School: Bucas Grande Foundation College

Subject: NSTP-LTS 2
Instructor: Krenzy Breeza M. Bisaya
Section: BEED 1A
Reporters:

LESSON 3
FACILITATING LEARNING
- Self-regulation, coordinating cognition and motivation in learning
- Classroom and environmental factors shaping motivation

A. Defining motivation and motivational problems in learning

B. Intrinsic and extrinsic motivation
C. Self-competence beliefs, self-efficacy, self-expectation, academic self-concept and outcome
expectancy beliefs
D. Goal theories in learning
E. Self-regulation, coordinating cognition and motivation in learning
F. Classroom and environmental factors shaping motivation
 Self-regulation, coordinating cognition and motivation in learning
 Self-regulation – refers to a person’s ability to master himself.
Indicators of self-regulation
1. Set standards for one self
2. Monitor and evaluate one’s own behavior
3. Impose consequences on oneself for one’s successes or failures.
How does self-regulation relate to motivation?
- A student who is capable of self-regulation is more likely to be more intrinsically motivated because he
sets his goals and standards, he monitors his progress, and evaluates his own performance.
- A student who is capable of self-regulation, is not only capable of regulating his behavior, he is also
capable of his own learning.
Processes involving self-regulation
1. Goal setting – self-regulated learners know what they want to accomplish when they read or study.
2. Planning – self-regulated learners determine ahead of time how best to use the time they have available
for learning.
3. Attention control – self-regulated learners try to focus their attention on the subject matter at hand and
clear their minds potentially distracting thoughts and emotions.
4. Application of learning strategies – self-regulated learners choose different learning strategies
depending on the specific goal they hope to accomplish.
5. Self-monitoring – self-regulated learners continually monitor their progress toward their goals and they
change their strategies or modify their goals, if necessary.
6. Self-evaluation – self-regulated learners determine whether what they have learned is sufficient for the
goals they have set.
From the perspective of social cognitive theorists, self-regulation entails at least four processes (Bandura, 1986;
Schunk, 1989; Schunk & Zimmerman, 1996)
1. Standards and goals - as mature human beings we tend to set standards for our own behavior.
2. Self-observation – an important part of self-regulation is to observe oneself in action.
3. Self-judgment – people’s behavior are frequently judged by others.
 4. Self-reaction – as people become increasingly self-regulating, they begin to reinforce themselves.
The Cognitive Side of Self-Regulation
Cognition – is the process of learning in the broadest sense that includes perception, memory, judgment, and
thinking. It is both a mental activity and behavior that provides an understanding of the world arising from
biological, experiential, motivational, and social influences.
Cognitive (knowledge) – concerned with act or process of knowing or perceiving (psychological process)
Self-regulation (according to Winnie, 1995) – involves cognitive processes as well as behavior.
CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING MOTIVATION
Ten ways to motivate students
1. Publish student work - Seeing one’s work in print or posted on the Internet as part of a classroom
website can be truly motivating. This will allow students to have a goal to work towards and they can
see and share the results of their hard work with others.
2. Use supporting Material and Props – bridging manipulative and props into the class can be truly
motivating. Some history teachers have been known to dress up as characters from history like Abraham
Lincoln or Theodore Roosevelt which is always fun for students and teacher alike. However, even just
bringing in items like foreign money that can be passed around or posting pictures around the classroom
about the topic at hand can be interest building for students.
3. Provide specific rewards students can work towards – come up with one or more rewards that
students can work towards. Maybe you agree to allow them 10 minutes for free time on Fridays or you
will provide them with popcorn during the next lesson specific movie. Whatever it is, come up with
what the students need to do to achieve the goal and stick to your plan.
4. Provide choices for students – whenever possible, allow students to have some choice in what they are
learning. For example, if you are having the students write an essay, you might give them a couple of
broader topics to choose form so that they can pick something they are more interested in. another area
of choice can come in the method of presentation for projects. The students may choose to create a
website, a PowerPoint, or a song. The ability to demonstrate learning through choice and a variety of
methods can be very motivating for students.
5. Have students work towards individual goals – have students come up with one or more specific
goals of what they want to achieve in your class. You can attach a grade to these goals in terms of how
much effort they put into achieving the goals.
