How can teachers make students handle large volumes of homework that can be said to be nightmares while maintaining high motivation

by Ben White

For the students, summer vacation is the longest holiday in a year, but it is also a period when enemies who can not pass "waiting a lot of homework" are waiting. It is clear that 70% of the theme for such summer vacation ends with the planned collapse , and there should be many adults that memories remember clearly that they dislikes tasks unpleasantly during the late summer vacation. However, it is clear from various research results that what is important in learning is "studying independently" by students. The Chronicle of Higher Education summarizes what the educators should know about such "homework that students want to learn from themselves" to students.

Will My Students Actually Want to Do This Assignment? - The Chronicle of Higher Education
https://www.chronicle.com/article/Will-My-Students-Actually-Want/244247

According to The Chronicle of Higher Education, there are three important factors that constitute motivation for learning, which are as follows.

◆ Value - "value" is how much students are evaluating their learning goals and how much they are trying to pursue. If students find value in goals, motivation of learning for that will increase.

◆ Expectation "expectation" is whether the student can expect to achieve the target. Specifically, the question that the teacher gave to the students is "Is it a step that can guide the students to the target?" And "Students can achieve the goal by clearing the task in stages Can you do? "Is important. The motivation for challenging given tasks will be higher, as the students who were ahead of the given assignment think that "if this can achieve the goal," the more you think.

◆ Environment - When students feel that their own learning "environment" is well supported, there is a tendency for student willingness to pursue goals to increase.

by Lonely Planet

All of the above three elements work together to influence the motivation of students held by students. For example, suppose that a male who already works as a social worker sets a high goal of "becoming a professional baseball player". Even if you find a high value for your goal, you can not devote yourself to learning (practice) to achieve your goals, unless you have the expectation that you can achieve your goals. Likewise, even if the learning environment is supportive and superior, if you can not find value for your learning goals, you will not increase your motivation for learning.

So how do we make students find value in learning goals? The Chronicle of Higher Education says, "It is important to tailor the learning goal to the student's own goals." Especially at the beginning of the semester, it is a timing suitable for students to grasp "What is your goal?" The Chronicle of Higher Education wrote that it would be beneficial to set up time for students to think about what they would like to learn.

David Gooblar , a lecturer at the University of Iowa, said, "At the beginning of every semester, I am asked to answer a wide range of questions in order to have students who take classes set goals." Indeed, it seems to ask a variety of questions such as "Why do you take classes" and "What do you think will be useful in the future if you take classes?"

As for how these questions are useful, Gooblar first points out "I can learn about students". It is also a material to judge from the contents of the answer whether it is necessary to adjust what kind of approach the lesson will be carried out by themselves during the semester. By adjusting the content of the lesson to be "too professional" or "need to concentrate on specific skills and contents" according to the characteristics of the students who will be in charge, students can also teachers Mr. Gooblar will also be able to do better classes.

by Green Chameleon

More importantly, it seems to be "the impact of asking a student". By asking questions in the first lesson at the beginning of the semester, students will be able to rethink what they think they want to improve and what they want to study. Also, Gooblar says that teachers doing classes can make a big impact on students by showing their willingness to work toward students hard.

In fact, research shows that setting clear goals has a strong effect on learning. According to research published in 2015, students who were asked "to think for future goals and make a statement" when entering university have achieved better academic results than those who did not do That's right.

Setting a clear goal and starting a term is an opportunity for students to think "who they are and what they are trying to achieve" and leads to building a foundation for taking classes. In addition, Gooblar says "It is useful to have students recall their goals in the middle of the semester", and at the opportunity to connect learning in class and learning in the class outside of class I will also say that. In addition, Gooblar has made flexible correspondence so that students themselves can control their learning contents as much as possible so that students become "more meaningful to themselves" by changing the goal in the middle. He says.

Also, the teacher is not limited to whether the lesson is for beginners or advanced users, but if the students do not feel motivation for learning, "It can not be said that we could achieve the goal as an educator," Gooblar said . In order to avoid such a situation, the teacher firmly set the goal to teach the students, thinking about what steps to follow through the semester to do so, so that each student can pursue individual targets It is necessary to set a curriculum with reasonable relaxation.