1. 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. 2. GOOD MORNING!!!
3. 3. MOTIVATIONAL FACTORS IN LEARNING
4. 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. 5. SELF-REGULATION, COORDINATING COGNITION AND MOTIVATION IN LEARNING
6. 6. Self-regulation - refers to a person's ability to master himself.
7. 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. 8. HOW DOES SELF- REGULATION RELATE TO MOTIVATION?
9. 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. 10. PROCESSESS INVOLVING SELF-REGULATION
11. 11.  GOAL SETTING Self-regulated learners know what they want to accomplish when
they read or study.
12. 12. PLANNING Self-regulated learners determine ahead of time how best to use the time
they have available for learning.
13. 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. 14. APPLICATION OF LEARNING STRATEGIES Self-regulated learners choose different
learning strategies depending on the specific goal they hope to accomplish.
15. 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. 16. SELF-EVALUATION Self-regulated learners determine whether what they have learned
is sufficient for the goals they have set.
17. 17. From the perspective of social cognitive theorists, self regulation entails at least four
processes (Bandura, 1986; Schunk, 1989; Schunk & Zimmerman, 1996)
18. 18. 1. STANDARDS AND GOALS As mature human beings we tend to set standards for our
own behavior.
19. 19. 2. SELF- OBSERVATION An important part of self- regulation is to observe oneself in
action.
20. 20. 3. SELF-JUDGMENT People's behavior are frequently judged by others.
21. 21. 4. SELF-REACTION As people become increasingly self- regulating, they begin to
reinforce themselves.
22. 22. THE COGNITIVE SIDE OF SELF- REGULATION
23. 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. 24. CLASSROOM AND ENVIRONMENTAL FACTORS SHAPING MOTIVATION
25. 25. Ten Ways to Motivate Students
26. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 36. Classroom Factors That Affect Motivation
37. 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. 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. 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. 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. 41. Environmental Factors Affecting Motivation
42. 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. 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. 44. Affective characteristics of effective teachers:  CARING  FAIRNESS & RESPECT 
SOCIAL INTERACTIONS w/ STUDENTS  ENTHUSIASM & MOTIVATION IN LEARNING 
ATTITUDE TOWARD TEACHING PROFESSION  REFLECTIVE PRACTICES
45. 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. 46. Parents as Part of the Learner's Human Learning Environment
47. 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. 48. Teacher Strategies For Facilitating Positive Motivational Processes In Learning (Lesson
Planning, Designing Learning and Assessment Activities
49. 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. 50. THREE COMPONENTS 1. Objectives for student learning 2. Teaching/learning activities
3. Strategies to check student's understanding
51. 51. STEPS FOR PREPARING A LESSON PLAN
52. 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. 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. 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. 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. 56.  DEVELOP A CONCLUSION AND A PREVIEW Go over the material covered in class
by summarizing the point of lesson.
57. 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. 58. Suggestions in Making Lesson Plan
59. 59. 1.The lesson plan is an aid to teaching. It should not be a bible to be followed to the
letter.
60. 60. 2. A lesson plan should not be too detailed. Numerous details may obscure the main
points and cause confusion.
61. 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. 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. 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. 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. 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. 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. 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. 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. 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.