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Unformatted text preview: h century American history class.
⇒ “My students find it interesting that I was alive and experienced
what they are studying in the latter half of the 20th century. They
like it when I tell them what it was like when I was their age.”
Inquiry arousal stimulates information-seeking behavior in students by posing
questions or problems for them to investigate. A number of constructivist
strategies such as discovery learning, inquiry training, and problem-based
learning employ this process. During a teacher directed lesson, inquiry arousal
can be addressed by asking questions that require students to transfer what they
are learning to novel situations. 57 Variability refers to the importance of varying instructional experiences for
students. To accomplish this, you will need to be comfortable with various modes
of instruction. Technology can also be helpful because of its ability to rapidly
vary visual images and experiences. Remember, however, that too much
variability might confuse rather than motivate. You should vary instructional
activities at points in the lesson that make sense. For example, you could switch to
group work when having students work together accomplishes your instructional
Relevance. Relevance may be the most important of the four categories
for enhancing students’ motivation (Means, Jonassen, & Dwyer, 1997). Relevance can be demonstrated through the strategies of familiarity, goal
orientation, and motive matching (Keller & Kopp, 1987; Keller & Litchfield,
2002). Relevance strategies provide examples of applications of Principle 6.2:
Learners are more motivated by activities that appeal to their personal
needs, desires and interests and Principle 6.3: Learners are more motivated
when they have specific near-term goals that they believe are important.
Familiarity can be accomplished by connecting learning to students’ own
experiences (Keller & Kopp, 1987; Small, 1997). As you may remember from
Chapter 3, learning is more meaningful if it can...
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- Spring '08
- The Bible