas and
Events
For
Comprehension
Evaluation
Develop
Creativity
Among the
Learners
Motivate the
Learners
Interpretive
Question
Inference
Question
Predictive
Question
Transfer
Question
Metacognitive
Question
QUESTIONING TECHNIQUES
 Write the question in black and white.
 Set standards of behavior in the questioning period.
 Questions should be distributed to all members of the class.
 Prepare the students before asking questions
 Avoid impertinent and ridiculous questions.
 Provision for wait time must be observed.
 Refrain from ignoring incorrect answers and take time out to react to every response.
 Settle for questions that are clear, concise and short enough for easy retention of the
students.
 Project a relaxed and non-threatening appearance when questioning.
 Motivate student nit to give up if they encounter difficult questions.
PURPOSE OF
HOMEWORK
5.3
HOMEWORK
• PRE-LEARNING
• CHECKING OFF
UNDERSTANDING
• PRACTICE
• PROCESSING
 Alleviate students’ burden of recording
homework
 Types of homework should vary
GENERAL
PRINCIPLES IN
GIVING
HOMEWORK
 The level of difficulty of homework should
reflect students’ learning stages, objective,
abilities, needs and life experiences
 The amount of homework should be adapted
according to students’ abilities
 Give specific, simple, concrete and
comprehensible instructions and exemplars
 Schools should have reasonable expectations
for students
 Schools should maintain regular contact with
parents