Emotional development is an interesting because as I was reading chapter 7 the part where they talked about little emphasis is placed on the emotional factors that might promote or impede efficiency. ( pg.78 Book of Pysch) it got me questioning some things. To me I think that looking into all of this self efficacy and locus of control has some bit of background in emotional factors. If you look into why someone has low or high self efficacy I feel there could be a big connection on the factors and which one you are. I know as a student emotional factors can change my self efficacy in situation of my feelings of locus of control. As a coach or a teacher I think you see it as well. Sometimes I have a player who is on such a positive emotional factor that they perform better then I have ever seen them. Expecting that same performance when that factor is non existent sometime becomes the challenge...
Flow is characterised as the holistic sensation that people feel when they act with total involvement. The table about flow and human motives was also something that stuck with me. (chap7 Pintrich) Things like the open and closed system goals with intraindividual processes and interindividual processes seem to hit home. So many times you have this process that a player understands and another one is so lost on the way we have it flowing- but sometimes when you have them talk you through what their understanding is and their rationale you see why it doesn't flow to them. The other description of graphic I like related to flow was the action/ opportunities/ action capabilities chart. I would say most people would agree that there is that middle road of not too much stress ,but not too lax. A great example of this for me is when we are going through new offensive plays in lacrosse and we walk through them too slow. Players begin to lose focus, they forget where they are supposed to be going because they have had to much time to wander. When we try and run through it the first time people always hesitate to go because they are afraid they may be going the wrong way and then it does not work. When we go at a good speed, people stay on task, it is just challenging enough that they are paying attention as well as thinking of possible better ways. In this case they they ask questions about certain movements and may even suggest one that could work better. Now instead of them just learning a play they have been interacting and creatively seeing the bigger picture.
Interest is another topic that seems to have so many branches. Personal interest with things like the text, material, activity, etc can be different for everyone. It becomes ones of those questions of how best do you reach all of your students?
Social bonds also speaks to me when thinking about my coaching. The 4 stages of bonding by Newmann can be played through so many different scenarios. (chap.10 Pintrich)
1.) Clarity of purpose
2.) Fairness
3.) Personal support
4.) Successful Experiences
All four of these have branch off into so many other question and sub categories. Clarity of purpose can be hard for athletes at our level because so many of them will have the same reason, some of the same reasons, or completely other ones. As a recruit we are looking for the player that loves the game and wants to achieve as much as they can as an individual player to help the whole team goal to win. You want to create a bond with all the players that they have positive feelings on all four of these with their peers and coaches so that they are in the best environment to perform. It is great when we get some people on the same page or in the right mind set and have the bonds that we are looking for but a whole team, starters to bench players need to work as a whole to be successful.
Monday, August 12, 2013
Sunday, August 11, 2013
Assignment 2- Knowledge base
Here is the link to my word press knowledge base
http://lrogers50.wordpress.com/wp-admin/post.php?post=2&action=edit&message=6&postpost=v2
http://lrogers50.wordpress.com/wp-admin/post.php?post=2&action=edit&message=6&postpost=v2
Module 4
Motivation means to be moved to do something...As was discussed in module 3 Self Determination theory that supports our natural or intrinsic tendencies to behave in effective/ healthy ways. (website-self det) An important part that gets included in is orientation of motivation which is the underlying attitudes/ goals that give rise to action. Why do they want to make the soccer team as an example?
Locus of control has always been something that is interesting because its gets involved with the persons personality. Julian Rotter said that it refers to an individuals perception about the underlying main causes of events in his/ her life. (Neill) Locus of control talks about a belief whether outcomes of actions are part of intrinsic or are they out of our control. I find it interesting when you think back to kids talking about how they its out of their control, there is nothing they can do about. My question is what they think is an approach to change a certain view point of someone that they think is out of their control?
