Learner Motivation
This essay will discuss learner motivation in relation to planning for teaching. A brief definition will be outlined along with the importance of motivation in relation to planning, teaching and learning. In order to better understand they why’s and the how’s of learner motivation and its importance, discussion will be given to intrinsic and extrinsic motivation, it will then move on to examine why each of these are important for teachers to understand. Gardner’s Multiple Intelligences theory will be analysed and its importance highlighted in terms of stimulating and learner centred activities and strategies. Finally, others factors that may influence learner motivation will be identified.
Literature shows that learner motivation is commonly described as flow, drive (Marsh, 2004; Fallows & Ahmet, 1999), direction (Pintrich & Schunk, 2002), persistence and sustainment (Santrock, 2008; Brown, Armstrong & Thompson, 2002). That is, learner motivation is the learner’s willingness and desire to partake in a learning process (Schunk, 1991; Stipek, 2002). Definitions aside, learner motivation is an effective key strategy for classroom teachers to understand and consider when planning for teaching and learning (Marsh, 2004; Westwood, 2004). Importantly, it helps to create a quality teaching and learning environment for all students (Department of Education and Training, 2004), resulting in conducive teaching and learning (Westwood, 2004). In addition to common descriptions of learner motivation, a somewhat exhaustive range of theories and perspectives exist that attempt to define learner motivation, however, as it is a teachers role to maximise student potential and success, (Brophy, 1998) it is more useful to understand the foundations of motivational behaviour (Marsh, 2004).
Motivational behaviour can be examined by comparing two types of motivation, intrinsic and extrinsic motivation (Marsh, 2004; Pintrich & Schunk, 2002). Incorporated some way or another
Literature shows that learner motivation is commonly described as flow, drive (Marsh, 2004; Fallows & Ahmet, 1999), direction (Pintrich & Schunk, 2002), persistence and sustainment (Santrock, 2008; Brown, Armstrong & Thompson, 2002). That is, learner motivation is the learner’s willingness and desire to partake in a learning process (Schunk, 1991; Stipek, 2002). Definitions aside, learner motivation is an effective key strategy for classroom teachers to understand and consider when planning for teaching and learning (Marsh, 2004; Westwood, 2004). Importantly, it helps to create a quality teaching and learning environment for all students (Department of Education and Training, 2004), resulting in conducive teaching and learning (Westwood, 2004). In addition to common descriptions of learner motivation, a somewhat exhaustive range of theories and perspectives exist that attempt to define learner motivation, however, as it is a teachers role to maximise student potential and success, (Brophy, 1998) it is more useful to understand the foundations of motivational behaviour (Marsh, 2004).
Motivational behaviour can be examined by comparing two types of motivation, intrinsic and extrinsic motivation (Marsh, 2004; Pintrich & Schunk, 2002). Incorporated some way or another