Motivation and Cognitive Engagement in Learning Environments

Reading: Motivation and Cognitive Engagement in Learning Environments

Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2006). Motivation and Cognitive Engagement in Learning Environments. In R. K. Sawyer (Ed.), The Cambridge handbook of: The learning sciences (pp. 475-488). New York, NY, US: Cambridge University

Press.https://www.researchgate.net/publication/232418824_Motivation_and_Cognitive_Engagement_in_Learning_Environments 

Synopsis

In this reading, the authors briefly review the literature on motivation and cognitive engagement and discuss how the key features of learning environments are likely to influence them. They indicate some challenges for students and for teachers, which may have negative effects on motivation and describe strategies for meeting these challenges.

Motivation

When we think of student engagement in learning activities, it is often convenient to understand engagement with an activity as being represented by good behaviour (i.e. behavioural engagement), positive feelings (i.e. emotional engagement), and, above all, student thinking (i.e. cognitive engagement) (Fredricks, 2014).

I'm constantly trying to target all three types of engagement. I clearly see that project-based learning fosters student motivation and, as a result, student engagement. Reflecting on my practice, I see a big shift in my understanding of how to motivate and get my students intellectually, emotionally and cognitively engaged. However, I believe that personal and professional learning never stops, so I like to read more about this aspect of pedagogy and implement successfully-proven practices in my classroom.

How will it help me? How has it helped me?

Interestingly, the authors identified the same challenges that I face and have to meet in my daily work. They talk about using students' interests and the importance of incorporating topics that students find interesting (dinosaurs, space, etc). The challenge for the teacher is to make sure that while students are working on these topics, they focus not only on seductive details but the new and essential learning is happening. My role as a teacher is to guide my students and create meaningful and purposeful learning experiences that have value and cater to my students' interests and their needs at the same time. Relatedness is another aspect that contributes to student engagement. Our school values of FIRE (Fun, Integrity< Respect and Excellence) are extremely important as they allow my students to feel safe and appreciated during their learning experiences. This promotes collaboration, which in turn results in a higher level of cognitive and emotional engagement. Another challenge for keeping students cognitively and intellectually engaged is a lack of skills and knowledge.

So What?

To overcome these challenges, I will continue to create a positive learning environment, use a cross-curricular approach and some of the ALL/ALiM strategies e.g:

• Plan for teaching/learning
• Frontload topic-related knowledge
• Ensure that the learning environment is safe for sharing ideas.
• Develop students' confidence to present their ideas, knowing that they will be listened to and valued.
• Have a shared understanding that mistakes are an important part of learning.
• Building up their topic-related vocabulary
• Support students to communicate their ideas. (Maths talk strategies e.g. revoicing, wait time, etc) 
• Use of technology to enhance their learning 
• Foster and maintain students' interests