Intrinsic vx extrinsic motivation- Intrinsic is the natural desire to learn. Students do it because it is fun or that they find it challenging. There is no reward or outside influence that is making them do it. Extrinsic on the other hand is the outside factors or external control. This is seen when kids do not want to do something. Extrinsic is important in learning environment because we still need to teach certain things. Things like reward or punishment often may be used here or some other kind of incentive. We can find this is coaching world a lot a well, where many coaches will threaten running if the players do not work on performing the task at hand. This threat sometimes motivates players to put in more effort and focus and other times it does not. Sometime coaches mistake a self efficacy problem for lack of motivation or effort and in which can backfire when using negative threats or actions.
Self efficacy is the people beliefs about their capabilities to produce designated levels of performance that exercise influence over events that effect their lives.(webiste, Self efficacy) This could entail how people feel, think, motivate, behave. If someone has a strong self efficacy this could enhance accomplishment and well being. The more positive someone is about themselves the more they will be motivated to put in effort, to continue the will to learn, have different kinds of goals, and to be self regulated. Self efficacy is prob one of the main points in all of this course that I find to be a huge game player. No matter what else we look at it a student has poor self efficacy it will influence them in some negative way. If they have high efficacy it will influence them in some positive way.
Thinking about ID and motivation you see how many times motivation is either added or may not be put into consideration when designing instruction. From another aspect you can see how many people design instruction that motivation is put in with out even knowing it. The big thing about motivation and ID is prob understanding how to design so that it can motivate a lot of the audience even though many have different reasons and factors for their motivation.
Locus of control has always been something that is interesting because its gets involved with the persons personality. Julian Rotter said that it refers to an individuals perception about the underlying main causes of events in his/ her life. (Neill) Locus of control talks about a belief whether outcomes of actions are part of intrinsic or are they out of our control. I find it interesting when you think back to kids talking about how they its out of their control, there is nothing they can do about. My question is what they think is an approach to change a certain view point of someone that they think is out of their control?
Intrinsic vx extrinsic motivation- Intrinsic is the natural desire to learn. Students do it because it is fun or that they find it challenging. There is no reward or outside influence that is making them do it. Extrinsic on the other hand is the outside factors or external control. This is seen when kids do not want to do something. Extrinsic is important in learning environment because we still need to teach certain things. Things like reward or punishment often may be used here or some other kind of incentive. We can find this is coaching world a lot a well, where many coaches will threaten running if the players do not work on performing the task at hand. This threat sometimes motivates players to put in more effort and focus and other times it does not. Sometime coaches mistake a self efficacy problem for lack of motivation or effort and in which can backfire when using negative threats or actions.
Self efficacy is the people beliefs about their capabilities to produce designated levels of performance that exercise influence over events that effect their lives.(webiste, Self efficacy) This could entail how people feel, think, motivate, behave. If someone has a strong self efficacy this could enhance accomplishment and well being. The more positive someone is about themselves the more they will be motivated to put in effort, to continue the will to learn, have different kinds of goals, and to be self regulated. Self efficacy is prob one of the main points in all of this course that I find to be a huge game player. No matter what else we look at it a student has poor self efficacy it will influence them in some negative way. If they have high efficacy it will influence them in some positive way.
Thinking about ID and motivation you see how many times motivation is either added or may not be put into consideration when designing instruction. From another aspect you can see how many people design instruction that motivation is put in with out even knowing it. The big thing about motivation and ID is prob understanding how to design so that it can motivate a lot of the audience even though many have different reasons and factors for their motivation.
Module 3
"There are three things to remember about education. The first is motivation. The second is motivation. The third is motivation. " (Maehr & meyer 1997)
Goals and goal achievement has a few sub divisions- the kinds of social and academic goals students bring to the classroom, the motivating properties, and the classroom reward structure that either influence the behavior or influence the will to continue to learn. ( pg. 72 covington)
Motives as drives- an internal state, need, or condition that impels individuals toward action. (pg 173 covington) These have been directed as things like social approval, power, achievement, emotional factor of success and failure.
