lecture_notes.11.14.11

lecture_notes.11.14.11

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  Theories of MotivationandAffect 1 Renée Delgado 11.14.11
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  2 Theories of Motivation and Affect Affectin the Classroom Diversity in Motivation and Affect What does it mean to be Motivated to Learn? Motivation Theories
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   Positive affecteffects:  Activate mental schemas  Make meaningful associations  Consolidate long-term memories  Become more creative and flexible during problem solving  Take more risks  Display more prosocial behaviors
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   Negative affect Inhibits learning and memory  May influence students to distance themselves socially
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   learning isthe result of the interaction between our information processing and emotional systems.  Maintain a positive atmosphere in the classroom  Project positive emotions  Respond to verbal and non-verbal cues  Motivate students to be accurate thinkers  Connect students’ emotions to learning  See ‘ClassroomTips’ page 354.
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   facilitative anxietyand debilitating anxiety  Sources of anxiety  School transitions  Math anxiety  Test anxiety  ‘ClassroomTips’  Page 356
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   Reebok Commercial(Extrinsic) http://www.youtube.com/watch?v=tbSpAsJSZ Pc  Basketball (Intrinsic) https://www.facebook.com/video/video.php?v= 10150373441113934
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   Do youthink that using tangible rewards such as toys and candy send students the wrong message about learning?Why or why not?  How would you handle a student with a complete lack of motivation?What motivational strategies can you use?
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   Cultivate positiveaffect in the classroom.  Decrease negative affect in the classroom.  Be responsive to student’s verbal and nonverbal emotional cues.  Motivate students to be accurate thinkers.  Connect students emotions to learning.
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  Negative experiences Actionto Take How/why might this work?
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   Developmental differences Gender differences  Cultural differences  Socioeconomic differences  Student exceptionalities