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History: FDI Home : FDI Fall 2006: Motivating Your Students: Strategies for Design and Implementation
   
 
Motivating Your Students: Strategies for Design and Implementation
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  Presented by Fall Short Course Registration
   
  Miriam Larson
   
  Workshop Description  
   
  A universal challenge of instructors in higher education is how to motivate and engage students throughout the course of a semester. Informed by motivational research, this short course will provide faculty with a number of course design considerations as well as applicable tools that have been found to motivate students to learn. Participants will use a model for motivation and will work individually and in groups to learn about and incorporate several tools for motivation. Among the topics to be discussed are the nine most effective instructional strategies, collaborative and active learning techniques, learning styles, current technology, and rubric development.
   
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  Instructional Content and Learning Activities
   
  Miriam's Motivational Model Site
"Motivating Your Students" Presentation Handout (PDF)
Effective Instructional Strategies (PDF)
ARCS (PDF)
ARCS Strategies (PDF)
Developing a Rubric (Word File)
Rubric Exercise (Word File)
Group Research Collaboration Rubric (Excel Spreadsheet File)
   
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  Related Links
 
   
  ARCS Motivation Model
http://www.e-learningguru.com/articles/art3_5.htm

Cooperative learning
http://home.capecod.net/%7Etpanitz/
http://www.vanderbilt.edu/cft/resources/teaching_resources/activities/cooperative.htm

Critical Thinking Teaching Resources
http://academic.pgcc.edu/~wpeirce/MCCCTR/handbook.pdf (handbook of resources w/article on getting students to do their homework)
http://www.criticalreading.com/ (teaching critical reading)
http://www.criticalthinking.org/
http://www.insightassessment.com/articles.html (Critical Thinking Assessment for Health Professions & Health Sciences)

Effective questioning techniques
http://faculty.ntcc.edu/apt/module8.html
http://www.sedl.org/secac/rsn/thinking.pdf

Gagne's 9 Events of Instruction
http://tip.psychology.org/gagne.html

Instructional Strategies for Large Classes
http://www.ncsu.edu/effective_teaching/Papers/Largeclasses.htm
http://teaching.berkeley.edu/bgd/largelecture.html
http://www.english.udel.edu/wc/staff/largeclasses.doc (short writing assignments for large classes)

Learning Styles Inventory
http://www.ldrc.ca/projects/miinventory/miinventory.php (scroll down to the bottom to begin)

Motivation
http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

Metacognition
http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm

Multiple Intelligences
http://tip.psychology.org/gardner.html
http://www.infed.org/thinkers/gardner.htm
http://www.pz.harvard.edu/PIs/HG.htm
http://www.pz.harvard.edu/index.htm

Rubric Development & Rationale
http://rubistar.4teachers.org
http://www.wmich.edu/evalctr/checklists/papers/logic_methodology.pdf
http://www.english.udel.edu/wc/staff/rubrics.doc

Teaching Speaking & Writing Skills
http://www.english.udel.edu/wc/staff/peerreview.doc (effective peer review groups for student writing)
http://www.english.udel.edu/wc/staff/goodsites.doc (websites for teaching writing & speaking skills)
http://www.english.udel.edu/wc/staff/Writing%20Lab%20Reports.doc (tips on helping students write lab reports)

Case Studies on Faculty Evaluation & Leadership
http://www.insightassessment.com/cases.html

Technology
• Classroom Response Systems (a.k.a. "clickers") http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs.htm
• "Implementing the Seven Principles: Technology as Lever" by A.W. Chickering & S.C. Ehrmann http://2md.osu.edu/edtech/pdfs/seven_principles.pdf
• "Innovate" Online journal: http://www.innovateonline.info/index.php
• New Media Consortium: http://www.nmc.org/
• 2006 New Media Consortium & EDUCAUSE Horizon Report
http://www.nmc.org/pdf/2006_Horizon_Report.pdf
• "Low Threshold" Applications of Media
http://www.tltgroup.org/ltas.htm
• EDUCAUSE Site on new learning technologies
http://www.educause.edu/content.asp?page_id=5672&bhcp=1
 
 
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