Motives as goals- entice individuals toward action. All actions are given meaning, direction, and purpose by goals that they seek out (pg 174 covington)
Learning goals vs performance goals: The best way I saw to understand this is to compare them. From my understanding learning goals increase understanding and appreciation for what they are learning. Performance goals are outperforming others. Both goals seem to lead to achievement of some kind, and having both of them would lead to more cognition and so on. In learning goals the students seem to use more self regulation. Performance goal oriented students are either approach or avoidant.
Self determination theory talks why people engage in certain tasks. Two things were determined when they talked about intrinsic motivational theories and self determination- one was that humans are motivated to maintain some level of stimulation, and two that humans have basic needs for competence. (pg112, eccles) I thought it was interesting how they talk about extrinsic motivations also can play a role. Some people have the motivation to go to work, but the type of job they take may be more of a result of extrinsic.
Self regulation is key thing that sticks out to me in goals and motivation in general. Self regulation is talked about how the individual does to go toward their goal- things like planning out when they will work, what they need to work on, making time for things, etc. As they learn they self regulate the material-- an example that I find when Im talking with my players about plays is how they self regulate it. My motivated players- whether intrinsic or extrinsic seem to listen and watch the play being drawn up, they they write i t down in their play book and make notes that make sense to them. They will write things like where they would be in the play and the specific actions they need to make. Many of them will then go walk through it and come back if they have any questions. They then in turn are the ones that are walking others through it. They have planned out and figured a way that allowed them to reach their goal or succeed in an area based on their regulation- they made it happen and took a process to reach it. This is allows them to either succeed or if they fail- go back and figure out what they missed along the way. The example happens all the time because for those players that do not follow a process or do self regulate get discouraged in practice when they can not understand or figure out how to do the play.
The concept of performance goal oriented students also speaks to me a lot. The idea that they are either approach or avoidance plays a huge role in any setting. Those who approach success tend to me more effort oriented in what they are trying to learn and those that fear failure seem to have less effort and task persistence. When we are looking for a player a mixture of learning goal oriented and performance goal oriented toward success is what we want to find. Im sure as I think about this any classroom could see how a mixture of those would create for a great student.
Covington, Goal Theory, Motivation, Achievement, 2001.
Goals and goal achievement has a few sub divisions- the kinds of social and academic goals students bring to the classroom, the motivating properties, and the classroom reward structure that either influence the behavior or influence the will to continue to learn. ( pg. 72 covington)
Motives as drives- an internal state, need, or condition that impels individuals toward action. (pg 173 covington) These have been directed as things like social approval, power, achievement, emotional factor of success and failure.
Motives as goals- entice individuals toward action. All actions are given meaning, direction, and purpose by goals that they seek out (pg 174 covington)
Learning goals vs performance goals: The best way I saw to understand this is to compare them. From my understanding learning goals increase understanding and appreciation for what they are learning. Performance goals are outperforming others. Both goals seem to lead to achievement of some kind, and having both of them would lead to more cognition and so on. In learning goals the students seem to use more self regulation. Performance goal oriented students are either approach or avoidant.
Self determination theory talks why people engage in certain tasks. Two things were determined when they talked about intrinsic motivational theories and self determination- one was that humans are motivated to maintain some level of stimulation, and two that humans have basic needs for competence. (pg112, eccles) I thought it was interesting how they talk about extrinsic motivations also can play a role. Some people have the motivation to go to work, but the type of job they take may be more of a result of extrinsic.
Self regulation is key thing that sticks out to me in goals and motivation in general. Self regulation is talked about how the individual does to go toward their goal- things like planning out when they will work, what they need to work on, making time for things, etc. As they learn they self regulate the material-- an example that I find when Im talking with my players about plays is how they self regulate it. My motivated players- whether intrinsic or extrinsic seem to listen and watch the play being drawn up, they they write i t down in their play book and make notes that make sense to them. They will write things like where they would be in the play and the specific actions they need to make. Many of them will then go walk through it and come back if they have any questions. They then in turn are the ones that are walking others through it. They have planned out and figured a way that allowed them to reach their goal or succeed in an area based on their regulation- they made it happen and took a process to reach it. This is allows them to either succeed or if they fail- go back and figure out what they missed along the way. The example happens all the time because for those players that do not follow a process or do self regulate get discouraged in practice when they can not understand or figure out how to do the play.
