FACILITATING LEARNING  SELF-REGULATION, COORDINATING COGNITION AND MOTIVATION IN LEARNING  CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING MOTIVATION  TEACHERS STRATEGIES FOR FACILITATING POSITIVE MOTIVATIONAL PROCESSESS IN LEARNING (lesson planning, designing learning and assessment activities)

1. FACILITATING LEARNING
SELF-REGULATION, COORDINATING COGNITION AND
MOTIVATION IN LEARNING
CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING
MOTIVATION
TEACHERS STRATEGIES FOR FACILITATING POSITIVE
MOTIVATIONAL PROCESSESS IN LEARNING
(lesson planning, designing learning and assessment activities)
Prepared by:
REYBETH DINEROS RACELIS

2. GOOD
MORNING!!!

3. MOTIVATIONAL
FACTORS IN
LEARNING

4. 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
G. TEACHERS STRATEGIES FOR FACILITATING POSITIVE
MOTIVATIONALPROCESSES IN LEARNING
(Lesson Planning, Designing Learning and Assessment Activities)

5. SELF-REGULATION,
COORDINATING
COGNITION
AND MOTIVATION IN
LEARNING

6. Self-regulation
- refers to a person's ability to
master himself.

7. Indicators of Self-regulation
Set standards for one self
Monitor and evaluate one's own
behavior
Impose consequences on oneself for
one's successes or failures

8. HOW DOES SELF-
REGULATION
RELATE TO
MOTIVATION?

9. 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.

10. PROCESSESS INVOLVING
SELF-REGULATION

11.  GOAL SETTING
Self-regulated learners know
what they want to accomplish
when they read or study.

12. PLANNING
Self-regulated learners
determine ahead of time how
best to use the time they have
available for learning.

13. 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.

14. APPLICATION OF
LEARNING STRATEGIES
Self-regulated learners choose
different learning strategies
depending on the specific goal they
hope to accomplish.

15. SELF-MONITORING
Self-regulated learners continually
monitor their progress toward their
goals and they change their strategies
or modify their goals, if necessary.

16. SELF-EVALUATION
Self-regulated
learners determine whether what
they have learned is sufficient for
the goals they have set.

17. From the perspective of social
cognitive theorists, self
regulation entails at least four
processes (Bandura, 1986;
Schunk, 1989; Schunk &
Zimmerman, 1996)

18. 1. STANDARDS AND GOALS
As mature human beings we
tend to set standards for our
own behavior.

19. 2. SELF-
OBSERVATION
An important part of self-
regulation is to observe oneself
in action.

20. 3. SELF-JUDGMENT
People's behavior are
frequently judged by others.

21. 4. SELF-REACTION
As people
become increasingly self-
regulating, they begin to
reinforce themselves.

22. THE COGNITIVE
SIDE OF SELF-
REGULATION

23. 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.

24. CLASSROOM AND
ENVIRONMENTAL
FACTORS
SHAPING MOTIVATION

25. Ten Ways to Motivate
Students

26. 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.

27. 2. Use Supporting Material and
Props
Bringing 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.

28. 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 of 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.

29. 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 from 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.

30. 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.

31. 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 a more
direct manner.

32. 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.

33. 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.

34. 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.

35. 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.

36. Classroom Factors
That Affect
Motivation

37. Teacher Attitude
Teacher attitude 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.

38. Home Situation
Home situations affect 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.

39. 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.

40. Interactive Activities
Using interactive activities 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.

41. Environmental Factors
Affecting Motivation

42. 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.

43. 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.

44. Affective characteristics of
effective teachers:
 CARING
 FAIRNESS & RESPECT
 SOCIAL INTERACTIONS w/ STUDENTS
 ENTHUSIASM & MOTIVATION IN
LEARNING
 ATTITUDE TOWARD TEACHING
PROFESSION
 REFLECTIVE PRACTICES

45. 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.

46. Parents as Part of the
Learner's Human
Learning Environment

47. 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

48. Teacher Strategies For
Facilitating Positive
Motivational Processes In
Learning (Lesson Planning,
Designing Learning and
Assessment Activities

49. LESSON PLAN
It is the teacher's road map of what student's
need to learn and how it will be done effectively during
the class time. Before you plan your lesson, you will
first need to identify the learning objectives
for the class meeting. Then, you can design appropriate
learning activities and develop strategies to obtain
feedback on student learning. A successful lesson plan
addresses and integrates three key components.

50. THREE COMPONENTS
1. Objectives for student learning
2. Teaching/learning activities
3. Strategies to check student's
understanding

51. STEPS FOR
PREPARING A
LESSON PLAN

52.  OUTLINE LEARNING
OBJECTIVES
The first step to determine what you
want student's to learn and be able
to do at the end of the class.

