Course Code: PROF EDUC 5

Course Title: FACILITATING LEARNING

College: College of Teacher Education
Instructor: JESSA DOTIMAS
Title of the learning FACILITATING LEARNING: A METACOGNITIVE PROCESS
resource:
MARIA RITA D. LUCAS, Ph.D.
Authors:
BRENDA B. CORPUZ, Ph.D

TOPIC OUTLINE

Part 4: Focus on Classroom Processes

Unit 4.1 Motivation
Module 19: Motivation
Module 20: Theories on Factors Affecting Motivation
Module: 21 Students Diversity in Motivation

Unit 4.2 Motivation in the Classroom

Module 22: Human Environmental Factors Affecting Motivation

Part 4 Focus Classroom Processes

 Motivation and Motivation in the
Classroom

OUTCOMES
In this module, challenge yourself to attain the following learning
outcomes:

a. make an outline of this module and give a lecturette on motivation by

following your outline;
b. distinguish between extrinsic and intrinsic motivation; and
c. justify the role of extrinsic motivation in view of the development of intrinsic
motivation.

LESSON PROPER: Getting started (Pre-assessment, activating prior

knowledge,
and/or review), Discussion, activities/tasks, assessment

INTRODUCTION: Pre-assessment provides teachers

the source for monitoring students' progress and for
determining mental development. They also can help focus
students' attention on specific learning goals and
communicate expectations for students' performance.

Introduction

Studying is a hard task. However, it ceases to be a task if you have the right
kind and the right amount of motivation.

Meaning of Motivation
 Motivation is the process that initiates, guides, and maintains goal-oriented
behaviors. It is what causes you to act, whether it is getting a glass of water to
reduce thirst or reading a book to gain knowledge.

 Motivation involves the biological, emotional, social, and cognitive forces that
activate behavior. In everyday usage, the term "motivation" is frequently used to
describe why a person does something. It is the driving force behind human actions.
 Motivation is a force used within the educational system to encourage student
learning and understanding. In the educational setting, motivation is either an
internal force or external force.

Indicators of a High Level of Motivation

Cooperates. A motivated student always remains cooperative and loyal to his

studies He remains interested and active in his studies. A motivated student always
interested in his task.
Keeps Positives. Motivation keeps the student in positive move and trends
interest and always remain positives His efficiency always runs smoothly. A motivated
student does his work with keen
Finishes Task In Time. We know that motivation keeps the student positive i-e why
a motivated student always does his work efficiently. He finishes his task in time with
full confidence and efficiently. He never feels tiredness and boring during studies.
He does his work with willingness and intelligently way.
Psychologically Socially. A motivated student does his work in willingness and with
confidently so he remains psychologically socially happy. He always does his work
with hardworking so he faces less difficulties. His accuracy always 100%.
Physical Fatigued. A motivated student feels less physically fatigue as happiness
empower fatigue, so his efficiency remain 100%. He has confidence in his studies.
He does his work with happiness and remains positives in his direction. He makes
conscious efforts to develop desire able attitudes in his studies.
Psychological Edge. A motivated student will be better cultured person He has
psychological edge over his other class mates due to motivation.
Reads, Writes and Learns. All tasks assigned to individual mentioned above are
being completed accurately and efficiently that is, a task so that rout cause of the topic
may clear.
Talk And Participate. The strength of the motivation is the amount of time the
learners are able and willing to spend in academic pursuits. The learner who spends
his more time intelligently and willingly is a better achiever as compared to the one
who refrain from spending his time otherwise willing. Above features shows
perfection of the individual being a motivated student.
Becomes Thoughtful. A motivated student works hard toward achieving
performance goals. With adequate ability and understanding of studies, such a student
be highly productive and becomes thoughtful of others students.
Student Becomes Better Person. Motivated student becomes better person in his
thoughts, skills and values. His ego will be satisfied.
Main Types of Motivation

Here are the main types of motivation and the internal or external rewards they use to
motivate:

1. Intrinsic Motivation

Intrinsic motivation represents all the things that motivate you based on internal
rewards like self-improvement or helping a friend in need. For example, you may be
motivated to get a promotion because you’ll learn valuable skills. Conversely, you
might be motivated to succeed because you want to positively affect the lives of the
people around you.

