V-+Motivation,+Engagement+&+Positive+Affect

RUNNING HEAD: VYGOTSKIAN LEARNING THEORIES Vygotskian Learning Theories: Motivation, Engagement, and Positive Affect Jennifer Daniels ITEC 800 San Francisco State University 11/02/08   Abstract The Principles of Motivation, Engagement, and Positive Affect are foundational to Constructivist Learning Theory. Motivation to learn is fundamental for the growth of any individual. Engagement in social construction of knowledge provides for the benefit of all involved in the process. Positive affect in engagement and the process of creation, in creating a learning environment, enhances the advancement of the individual and the learning community. Introduction Vygotsky’s work stands in stark contrast to the dismissive Bell Curve and such fascist beliefs as Radical Behaviorism. His beliefs of Social Constructivism are based in acknowledging the intrinsic value of each learner. Uniqueness and complexity is rewarded. The B.F. Skinner belief of cookie cutter techniques shaping behavior to whatever a Puppet Master Educator may wish would be considered repugnant.

It is reverence to the individual and her or his place is a progressive society that brings us together to learn from each other. It is with this foundation that we consider the Principles of Motivation, Engagement, and Positive Affect. These concepts provide the bedrock of expression and advancement on which the future is built. Motivation Sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning. Is this drive purely of independent past experiences in mastering difficulties or learning experiences? Or is it instilled in the here and now? Feelings of competence and belief in potential to solve new problems may be derived from previous experiences in mastering challenges. Theoretically many hold that successful experiences are more powerful than any external acknowledgment and motivation. “If a pupil sees (constructs) herself as interested in science we might consider her well disposed towards the subject. When we talk about ‘learning dispositions’ we are usually talking about a child’s ‘natural tendency’ or ‘emotional attitude’ to learning. To be positively disposed towards something is therefore to be habitually and intrinsically motivated by it (Siraj-Blatchford & Siraj-Blatchford, pg.1, 2008).” Resilience and aspiration may be a good start. Intrinsic inspiration is the root perhaps of the bloom. However, without a supportive environment the tree of knowledge is unlikely to produce fruit.

"Behavioral motivation is essentially extrinsic-a reaction to positive and negative reinforcements. Cognitive motivation is essentially intrinsic, based on the learner's internal drive. Social Constructivists see motivation as both extrinsic and intrinsic. because learning is essentially a social phenomenon, learners are partially motivated by rewards provided by the knowledge community (Teaching Resources Center, pg.1, 2008)."

Clearly a student who comes to the community positively charged for the experience is easier to motivate. His or her motivation may be easier to maintain or easier to sustain. Providing resources that draw in students and promote or support feelings of competence will assist in the advancement of all community members (Lysaght, pg.111-112, 2007) Students must be inspired intrinsically and extrinsically to engage instructional stimulus, challenge and environment (Siraj-Blatchford & Siraj-Blatchford, pg.1, 2008). Engagement Co-creation of knowledge in a social model of education depends on successful engagement of a student-teacher relationship and other relationships within a learning community. As a More Knowledgeable Other (MKO) (Learning-Theories.com, pg.1, 2008), an instructor has a responsibility to assist the student in assimilation and to provide a safe environment for all. Lysaght (2007) stated that research in higher education indicates that early student engagement with the culture of a learning environment is a key factor in shaping the academic and social development of new students. The unfortunate truth is that many students perceive schools as “uncomfortable places of anxiety and fear of humiliation rather than environments for advantageous change or growth (Archer, Scevak, Monfries, pg.3, 1995).” We must support a given student’s comfort through our engagements, maintaining an approachable, friendly, relaxed demeanor (Archer, Scevak, Monfries, pg.12, 1995). Our lesson plans should allow for co-operative dialogs and open forums. Instructors should provide encouragement, guiding and supporting thinking and thoughtful discussions (Archer, Scevak, Monfries, pg.9, 1995; Lysaght, pg.110-111, 2007; Miller, pg.1, 1991). A combination of Vygotskian techniques can be easily done and provide three examples of engagement. Scaffolding, supporting the student(s) exploration as a MKO is equivalent to assisted discovery. An advanced student and/or teaching assistant (TA) may be employed to provide scaffolding, and in doing so we involve a MKO in the Situated Cognition role of cognitive apprentice. The instructor and TA through unconditional positive regard for fellow students create a supportive environment of socially constructed meaning (Learning-Theories.com, pg.1, 2008; Siraj-Blatchford & Siraj-Blatchford, pg.1, 2008). Positive Affect It has been stated implicitly and explicitly that support and engagement are fundamental for productive learning experiences. In creation of productive experiences, positive regard, respect, and positive affect are vital. The effective instructor models a positive affect. “The lecturer who was perceived to encourage a mastery orientation engendered in students a sense of confidence that the tasks could be mastered with effort on the student’s part and help where necessary on the lecturer’s part (Archer, Scevak, Monfries, pg.13, 1995).” All are respected in their development, at the stage he or she is at in that development, and for the capacity to develop further. From this stance, effective teachers support thoughtful discussion while providing a new epistemology of multiple interpretations and ways of knowing. Current incorporation of new technologies, expands upon new avenues of fostering positive emotional affects and therefore positive cognitions. During learning, learner’s emotions maybe generated by cognitive process, appraisal and interaction with the learning environment including material. “Positive emotions have been studied as facilitating factors of changing people’s other affective experiences such as attitude, motivation, creativity, and problem solving skills(Um, Song, & Plass, pg.2, 2005)."