The concept of performance goal oriented students also speaks to me a lot. The idea that they are either approach or avoidance plays a huge role in any setting. Those who approach success tend to me more effort oriented in what they are trying to learn and those that fear failure seem to have less effort and task persistence. When we are looking for a player a mixture of learning goal oriented and performance goal oriented toward success is what we want to find. Im sure as I think about this any classroom could see how a mixture of those would create for a great student.
Covington, Goal Theory, Motivation, Achievement, 2001.
Module 2
Attribution Theory
Attribution theory is a very interesting topic. It encompasses a lot of different themes that can affect or change the idea of how we look at it. The hard part of attribution theory is how so many different factors can affect it. Culture, expectations, family life, etc. The definition that makes them most sense to me is " attribution theory offers teachers a specific theoretical models of how students perceptions of the reasons for their success or failure( attributions) can influence their expectancy for success, self efficacy, and their actual achievement behavior. (chap.3 pg 134)
This plays a role in every learning environment and is one of the hardest parts I have as a coach in changing players. When a new player comes in and has the mind set that there is a specific reason why they can not succeed in a certain area takes the most time to figure out all of the external and or internal factors that have led them to this belief.
The attribution theory also states that we are rational decision makers. Going back to my lacrosse players the difficult part then is trying to change their idea of why they can/ cannot succeed. If it is the can not succeed, working on putting them in the right environment to see that they can learn it and will be able to it crucial. This theory shows in my sport all the time, and is either great or can really get into someones head and they have a hard time performing- just as it talks about that it can change actual achievement behavior.
The important part is us as teachers/coaches should try and assess the individuals behavior. By using different environmental cues and seek out as much info as possible. I think that no matter what an environment that allows the learner to go to their strengths as well as challenge can help them succeed.
Another part that I found really interesting is the portfolio example. This a way in which the student is able to present the material that they have mastered in their own way. This ties right into the idea that not every student has the same way to work and this allows them to express their level of understanding but not tied down or confused by the method in which they have to present it.
This idea also ties in with the idea of control and no control. When working with attributions the students believing that they have control( internal) allows them to change the achivement based on their behavior, effort, etc.
Chapter 3 Attribution Theory, Course Reading
Attribution theory is a very interesting topic. It encompasses a lot of different themes that can affect or change the idea of how we look at it. The hard part of attribution theory is how so many different factors can affect it. Culture, expectations, family life, etc. The definition that makes them most sense to me is " attribution theory offers teachers a specific theoretical models of how students perceptions of the reasons for their success or failure( attributions) can influence their expectancy for success, self efficacy, and their actual achievement behavior. (chap.3 pg 134)
This plays a role in every learning environment and is one of the hardest parts I have as a coach in changing players. When a new player comes in and has the mind set that there is a specific reason why they can not succeed in a certain area takes the most time to figure out all of the external and or internal factors that have led them to this belief.
The attribution theory also states that we are rational decision makers. Going back to my lacrosse players the difficult part then is trying to change their idea of why they can/ cannot succeed. If it is the can not succeed, working on putting them in the right environment to see that they can learn it and will be able to it crucial. This theory shows in my sport all the time, and is either great or can really get into someones head and they have a hard time performing- just as it talks about that it can change actual achievement behavior.
The important part is us as teachers/coaches should try and assess the individuals behavior. By using different environmental cues and seek out as much info as possible. I think that no matter what an environment that allows the learner to go to their strengths as well as challenge can help them succeed.
Another part that I found really interesting is the portfolio example. This a way in which the student is able to present the material that they have mastered in their own way. This ties right into the idea that not every student has the same way to work and this allows them to express their level of understanding but not tied down or confused by the method in which they have to present it.