However, while the above examples are positive, intrinsic motivation can also
have negative drivers. For example, you can motivate yourself to learn new things
because otherwise you’ll feel unfulfilled. The outcome of your actions is positive, but
the specific type of motivation you used was focused on stopping a negative outcome
rather than creating a positive outcome. For this reason and more, there are many
types of intrinsic motivation that all focus on a specific motivational reward or driver.

2. Extrinsic Motivation

Extrinsic motivation is characterized by factors that are external to the self. The
student is motivated to learn or achieve not by personal interest or desire for growth,
but from a desire to please others by meeting expectations set by parents, teachers,
or factors like a desired GPA.

External motivation can also involve punishment and reward. Students might
fear the punishment associated with getting a poor grade (whether it is the grade itself
or discipline by parents) or desire the reward that comes alongside a high GPA. Either
way, a students’ desire to learn doesn’t motivate him or her; instead, the incentive is
the fear of failure or glow of success.

Extrinsic motivation represents all the things that motivate you based on
external rewards like money or praise. These types of motivation are more common
than intrinsic motivators and include achieving things due to a tangible incentive, fear,
or expectation, all of which depend on external factors. For example, people want to
get a promotion because of the expected raise.

Like intrinsic motivation, extrinsic motivation can sometimes be negative. For

example, you can be motivated to perform better at your job due to fear of being fired.
This shows that extrinsic motivation, like its high-level counterpart, has many different
motivational-types that highlight a specific external motivational driver and explains
how effective it is at motivation.

The Role of Extrinsic Motivation

Extrinsic motivation plays an indispensable function when a learner is not yet
intrinsically motivated to learn. For optimum learning, this extrinsic motivation,
however, must gradually take the back seat as intrinsic motivation comes to the fore.
 Post-Assessment

Activity 1
1. According to psychologist Carol Dweck ‘motivation is often more important
than initial ability in determining our success.” Do you agree? Why? (5points)
2. To what do you compare motivation to make its facilitating function in
learning concrete? Come up with metaphors. (An example of metaphor is “teaching is
lighting a torch…) show this by completing this: Motivation is ……….(5 points)

3. “Potential performance is a product of ability and motivation.” What does

this mean? Do you agree? Explain your answer. (5points)
 Theories on Factors Affecting Motivation

OUTCOMES

OUTCOMES

In this module, challenge yourself to attain the following learning

outcomes:
a. explain to the following theories on the sources of intrinsic motivation
- attribution theory
- self- efficacy theory
-self-determination and self-regulation theory
-goal theory
-choice theory
-Maslow’s hierarchy of needs; and
b. cite the implications of these theories to the facilitation of learning.

Introduction
In module 19, you learned that intrinsic motivation is far better than extrinsic
motivation. By all means, let us help develop intrinsic motivation in our students.
There is currently no unified theory to explain the origin or elements of intrinsic
motivation. Most explanations combine elements of Bernard Weiner’s attribution
theory, Bandura’s work on self-efficacy, Maslow’s hierarchy of needs, William
Glasser’s choice theory, and other studies relating to goal orientation.

Attribution Theory
What is attribution theory? This theory explains that we attribute our success or
failures or other events to several factors. For instance, you attribute your popularity to
your popular parents or to your own sterling academic performance. Or you attribute
the poor economic condition you are in to the Land Reform of the Philippine
government (your lands were subjected to land reform) or to vices of your father.
These attributions differ from one another in three ways-locus, stability and
controllability (Ormrod, 2004)

1. Locus (Place): Internal versus external. If your student traces his good
grade to his ability and to his hard work, he attributes his good grade to internal
factors. If your students, however, claims that his good grade is due to the effective
teaching of his teacher or to the adequate library facilities, he attributes his good
grades to factors external to himself.
2. Stability: Stable versus unstable. If you attribute your poor performance to
what you have inherited from your parents, then you are attributing the cause of your
performance to something stable, something that can not change because it is in your
genes. If you attribute it to excessive watching of tv, then you are claiming that your
poor eyesight is caused by an unstable factor, something that can change. (You can
prolong or shorten your period of watching tv.)
3. Contrability: Contrallable versus uncontrollable. If your student claims his
poor academic performance is due to his teacher’s ineffective teaching strategy, he
attributes his poor performance to a factor beyond his control. If, however, your
student admits that his poor class performance is due to his poor study habits and low
motivation, he attributes the event to factors which are very much within his control.