A recent study by Um, Song, and Plass (2005) demonstrated the implications of positive affect in instructional design. Although true validity requires a greater sample than 34 participants, the study indicated that aesthetics and positive emotions support cognitive ability. Previous studies indicate positive emotions promote knowledge construction and increase cognitive load in working memory (Um, Song, & Plass, pg.8, 2005). It is therefore important for an instructor to consider format and design. Delivery of information is equally important as social environment and relationship to his or her students. Strengths and Weaknesses Is it possible to fully realize consistently a Utopia of learning experiences in an environment of an even playing field for everyone? No. It simply is not a realistic expectation. However, approaching each student, engaging each student as an equal? I consider this stance to be strength. Seeking effective and cohesive appreciation of all participants is a desire that sings to me in exploring truth and is at the core of Constructivist Educational Theory. These strengths may also be fundamental weaknesses. What of the student who has no desire to participate? Or is not able to participate in social construction of knowledge as such participation is conceived by the instructor? Can positive affect turn outdated materials or lack of access to modern technology from lemons into lemonade. Some classrooms are a battlefield more than a place of learning. These Principles, tools, are for and of consideration as tools. Sometimes a hammer has to be applied to a nail that sticks up. Other times the nail needs to be appreciated for having made an original as well as valid contribution to be appreciated for its own merit. Personal Understanding My personal understanding of these Principles is based on reflection of my own growth. I received tutoring for the G.E.D. rather than attend high school. During that time scaffolding was primarily not reciprocal. Later I had a mentor who embodied and operated under these principles as well as being a Rogerian Therapist. His scaffolding was reciprical and subject to collaborative adjustments. Through mentors providing assisted discovery, worlds opened for me. In studying instructional theory as well as psychology I found the vocabulary that made me even more grateful for these past experiences. The strength and freedom inherent in Vygotski’s work have already been fruitful in my personal growth. As a professional, the growth I experienced made these techniques instinctual for me. Unconditional positive regard and Vygotskian Principles have served my clients while I pursued diverse vocations and performed largely unrelated jobs. There are many future implications to co-creation of knowledge through enhanced motivation, engagement, and positive affect. An Instructional Program Designer is in many ways a voyager for the New World. But as is the nature of the beast, qualitative data and information is rising exponentially in this field as well a number of other disciplines. References Archer, J., Scevak, J., Monfries, M. (1995). //Motivation to learn in university students: Links with// // Vygotsky’s assisted discovery. // Retrieved October 15, 2008 from: http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/14/7b/81.pf  Berkeley.edu. (2008) //Theories of Learning: Social Constructivism.// Retrieved October 15, 2008 from: http://gsi.berkeley.edu/resources/learning/social.html LearningTheories.com. (2008). //Social Development Theory (Vygotsky).// Retrieved October 15, 2008 from: [|http://www.learning-theories.com/vygotskys-] [|social-learning-theory.html] Lysaght, P. (2007). First Year in Higher Education: New Tools to Support Students in Transition. Retrieved October 16, 2008 from: http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1006&context=llrg Miller, S.M. (1993). Vygotsky and Education: The sociocultural genesis of dialogic thinking in classroom contexts for open-forum literature discussions. Retrieved October 15, 2008 from: http://psych.hanover.edu/vygotsky/miller.html Siraj-Blatchford, I. & Siraj-Blatchford, J. (2002). Vygotsky and the ZPD. Retrieved October 15, 2008 from: http://www.ioe.ac.uk/cdl/CHAT/chatvygotsky.htm