learning and motivation unit three (week 14)
Grit
Interest
what has the role of interest been in what you do extracurricularly
not a lot of effort put into joining clubs and stuff
crocheting - not very good but still work hard
always looking for new projects that you can successfully complete
prioritize, spend more time, doesn’t feel like work
how did this develop?
wanted to make the harry styles sweater for anielle
under quarantine and bored
interest:
both a cognitive and affective motivational variable (there’s a thinking and emotional aspect)
experienced-based
not age-related
always content-specific - not general
conceptualized as the interaction between a person and specific content
associated with increased learning, positive affect, persistence, and goals
four-phase model of interest development
describes how interest evolves from situational to individual
person and task variables
learner’s wants and needs
two types of interest
situation: what triggers interest
fleeting
happens early on in the process
elicited by environmental aspects
human activity or life themes
life themes: things all humans are sparked by like challenges, feedbacks, social interaction
features (ex: the ways tasks are organized / presented)
how to maintain?
affect is most important (this is the fuel of interest)
individual
what happens next
moves from being a property of the situation to a property of the individual
relatively enduring tendency of an individual to engage in a particular activity, topic, or object
value and curiosity is most important
phase one: triggered situational
properties of the person:
surprise
character identification
personal relevance
intensity
properties of the task / activity:
group work / collaboration
puzzles (instigates curiosity)
computers
learners
attend fleetingly
need support to engage
affect is positive or negative
not necessarily aware
learners want
ideas respected
directions
learners need
effort appreciated
concrete suggestions (people structuring and encouraging interest)
phase two: maintained situational
properties of the person
meaningfulness of task
personal involvement
properties of the task
project-based learning: especially with a long horizon, sustains interest
cooperative group work / social interactions and feedback
1-on-1 tutoring: interested, want to persevere
phase three: emerging individual
properties of the person
positive feelings
value
knowledge
sense of effortlessness
chooses to engage with the content
generates curiosity questions
defines tasks for self
exceeds requirements
is resourceful when challenges arise
learners
independently re-engage
curiosity
seek answers
learners want
ideas respected
to express their ideas
not to be told what to do (don’t need external interests)
learners need
to feel ideas and goals are understood and efforts are appreciated
feedback that enables them to meet goals
phase four: well-developed individual
properties of the person
positive feelings
relatively more value and knowledge
sense of effortlessness
anticipates subsequent steps
uses deep strategies
uses contextual and conditional knowledge when problem solving
engages in long-term creative and constructive endeavors
persists in the face of challenges
seeking opportunities for engagement and interest supersedes potential frustrations
learners:
self-regulate / persist
recognize discipline
learners want:
information / feedback
balance personal standards with discipline
learners need
constructive feedback
feel ideas and goals are understood
Grit
Interest
what has the role of interest been in what you do extracurricularly
not a lot of effort put into joining clubs and stuff
crocheting - not very good but still work hard
always looking for new projects that you can successfully complete
prioritize, spend more time, doesn’t feel like work
how did this develop?
wanted to make the harry styles sweater for anielle
under quarantine and bored
interest:
both a cognitive and affective motivational variable (there’s a thinking and emotional aspect)
experienced-based
not age-related
always content-specific - not general
conceptualized as the interaction between a person and specific content
associated with increased learning, positive affect, persistence, and goals
four-phase model of interest development
describes how interest evolves from situational to individual
person and task variables
learner’s wants and needs
two types of interest
situation: what triggers interest
fleeting
happens early on in the process
elicited by environmental aspects
human activity or life themes
life themes: things all humans are sparked by like challenges, feedbacks, social interaction
features (ex: the ways tasks are organized / presented)
how to maintain?
affect is most important (this is the fuel of interest)
individual
what happens next
moves from being a property of the situation to a property of the individual
relatively enduring tendency of an individual to engage in a particular activity, topic, or object
value and curiosity is most important
phase one: triggered situational
properties of the person:
surprise
character identification
personal relevance
intensity
properties of the task / activity:
group work / collaboration
puzzles (instigates curiosity)
computers
learners
attend fleetingly
need support to engage
affect is positive or negative
not necessarily aware
learners want
ideas respected
directions
learners need
effort appreciated
concrete suggestions (people structuring and encouraging interest)
phase two: maintained situational
properties of the person
meaningfulness of task
personal involvement
properties of the task
project-based learning: especially with a long horizon, sustains interest
cooperative group work / social interactions and feedback
1-on-1 tutoring: interested, want to persevere
phase three: emerging individual
properties of the person
positive feelings
value
knowledge
sense of effortlessness
chooses to engage with the content
generates curiosity questions
defines tasks for self
exceeds requirements
is resourceful when challenges arise
learners
independently re-engage
curiosity
seek answers
learners want
ideas respected
to express their ideas
not to be told what to do (don’t need external interests)
learners need
to feel ideas and goals are understood and efforts are appreciated
feedback that enables them to meet goals
phase four: well-developed individual
properties of the person
positive feelings
relatively more value and knowledge
sense of effortlessness
anticipates subsequent steps
uses deep strategies
uses contextual and conditional knowledge when problem solving
engages in long-term creative and constructive endeavors
persists in the face of challenges
seeking opportunities for engagement and interest supersedes potential frustrations
learners:
self-regulate / persist
recognize discipline
learners want:
information / feedback
balance personal standards with discipline
learners need
constructive feedback
feel ideas and goals are understood