Self-efficacy Theory
A sense of high self-efficacy means a high sense of competence. Self-efficacy
is the belief that one has the necessary capabilities to perform a task, fulfill 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. Social cognitive
theorists identified several self-efficacy-enhancing strategies:
 Make sure students master the basic skills.
 Help them make noticeable progress on difficult tasks.
 Communicate confidence in students’ abilities through words and actions.
 Expose them to successful peers.

Self-determination and self-regulation Theories

Students are intrinsically motivated when they have a sense of self-
determination-when they believe that they have some choice and control regarding the
things they do and the directions their lives take. A student’s sense of self-
determination is demonstrated in his capacity for self-regulation. Self-regulation refers
to person’s ability to master himself.he is the “I am the captain of my soul” type of a
person. He is not a victim of circumstances. He is capable of directing himself.

Process involved in self-regulated learning:

 Goal-setting
 Planning
 Attention control
 Application of learning strategies
 Self -monitoring
 Self-evaluation

Choice Theory
Bob Sullo, ( 2007) write:

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. In a addition to the physical need for survival, we have four basic
psychological needs that we must be satisfied to be emotionally healthy:
 Belonging or connecting
 Power or competence
 Freedom
 Fun

The need for belonging or connecting motivates us to develop relationships and

cooperate with others. Without the needs for belonging and cooperating, we would
only strive to be independent.
The need for power is more than just a drive to dominate. Power is gained is
through competence, achievement and mastery. Our genetic instruction is to achieve,
master new skills and to be recognized for our accomplishments…
As humans, we are also motivated to be free, to choose. Having choices is part
of what it means to be human and is one reason our species has been able to evolve,
adapt and thrive…
Each time we learn something new, we are having fun, another universal
human motivator. It is our playfulness and our sense of discovery that allow us to learn
as much as we do.

What do these imply to our task to facilitate learning? We have to come up with
a need-satisfying environment. To motivate our students for learning, we should satisfy
their need to have power by being competent, the need to have a free choice, and
the need to enjoy learning and have fun.
How can these be done? If we create a sense of community in the classroom
and make every student feel s/he belongs to that classroom community, s/he will more
likely love to go to school. If we make use of cooperative learning structures, we
strengthen the spirit of cooperation and collaboration and reduce, if not eliminate, the
spirit of cut-throat competition.

Maslow’s Hierarchy of Needs

A student’s lowerorder eeds must first be met before s/he works for satisfaction
of his/her higher-order needs. The lower-order needs include the first -level needs and
the second-level needs. The firs-level needs are basic survival and physiological
needs for food, air, water, and sleep. The second-level needs are bodily safety and
economic security.
There are three levels in the higher-order needs. The first (which is now the
third level in Malow’s need hierarchy) is the need for love and belonging. The needs at
the fourth level include those for esteem and status, including one’s feelings or self-
worth and of competence. The fifth-level need is self-actualization, which means
becoming all that one is capable of becoming , using one’ skills to the fullest, and
stretching talents to the maximum.
Based on Maslow’s theory, a satisfied need is not a strong motivator but an
unsatisfied need is. Research proves that “unless the two lower-order needs
(physiological and security) are basically satisfied, employees (in our teaching-
learning context) or our students will not be greatly concerned with higher-order needs.
(Newstorm, 19970

Goal Theory
 Learning goals versus performance goals. The goals we set for ourselves affect
our level of motivation. There are several types of goals. In relation to learning we can
speak of learning goals and performance goals. How do they differ?
A learning goal is a “desire to acquire additional knowledge or master new
skills”while a performance goal is a “desire to look good and receive favorable
judgments from others or else look bad and receive unfavorable judgments.” (Ormrod,
2004) Between these two goals, with which type of goal is the intrinsically-motivated
student occupied? Obviously, the ideal student is the student with a learning goal. The
student with a learning goal is mastery-focused while the student with a performance
goal is focused.