53.  DEVELOP THE
INTRODUCTION
Now that you have your learning
objectives, in order of their
importance, design the specific
activities you will use to get students
to understand and apply what they
learned.

54. PLAN THE SPECIFIC
LEARNING ACTIVITIES
(the main body of the lesson)
Prepare several different ways of
explaining the material (real-life
examples, analogies, visuals, etc.) to
catch the attention of more students
and appeal to different learning styles.

55.  PLAN TO CHECK FOR
UNDERSTANDING
Now that you have explained the topic and
illustrate it with different examples, you
need to check for student's understanding.
How will you know that students are
learning?

56.  DEVELOP A CONCLUSION
AND A PREVIEW
Go over the material covered
in class by summarizing the
point of lesson.

57. CREATE A REALISTIC
TIMELINE
Know how easy it is to run out of time
and not cover all of the many points
they had planned to cover. A realistic
timeline will reflect your flexibility
and readiness to adapt specific
classroom environment.

58. Suggestions in
Making Lesson
Plan

59. 1.The lesson plan is an aid to
teaching.
It should not be a bible to be
followed to the letter.

60. 2. A lesson plan should not
be too detailed. Numerous
details may obscure the
main points and cause
confusion.

61. 3. Lessons should be planned
within the time allotment for the
subject.
Beginning teachers
sometimes cover too much ground
resulting in teaching becoming
superficial and the class does not
learn much.

62. 4. The textbook should not be
regarded as infallible.
After all, textbooks are made by
human beings who are also subject
to mistakes.

63. 5. The lesson plan may serve as a
basis for future plans and a means
of evaluating the success of
learning. -A lazy teacher who
teaches the same subject year after
year may continue using the same
plan.

64. “The greater the structure of a
lesson and the more precise the
directions on what is to be
accomplished, the higher the
achievement rate.”
-Harry Wong

65. LEARNING DESIGN
Professional learning that
increases educator effectiveness and
results for all students integrates
theories, research, and models of
human learning to achieve its intended
outcomes.

66. FACTORS INFLUENCE DECISION
ABOUT LEARNING DESIGNS
• Goals of learning
• Characteristics of the learners
• Their comfort with learning process and one
another
• Their familiarity with the content
• Educator's work environment
• Resources available to support learning
• Apply learning theories, research and models

67. ASSESSMENT ACTIVITIES OR TASK
Assessment activities or task can provide more
useful information for the purpose of making
judgment at key points (including assigning
grade for the record of school achievement) if
they provide assessment information across a
range of syllabus outcomes within the one
activity or task.

68. EFFECTIVE ASSESSMENT ACTIVITIES OR TASK
Connect naturally with what has been taught and allow students to make their own
connections with concepts they have previously learned.
 Address a range outcomes in one activity or task and are thus time efficient and
manageable.
 Explicitly describe the expectation and requirements of the activity or task of the
learner.
 Engage the learner, a worthwhile activities or task for student learning, and are relevant
to real life situations.
 Provide opportunities for all students which encouraging higher order thinking, depth of
knowledge and understanding.
 Provide a range of students responses
 Help you determine if students are ready to move on to the next stage in the learning.
 Represent ways in which their knowledge, skills and understanding can be applied to a
new situation.

69. MOTIVATIONAL STRATEGIES:
 employ a variety of teaching strategies
 narrate a story or recite a poem which is related to the lesson
 from experience, teacher could vividly remember the kind of
motivation that would work every group of students
 a good sense of humor never fails to elicit positive reaction as long as
it is not overdone.
 a pleasing personality always wins positive interaction
 plan lessons that will arouse their curiosity
 lessons that will require manipulation of tools and operations of
equipment will keep everyone moving to get a chance at the wheel
 introduce an educational game related to the lesson
 some teaching strategies that have high motivating power could be
tried
(role playing, drama presentation, and musical show)
 film showing, slide presentations, television, broadcasts, learning
devices will keep them highly attentive and concentrated.

70. REFERENCES:
Maria Rita D. Lucas, PhD. and Brenda B. Corpuz, PhD., FACILITATING
LEARNING: A Metacognitive Process, 2nd edition, pages 175-177
Violeta A. Vega, PhD. and Nelia G. Prieto, M.A., Facilitating Learning
2006
pages 84-85
ONLINE REFERENCES:
http://712educators.about.com/od/motivation/tp/Ten-Ways-To-
Motivate-Students.htm
http://www.ehow.com/list_7637082_classroom-factors-affect-
motivation.html
https://prezi.com/yqwil_u9zsrs/environmental-factors-affecting-
motivation

71. THANK
YOU!Prepared by:
MS.REYBETH DINEROS RACELIS
BSED – MATHEMATICS