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Wrap Up:
Teacher Practices That Influence
Motivation, Metacognition, & Constructive Attribution, etc.
WORD BANK OF OUTCOMES FOR LEARNERS
What teacher practices would likely have influenced
- Motivation: The learner’s willingness to interact with teacher, peers, and/or text, etc., to attempt to reach a cognitive goal (i.e., learn multiplication tables)?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- The lack of motivation?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Metacognition: thinking about thinking process whereby the learner takes strategic control of a cognitive goal by (a) making a plan to accomplish that goal (i.e., learn how to make inferences), (b) self-monitoring to accomplish that goal, and (c) self-evaluating to accomplish that goal?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- The lack of metacognitive processing?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Constructive Attribution: Learner’s perception that his/her efforts, skills, use of strategies and knowledge have a meaningful role in his success?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Learning for mastery:(as opposed to learning for performance/grades): more than likely an unstated goal associated with the learner’s strategically focusing on small goals to reach the primary goal – learn the elements of fiction). This notion would be part of the classroom culture cultivated by the teacher?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Learning for performance/grades?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Learner Relatedness: Learner’s perception: “I belong in this class; I know it because my teacher shows me every day?”
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Deflective attribution: Learner accepts no responsibility for learning: “The teacher doesn’t like me?”
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Learner Competence: Learner’s perception: “I can do this work; furthermore, my teacher thinks that I can do it?”
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Destructive attribution: “I can’t do this; I am not smart at all.” (“And I am going to punish the teacher for trying to make me look stupid?”)
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- Learner Autonomy: Learner’s perception: “I have a role to play in my success, and it is relevant to me?”
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6
- The lack of autonomy?
A-1; A-2; A-3; A-4; A-5; A-6; A-7; B-1; B-2; B-3; B-4; B-5; B-6