What will you do to make the instruction valuable and stimulating for your students?

A Attention Obtain and sustain student’s attention

Component Strategy

Perceptual Arousal “What can I do to capture their interest?”

Change the environment: voice level, light intensity, temperature

Create curiosity by using novel approaches, injecting personal and / emotional material

Inquiry Arousal “How can I stimulate an attitude of inquiry?”

Ask questions, create paradoxes, generate inquiry, nurture thinking challenges (warm-up activities, progressive disclosure)

Variability “How can I maintain their attention?”

Vary presentation style, use concrete analogies, human interest examples and unexpected events

Use change of pace, format or media

R

Relevance Connect learner’s needs, interests and personal goals / motives to content

Component Strategy

Goal Orientation “How can I best meet my learners’ needs? Do I know their needs?”

Specify learning objectives, present and / or future value

Use job-related examples, explain connections

Ask students to describe how skills related to their goals

Motive Matching “How and when can I provide my learners with appropriate choices, responsibilities, and influences?”

Provide personal achievement opportunities (i.e. games, or individual competitive activities), cooperative activities, leadership responsibilities and positive role models

Familiarity “How can I tie the instruction to the learner’s experiences?”

Provide concrete examples (i.e. include human figures in graphics, personal pronouns rather than third person pronouns, material that confirms preexisting beliefs), analogies related to the learners’ work, ask for experiences and ideas from students

Relate to students’ prior knowledge and experiences

How will you help your students succeed and feel that they were responsible for their success?

C Confidence Help learners believe that they will succeed and control their success by providing meaningful successes as soon as possible.

Component Strategy

Learning requirements “How can I assist in building a positive expectation for success?”

Clearly state criteria for success and modes of evaluation

Success opportunities “How will the learning experience support or enhance the students’ beliefs in their competence?”

Provided many, varied, and challenging experiences

Provide opportunities to practice

Provide corrective feedback (initiate feedback loop)

Personal control “How will the learners clearly know their success is based upon their efforts and abilities?”

Experiential learning activities, problem-solving activities

Share control of pacing and amount of content presented Attribute success to internal factors and student effort

S

Satisfaction Provide reinforcement and rewards for learners to encourage continued learning

Component Strategy

Natural consequences “How can I provide meaningful opportunities for learners to use their newly-acquired knowedge?”

Provide problems, case studies or simulations that are contextualized so student can see how content allows them to solve real world problems.

Positive consequences “What will provide reinforcement to the learners’ successes?”

Internal and external rewards using positive feedback

Equity “How can I assist students in anchoring a positive feeling about their accomplishments?”

Maintain consistent standards and consequences

References Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance &

Instruction 26(8), 1-7. Poulsen, A., Lam, K. Cisneros, S, & Trust, T. (2008). ARCS model of motivational

design. Available from www.torreytrust.com/images/ITH_Trust.pdf Chauncey, S. (n.d.). ARCS model. Motivation at a Glance: An ISchool Collaborative

Retrieved from http://sites.google.com/site/motivationataglanceischool/arcs-motivation-model