Self-determined goals. Personally-relevant and self-determined goals

enhance a student’s motivation. When lesson objectives are relevant to the life of
students, then they turn out to be more motivated to learn. When the lesson objectives
are owned by the students because they find them relevant to their life, most likely
they become highly motivated for learning.
Goal setting. As a motivational tool, goal setting is effective when the following
major elements are present: 1) goal acceptance, 2) specificity, 3) challenge, 4)
performance monitoring, and 5) performance feedback. Thus, it is necessary that our
students accept and own our lesson objectives (self-determined goals in the foregoing
paragraph) and that our lesson objectives must be SMART (specific, measurable,
attainable, result-oriented and time-bound) and challenging. It is equally important that
we monitor our students’ learning. However, simply monitoring results is not enough.
We have to give our students feedback about their performance.

Post-Assessment

Activity 2
1. Between learning goal and performance goal, with which type do you
identify yourself? Explain your answer. (5points)
2. To what factors do great men and women attribute their success? Is it
to personal factors like ability and effort or to situational factors such as difficulty
of the task and impact of luck? (5 points)
3. Authors warn us to avoid simple attributions, meaning not to attribute
success or failure just to one factor only? Why so? (5points)
 Student’s Diversity in Motivation

OUTCOMES

In this module, challenge yourself to attain the following learning

outcomes:

a. reflect on your ow experiences as you read through situations given in this

module;
b. present the social and cultural influences on the cognitive and motivational
processes of learning by means of graphic organizer; and
c. state and explain two principles on the social and cultural influences on
motivation.

Introduction
Students who, by themselves are already as diverse, also differ in motivation.
This diversity in motivation may be traced to differences in age, developmental stage,
gender, socio-economic and cultural background. How these factors influence
student’s motivation is the concern of this module.

Read the following findings then reflect on your very own experiences.
 Young children often want to gain teacher’s approval to be motivated while the older
ones are typically more interested in gaining the approval of peers. (Juvonen and
Weiner, 1993 quoted by Ormrod, 2004)
 …Students often become less intrinsically motivated as they progress through the
school years. (Harter, 1992 quoted by Ormrod). Learning goals may go by the
wayside as performance goals become more prevalent and as a result, students will
begin to exhibit preference for easy rather than challenging tasks. (Harter, 1992,
Igoe and Sullivan, 1991 quoted by Ormrod, 20040.
 Increasingly, students will value activities that will have usefulness for them I their
personal and professional lives, and subjects that are not directly applicable will
decrease in popularity. (Wigfield, 1994 quoted by Ormrod, 2004).
 …Elementary students tend to attribute their successes to effort and hard work.
 …By adolescence however, students attribute success and failure more to an ability
that is fairly stable and uncontrollable. Effort becomes a sign of low ability…
(Nicholas, 1990; Paris and Cunningham, 1996 quoted by Ormrod, 2004).
 There are different motivational patterns for students belonging to ethnic
communities. Students from Asian,-American families may feel more pressured to
perform well in school…
Our student’s motivation may vary on account of age, gender, cultural, socioeconomic
background and special education needs. Our class is a conglomerate of students with
varying ages and gender and most especially cultural background and socioeconomic
status. Our students’ motivational drives reflect the elements of the culture in which
they grow up- their family, their friends, school, church, and books. To motivate all of
them for learning, it is best to employ differentiated approaches. “Different folks,
different strokes.” What is medicine for one may be poison for other.

Two principles to consider regarding social and cultural influences o motivation

are:
1. Students are most likely to model the behaviors they are relevant to their
situation.
2. Students develop greater efficacy for a task when they see others like
themselves performing the task successfully. (Ormrod, 2004) What conclusion can be
derived from the two principles? ”Students need models who are similar to themselves
in terms of race, cultural background, socioeconomic status, gender, and (if
applicable) disability.(Ormrod, 2004)

Then it must be good to expose our students to models of their age and to
models who come from similar cultural, socioeconomic backgrounds.

Do we have to limit ourselves to live models? Not necessarily. We can make

our students read biographies and autobiographies of successful individuals who were
in situations similar to them.