6. Give students a Role – allow students to be as involved in possible in your classroom environment. Try
to fit in debates and simulations to give them the opportunity to participate in more direct manner.
7. Connect learning to the real world – as often as you can, connect what students are learning to the
world around them. By connecting the classroom lesson to the students’ personal lives we can provide
them with greater incentives and buy-in on what you are teaching.
8. Mix it up – too much of anything can quickly lead to boredom, including lectures, whole group
discussions, small group work, debates, and cooperative learning activities. Therefore, make sure to vary
your lessons accordingly. Similarly, vary homework assignments so that students are not always doing
the same thing every night.
9. Get students involved in contests – find contests, publishing events, scholarships, and events that
students can participate in and work towards outside of the classroom. Maybe you have all your students
send a submission for a story to a local magazine. Maybe you have students write an essay for a college
scholarship competition. By connecting what you are teaching in the classroom to something that carries
real world rewards, you can help increase student involvement.
10. Bring service into the classroom – most students have an innate desire to work towards a goal greater
than themselves. For some this might be that they want to help preserve the environment. Others might
want to help the poor or focus on individuals hit hard by natural disasters. If you can tap into this while
connecting the actions to lessons in the classroom, you can build on these natural, altruistic desires.
Classroom factors that affect motivation
1. Teacher attitude – it makes a difference in motivating students. Students quickly sense when a teacher
is disconnected with what she’s teaching or when she really doesn’t care for or isn’t connected with the
students, not just as a class, but as individuals. An attitude of criticism or favoritism disrupts good order
in the classroom and motivates students to act out in a negative fashion because the students do not
believe the teacher cares, or believe nothing they do will be good enough.
2. Home situation – it affects student motivation in the classroom. If students come from homes where
they are loved and encouraged, the students will approach classroom work with eagerness and with a
willingness to learn. If the students do not have a positive home environment or if the home situation
doesn’t provide appropriate levels of nutrition and/or sleep, students attend school with a disadvantage
and a lack of motivation because of physical or emotional problems.
3. Teaching approach – lectures and a recitation of dry facts and figures tend to motivate students not to
pay attention and to “tune out” a teacher they believe is boring. However, when the students become part
of the learning process, learning can become more enjoyable and adaptable to those with different
learning styles. Students can be motivated when teachers help them “see” what they’re learning in a
different context. If teaching about a historical figure or event, read stories about the time period. As
long as the historical background is accurate, fiction stories draw students into the historical setting and
make the era come alive. When students connect better with what they’re learning, they can become
more motivated.
4. Interactive Activities – using these such as having students act out skits or plays on the topic-or writing
scripts to act out- can be motivating factors for positive classroom participation. Also, the use of puzzles,
games, special speakers and bulletin-board displays are factors that can affect classroom motivation.
Encouraging students to set goals in the classroom can also provide motivation.
5. Environmental factors affecting motivation - human environmental factors affecting motivation, if
environment is defined as the sum total of one’s surrounding then environmental factors that affect
student’s motivation include human as well as non-human factors.
Teacher’s Affective Traits
- A teacher’s positive affective traits such as caring, understanding, genuine respect, enthusiasm, and
professionalism, the student’s sense of belonging to a learning community; and parent’s supportive
behavior definitely create a learning environment that is facilitative of learning. The contrast of these
produces a counterproductive learning environment.
Affective Characteristics of Effective Teachers:
 Caring
 Fairness and respect
 Social interactions with students
 Enthusiasm & motivation in learning
 Attitude toward teaching profession
 Reflective practices
Bullying and the need to belong – students form part of the human environment of the learner. In fact, they far
outnumber the teachers in the learning environment.
Parents As Part of the Learner’s Human Learning Environment
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, teacher’s community association (PTCA)
 Are willing to spend on children’s project and involvement in school activities
 Participate actively in school-community projects
 Confer with children’s teachers when necessary
 Are aware of their children’s activities in school
 Meet the friends of their children
 Invite their children’s friends at home.