[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-45717-en":3,"doc-seo-45717-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},45717,4398048950312,"Violet","https://ap-avatar.wpscdn.com/avatar/400002538284de19e3c?_k=1778320343897328908",8,"Research & Report","Motivating Students to Learn","Chapter 10 presents a classroom scenario in which a U.S. history teacher uses a “Constitutional Convention” debate to sustain student engagement while also addressing core course content. The chapter outlines what motivation is, surveys major motivation theories, and explains ways to enhance achievement motivation through goal orientations, attribution training, teacher expectations, and managing anxiety. It then focuses on practical teaching strategies for intrinsic and extrinsic motivation, including effective praise, self-praise, grades, and incentive systems, supported by discussion prompts.","CHAPTER  \n10  \n# Motioating Studentsto Leaurn\n\nTIhe students in Cal Lewois's tenth-grade U.S.history  \nclass were all in their seats before the bell rang,eagerly awaiting the start of the period.But Mr.Lewis himself was nowhere to be seen.Two minutes after the bell,in he walkeddressed as George Washington,complete with an eighteenth-century costume and  \npowdered wig and carrying a gavel.He gravely tookhis seat,rapped the gavel,and said,“I now call to orderthis meeting of the Constitutional Convention.\"  \n## Chapter Outline\n\nWhat Is Motivation?  \nThe students had been preparing for this day forweeks.Each of them represented one of the 13 originalstates.In groups of two and three,they had been study-ing all about their states,the colonial era,the AmericanRevolution,and the United States under the Articles ofConfederation.Two days earlier,Mr.Lewis had giveneach group secret instructions from their“governor”on the key interests of their state.For example,the NewJersey and Delaware delegations were to insist that smallstates be adequately represented in the government,whereas New York and Virginia were to demand strictrepresentation by population.  \nWhat Are Some Theories of Motivation?Motivation and Behavioral Learning TheoryMotivation and Human NeedsMotivation and Attribution TheoryMotivation and Self-Regulated LearningMotivation and Expectancy TheoryHow Can Achievement Motivation Be Enhanced?Motivation and Goal Orientations  \nLearned Helplessness and Attribution TrainingTeacher Expectations and AchievementAnxiety and AchievementHow Can Teachers Increase Students'Motivationto Learn?Intrinsic and Extrinsic Motivation  \nIn preparing for the debate,each delegation had tomake certain that any member of the delegation couldrepresent the delegation's views.To ensure this,Mr.Lewis had assigned each student a number from one tothree at random.When a delegation asked to be recog-nized,he would call out a number,and the student withthat number would respond for the group.  \nHow Can Teachers Enhance Intrinsic Motivation?Principles for Providing Extrinsic Incentives to LearnHow Can Teachers Reward Performance,Effort,and Improvement?Using Praise Effectively  \nTeaching Students to Praise ThemselvesUsing Grades As IncentivesIncentive Systems Based on Goal Structure  \nMr.Lewis,staying in character as George Washing-ton,gave a speech on the importance of the task they  \nwere undertaking and then opened the floor for debate.First,he recognized the delega-tion from Georgia,represented by Beth Andrews.Beth was a shy girl,but she had beenwell prepared by her fellow delegates and knew that they were rooting for her.  \n“The great state of Georgia wishes to raise the question of a Bill of Rights.We haveexperienced the tyranny of government,and we demand that the people have a guaranteeof their liberties!”  \nBeth went on to propose elements of the Bill of Rights that her delegation had drawnup.While she was talking,Mr.Lewis was rating her presentation on historical accuracy,appropriateness to the real interests of her state,organization,and delivery.He woulduse these ratings in evaluating each delegation at the end of each class period.The debatewent on.The North Carolina delegates argued in favor of the right of states to expand  \nUSING YOUR  \n## Txperience\n\nINTASC  \n## 5 Classroom Motivationand Management\n\nto the West;the New Jersey delegation wanted western territories made into newstates.Wealthy Massachusetts wanted taxes to remain in the states where they werecollected;poor Delaware wanted national taxes.Between debates,the delegates hadan opportunity to do some“horse trading,”promising to vote for proposals impor-tant to other states in exchange for votes on issues important to them.At the endof the week,the class voted on 10 key issues.After the votes were taken and the bellrang,the students poured into the hall still arguing about issues of taxation,repre-sentation,powers of the executive,and so on.  \nAfter school,Rikki Ingram,another social stu","cbCaiohgNa81l5GR","https://ap.wps.com/l/cbCaiohgNa81l5GR","pdf",5364065,3,1,34,"English","en",105,"# What Is Motivation?\n# What Are Some Theories of Motivation?\n# How Can Achievement Motivation Be Enhanced?\n# How Can Teachers Increase Students' Motivation to Learn?\n# How Can Teachers Enhance Intrinsic Motivation?\n# Cooperative Learning","[{\"question\":\"What classroom activity does Mr. Lewis use to motivate students?\",\"answer\":\"He stages a Constitutional Convention debate in his U.S. history class, with students representing original states and taking part in prepared proposals and floor debates.\"},{\"question\":\"Which motivation-related theories and topics does the chapter cover?\",\"answer\":\"It covers behavioral learning theory, human needs, attribution, self-regulated learning, and expectancy theory, along with achievement motivation, goal orientations, and learned helplessness.\"},{\"question\":\"How does the chapter suggest teachers improve student motivation in practice?\",\"answer\":\"It recommends using intrinsic and extrinsic motivation approaches, including effective praise and self-praise, thoughtful use of grades, and incentive systems based on goal structure, plus feedback using clear 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classroom activity does Mr. Lewis use to motivate students?","Question",{"text":75,"@type":76},"He stages a Constitutional Convention debate in his U.S. history class, with students representing original states and taking part in prepared proposals and floor debates.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"Which motivation-related theories and topics does the chapter cover?",{"text":80,"@type":76},"It covers behavioral learning theory, human needs, attribution, self-regulated learning, and expectancy theory, along with achievement motivation, goal orientations, and learned helplessness.",{"name":82,"@type":73,"acceptedAnswer":83},"How does the chapter suggest teachers improve student motivation in practice?",{"text":84,"@type":76},"It recommends using intrinsic and extrinsic motivation approaches, including effective praise and self-praise, thoughtful use of grades, and incentive systems based on goal structure, plus feedback using clear 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