Post-Assessment

Activity 3
1. State and explain in not more than sentences each two principles on
the social and cultural influences on motivation. (5 points)
2. Differentiate and describe your motivational strategy between/among:
- students of different ages
- boys and girls
- the economically-disadvantaged and the affluent
- students belonging to indigenous people’s (IP) groups and those
not belonging to one. (10points)
 Human Environmental Factors Affecting Motivation

OUTCOMES

In this module, challenge yourself to attain the following learning

outcomes:

a. compose a poem/ song describing teachers’ behavioral traits that

are facilitative of learning;
b. dramatize the de-motivating function of bullying in schools; and
c. mimic the behavioral traits of parents who are supportive of
learning.

Introduction
If environment is defined as the sum total of one’s surrounding then
environmental factors that effects students’ motivation include human as well s non-
human factors. The immediate human factors that surround the leaner are teachers,
the other students and his/her parents.

Teacher’s Affective Traits

Studies suggest that management and instructional processes are key to

facilitating learning but many interview responses, like the letter at the beginning of this
module, emphasize the teacher’s affective characteristics or social or emotional
behaviors, more than pedagogical practice. Some of you teachers were motivating and
inspiring. Others were not.
You are grateful to those who motivated and inspired you. You must also be
grateful to those who were not motivating and inspiring. In a way, they also helped
you become better persons in the sense that you strived to become better than them.

Researches cite the following affective characteristics of effective teachers

(James H. Stronge, 2002):
 Caring- Specific attributes that show caring are:
- sympathetic listening to students not only about life inside the classroom
but more about students’ lives in general
- understanding of students’ questions and concerns
-knowing students individually, their likes and dislikes, and personal
situations affecting behavior and performance.
 Fairness and respect- These are shown in specific behaviors like:
- treating students as people
- avoiding the use of ridicule and preventing situations in which students
lose respect in front of their peers
-practicing gender, racial and ethnic fairness
 -providing students with opportunities for them to participate and to succeed
 Social interactions with students- The specific behaviors of a facilitative social
interactions are:
- consistently behaving in a friendly, personal manner while maintaining
professional distance with students
- working with students not for the students
-interacting productively by giving students responsibility and respect
-allowing students to participate in decision making
- willing to participate in class activities and demonstrating a sense of fun
- having a sense of humor and is willing to share jokes
 Enthusiasm and motivation for learning shown in:
-encouraging students to be responsible for their own learning
- maintaining an organized classroom environment
- setting high standards
-assigning appropriate challenges
- providing reinforcement and encouragement during tasks
 Attitude toward the teaching profession
- having dual commitment to personal learning and to students’ learning
anchored on the belief that all students can learn
- helping students succeed by using differentiated instruction
- working collaboratively with colleagues and other staff
- serving as an example of a lifelong learner to his/her students and
colleagues
 Positive expectations of students manifested in:
-striving to make all students feel competent
- communicating positive expectations to students, i.e., they will be
successful
- having high personal teaching efficacy shown in their belief that they can
cause all students to learn

 Reflective Practice
- reviewing and thinking on his/her teaching process
- eliciting feedback from others in the interest of teaching and learning

Parents as Part of the Learner’ Human Learning Environment

The learner spends at least six hours in school. The rest, s/he spends at home.
Parents, therefore, are supposed to have more opportunity to be with their children
than teachers. How many of our parents use this opportunity to support their children
in their studies?
What parents’ behavioral traits are supportive of their children’s learning? Parents
who are supportive of their children’s learning are observed to do the following:
 Follow up status of their children’s performance
 Supervise their children in their homework/project
 Check their children’s notebooks
 Review their children’s corrected seat works and test papers
 Attend conferences for Parents, Teachers and Community Association (PTCA)
  Are willing to spend on children’s projects and to get involved in school
activities
 Participate actively in school-community projects
 Confer with their children’s activities in school
 Meet the friends of their children
 Invite their children’s friends at home

Unsupportive parent behaviors are the opposite of all those listed above.

The interaction between the learner and the teacher, among the learners, and
among the learner, teacher and parents affect the learner’s motivation. Whether
the climate that comes as by-product of the interactions nurtures or obstructs
learning depends on the quality of these interactions.

Post-Assessment
Activity 4
1. “The quality of teacher-student relationship is the key to all other aspects of
classroom management”, says recognized expert in classroom management, Robert
Marzano. Do the teacher’s affective traits have something to do with that quality
teacher-student relationship? Explain your answer. (5 points)
2. By means of graphic organizer, list down behavioral traits of parents who are
supportive of children’s studies. (5 points)