All students are motivated. As educators, we hope it’s to be deeply involved in the learning process . . . but that’s not always the case. College students have competing interests that vie for their attention, time, and efforts. They have more access to independence, lack of supervision, and choice than they probably ever had before. Add in the constant presence of their peers and a range of opportunities for fun, and academics might not always make it to the top of the list.
Students who have struggled with learning – whether throughout their schooling or beginning later on as work became more challenging – may struggle with motivation regarding academics. We think of college as a “choice,” however for some it does not feel that way, whether due to parental pressure or simply knowing that it takes a college degree to have many career options open to you. Some love the idea of college, but the reality doesn’t live up to their fantasies. Some just don’t feel ready for what they encounter academically and/or otherwise. The difference between high school and college expectations is frequently cited by those with learning or attention-related disabilities as a major challenge for them in college.
Numerous theories offer explanations as to what impacts motivation. Maslow’s hierarchy of needs helps explain why students who aren’t eating or sleeping well aren’t in the best condition to focus on learning. Nor are students who feel like they are not in a place that is emotionally safe for them. Nor are students who are preoccupied with friendships and relationships. And, even for students who want to learn, their motivation to protect their image and the need to shield themselves from embarrassment could easily trump their willingness to take risks, which involves the potential for mistakes and failure. To paraphrase Richard Lavoie, an educator who specializes in students with learning and attention issues: adolescents would much rather be thought of as “bad or lazy” than “dumb.”
Another approach to looking at students’ motivation helps explain this. A student will first look at the value they personally see in a goal – what will they get out of achieving this goal? Is it intrinsically enjoyable, does it get them closer to a larger goal, does it get them a reward or praise, etc.? Motivation is increased when an individual finds personal value in the goal. Then, they will look at the likelihood that they will be successful in achieving the goal. Motivation is also impacted by their sense of self-efficacy, their perceived likelihood of success in achieving the goal. This is where a student’s past greatly affects their current level of motivation. A student with a history of struggling academically – or with certain types of academics (“I’m no good at math” or “I can’t learn a foreign language”) – is more likely to assume those struggles will continue. They feel, “Why bother? It’s a waste of my time.”
Another critical factor that impacts motivation is the student’s perception of the supportiveness of the environment. Their perception, not ours. He or she will consider the tone of the classroom or learning environment, the interpersonal dynamics with others (faculty, staff, fellow students), and the nature and structure of the communication – are others approachable or hostile, patient or impatient, judgmental or understanding, etc.? Supportiveness of the environment doesn’t only mean what’s going on at the college, but also the family dynamics at play (I have seen college students make choices for the primary reason of sending a message to their parents).
When a student sees value in a learning goal, feels that there is a good likelihood of success in achieving it, and views the environment as supportive, that is when motivation to learn is most optimal. Any negative perceptions regarding these factors, and the student can develop a sense of fragility, hopelessness, avoidance, or rejection; motivation toward the learning goal is reduced, sometimes greatly.
Next week we will look at some ways to help students perceive value in a learning goal and to increase their expectation of success for themselves.
As stated in last week’s blog, Universal Design principles are intended to make a product, environment, or service accessible to all individuals – with a wide range of characteristics – by removing barriers proactively. The barriers can be in architectural design, as was the first area where Universal Design was applied, but also in education. The goal of Universal Design in education is to “…maximize the learning of students with a wide range of characteristics by applying UD principles to all aspects of instruction (e.g., delivery methods, physical spaces, information resources, technology, personal interactions, assessments).”
Differentiated instruction requires a teacher to vary his or her approach to each student by customizing content, teaching techniques, learning strategies, and assessment tools. In order to do this, instructors need to identify the learning outcomes they want students to achieve, must understand how each student learns best, and then design differentiated instructional approaches and assessments. If they’ve tried something that doesn’t work, they go through the process again to adjust and adapt the learning experience for the student. Sounds like a lot of work? It is (not to mention adding classroom management and developing social skills into the mix) . . . thank your K-12 teachers!
A student with the accommodation of “access to notes” might have qualified for the accommodation due to a visual or hearing impairment, an attentional issue, a processing difficulty, or a struggle with working memory. There are different ways of providing this access depending upon the individual’s functional limitations, therefore an Accommodation Memo might list “use of a recording device” or “access to a peer note taker.” There are also variations that include “copy of teacher notes” or “copy of PowerPoint slides in advance.”
This can be especially helpful in classes with mathematical problems where it may be hard for students to accurately or quickly copy what the teacher is writing on the board, and a recording of such may not be very useful when the primary intake is visual. A second is to have a dedicated class note taker (class members can take turns) who posts his or her notes on Moodle for the rest of the class to review and compare to their own notes. A third is to record the class – audio or video – and post the recording on Moodle. And finally, a simple method is to allow students to take a picture of the board with their phones if you’ve written a lot of information, drawn a diagram or chart, or solved a math problem that may be hard to recreate in their notes.
Some faculty members worry that recordings stifle class discussions or may be misused. First and foremost, §504 of the Rehabilitation Act of 1973 doesn’t mention many specific accommodations, but it does explicitly state “use of tape recorder” as an example of providing access when necessary for an individual with a disability. So, like it not, it’s one of the few things that the law explicitly includes. Secondly, if there is a sensitive topic being discussed, students who are recording can be told to stop – as long as students taking written notes are told not to take notes at that time (remember, it’s about equal access, so if no students can take notes, then students with a note taking accommodation don’t get to either). Thirdly, our 