This idea also ties in with the idea of control and no control. When working with attributions the students believing that they have control( internal) allows them to change the achivement based on their behavior, effort, etc.
Chapter 3 Attribution Theory, Course Reading
Monday, July 15, 2013
Friday, July 12, 2013
Module 1- Part 1 Reading Discussions....
As I have read some articles and skimmed through the others I have found myself wanting to go back and read through each one in parts and comment on them. So be ready for a few different blogs posts on my understanding of the readings for module 1.
Keller's article- "Motivational Design of Instruction"
This article goes through so many different ideas and how motivation is a difficult thing to define as well as how it is some what missing in a lot of theories and models. The difficulty comes in when deciding what motivation really means to instructional design. A big thing that jumped out to me was how most of us say the goal is to create effective and efficient instruction. I know that I always have that embedded into my head when I think about instructional design and for a good reason- BUT we are missing how motivation plays a role.
2 problems we face:
1.) First problem that is discussed is how we define things which has to do with what I talked about above. Assumptions that effective instruction means that motivation happened creates a mishap. In coaching we see this a lot. We may have a drill that when done correctly and efficient is seems to be that the girls were motivated. The problem is a drill can be done correctly but going through the motions and lack of effort can be seen. Motivation is the driving force in sports that we find to be the wild card or the one thing that can change an outcome, or increase/ decrease something that may be working.
2.) The second problem discussed is the lack of accurate measurement of motivation. Keller talks about how the also relates to the measurement of ability.
-"motivation is what a person will do"
- choices people make- goals, approach/avoid something, and effort
- " ability is what a person can do"
A point that comes across is the problem of measuring academic motivation. With direct measurements they will be able to focus more on the specific problems and how to change instructional technologies to assist in the motivational problems.
When thinking about all this what comes to mind is individual motivation. Each person is effected differently by their environment, extrinsic, and intrinsic factors. Not only that but we also have learned in past that we have different types of learners. The problem that I think arises as well in a academic setting, as well in other areas is the question of how to create instructional that will motivate everyone?
...Kellers chapter will continue
As I have read some articles and skimmed through the others I have found myself wanting to go back and read through each one in parts and comment on them. So be ready for a few different blogs posts on my understanding of the readings for module 1.
Keller's article- "Motivational Design of Instruction"
This article goes through so many different ideas and how motivation is a difficult thing to define as well as how it is some what missing in a lot of theories and models. The difficulty comes in when deciding what motivation really means to instructional design. A big thing that jumped out to me was how most of us say the goal is to create effective and efficient instruction. I know that I always have that embedded into my head when I think about instructional design and for a good reason- BUT we are missing how motivation plays a role.
2 problems we face:
1.) First problem that is discussed is how we define things which has to do with what I talked about above. Assumptions that effective instruction means that motivation happened creates a mishap. In coaching we see this a lot. We may have a drill that when done correctly and efficient is seems to be that the girls were motivated. The problem is a drill can be done correctly but going through the motions and lack of effort can be seen. Motivation is the driving force in sports that we find to be the wild card or the one thing that can change an outcome, or increase/ decrease something that may be working.
2.) The second problem discussed is the lack of accurate measurement of motivation. Keller talks about how the also relates to the measurement of ability.
-"motivation is what a person will do"
- choices people make- goals, approach/avoid something, and effort
- " ability is what a person can do"
A point that comes across is the problem of measuring academic motivation. With direct measurements they will be able to focus more on the specific problems and how to change instructional technologies to assist in the motivational problems.
When thinking about all this what comes to mind is individual motivation. Each person is effected differently by their environment, extrinsic, and intrinsic factors. Not only that but we also have learned in past that we have different types of learners. The problem that I think arises as well in a academic setting, as well in other areas is the question of how to create instructional that will motivate everyone?
...Kellers chapter will continue
Subscribe to:
Comments (Atom)