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- from American Psychological Association's Publication Manual of the
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References - (updated regularly)
Syllabus
Tutorial – University of Minnesota
(Check this link first) Contents are in the left column "What's Inside"
and link to each topic area. (Sometimes it takes a few seconds to load.)
Motivating Students by Barbara Gross Davis, University of
California, Berkeley –(research based article) 1) General strategies, 2)
Instructional behaviors that motivate, 3) Structuring the course, 4)
De-emphasizing grades, 5) Responding to their work, 6) Motivating students
to do the reading, 7) References
Hard Work and High Expectations: Motivating Students to Learn - (Written
for K-12 education, but some principles could be applied to higher
education.)
..."Office of Educational Research and Improvement held a national
conference on student motivation to help answer these questions: What part
should students play in learning? What are their responsibilities? What can
we do to raise the amount and quality of student effort to the levels that
excellence requires? This booklet is a sketch of what was learned." Classroom Practices -
"What is being suggested here is that motivation not be seen as
something existing solely in the student that he or she brings to the
classroom and academic tasks; but rather as an outcome of meaningful
participation in the classroom and the social practices that accomplish its
everyday practical activities. --Sharon Nelson-Le Gall “Disincentives to effort and learning are also found within the classroom
(see appendix B). Teachers may not insist that students work to their
full potential for a variety of reasons, including protecting them from
failure. They may offer challenging work but undercut their own
expectations by offering students an easy way out. For example,
teachers who provide students with summaries of the main ideas of a course
take away the lesson in self-directed study and personal responsibility that
comes from puzzling out the ideas for themselves. Giving multiple-choice
tests instead of essay questions places a premium on recall and frees
students from the need to make connections between principles or to apply
them in new situations. Giving students the questions--sometimes even the
answers--that will appear on the next test means that they have no excuse
for failing the test, but it also means that they have no incentive for
mastering the material.”
The
New Generations: Students Who Don't Study - by Henry H. Bauer,
Professor of Chemistry & Science Studies “We lead students to the fountain of knowledge. Some will drink deeply, some
will take a few swallows, and some will just sip. An increasing number will,
as at the dentist, merely rinse before spitting out” — an American college teacher, 1995
If you want some empathy, read this paper and see if you agree if it's still true today. Some brief solutions are offered near the end.
Learning how to learn A
psychologist's course combats failure in college, and now in high school.
by Sadie F. Dingfelder - “Rather than listening to lectures, students taking
ILM spend class time in a computer lab, working on the software program
Active Discovery and Participation through Technology, or ADAPT “In addition to building students' study skills, the class aims to improve
their motivation by giving them the wisdom of educational and cognitive
psychology, Tuckman emphasizes. "The course is really a psych course--[the students] don't know it, but it
is," he says. "It teaches students to change how they think, which
changes their behavior."
Motivating Students to Use Textbooks Using Textbooks Effectively, Getting Students to Read Them by Denise R.
Boyd MOTIVATING STUDENTS TO PURCHASE TEXTBOOKS Motivating Students to Read Textbooks “Another helpful strategy is to explicitly point out the book's pedagogical
features. For example, guiding the class through reading a short section and
then answering the questions at the end can help them realize how the
questions can be useful in assessing their understanding and memory of the
text. This practice also helps illustrate that the book's section headings
and end-of-section questions provide them with a framework for a useful
text-reading strategy, that of breaking the text into manageable parts.” IN-CLASS ASSIGNMENTS AND EXAMS APPLICATION EXERCISES REFERENCES AND RECOMMENDED READINGS