Autonomy-Supportive Teaching in Higher Education

Auteur

By Patrick M. Whitehead

Texte du rabat

A practical, comprehensive teaching guide for college faculty, no matter what the discipline or course, on using evidence-based, validated strategies and assessments for increasing student motivation to learn online and in-person-the pressing problem instructors face in these challenging times.

Contenu

Acknowledgments

Introduction

Not a Vignette

A Revolution in My Teaching Spirit

AST Will Work for You and Your Students

Three Potential Hurdles: Mistaken Beliefs that Interfere with Professional Development

• Mistaken Belief 1: It's the Students' Fault
• Mistaken Belief 2: Teachers Cannot Change

• Mistaken Belief 3: Controlling Teachers Are the Best Teachers Relation to Other Psychologies of Student Motivation

• Grit: Passion and Determination with Angela Duckworth and Cal Newport
• Fixed and Growth Mindsets with Carol Dweck
• Why We Learn the Ways that We Learn, with Josh Eyler Structure of this Book

Part I: Theory

Chapter 1: Self-Determination Theory

A Brief History of the Psychology of Student Motivation

Self Determination Theory and the Three Basic Psychological Needs

• Autonomy
• Competence
• Relatedness
• Supporting Basic Psychological Needs

• Why the Students Wouldn't Read Macbeth The Many Forms of Extrinsic Motivation

• Continuum of Extrinsic Motivation Internalization and the Regulation of Beliefs, Values, and Behaviors No Regulation of Beliefs, Values, and BehaviorsExternal Regulation of Beliefs, Values, and Behaviors

• Externalized Regulation

• Introjected RegulationInternalized Regulation of Beliefs, Values, and Behaviors

• Identified Regulation
• Integrated RegulationIntrinsic Regulation of Beliefs, Values, and Behaviors Chapter 2: Autonomy Supportive Teaching

Vignette 1, Where Online Students Missed the First Deadline

Vignette 2, The One with Lethargic Graduate Students

Autonomy Supportive Teaching

Seven Strategies for Supporting Student Autonomy Strategy 1: Autonomy Supportive Teachers Adopt their Students' Perspective

• My Experience Taking Students' PerspectiveStrategy 2: Autonomy Supportive Teachers Invite Students to Pursue their Interests

• My Experience Inviting Students to Pursue their InterestsStrategy 3: Autonomy Supportive Teachers Present Learning Activities in Need Satisfying Ways

• Autonomy
• Competence
• Relatedness

• My Experience Presenting Learning Activities in Need-Satisfying WaysStrategy 4: Autonomy Supportive Teachers Provide Explanatory Rationale

• My Experience Providing Explanatory RationaleStrategy 5: Autonomy Supportive Teachers Acknowledge Negative Feelings

• My Experience Acknowledging Negative FeelingsStrategy 6: Autonomy Supportive Teachers Use Invitational Language

• My Experience Using Invitational LanguageStrategy 7: Autonomy Supportive Teachers Practice Patience

• My Experience Practicing Patience The Gestalt of Autonomy Supportive Teaching

Chapter 3: Evidence Supporting Autonomy Supportive Teaching in Higher Education

Evidence that AST Works in Higher Education

• Physical Education and Other General Education Courses
• Remedial Writing Courses
• Music and Performing Arts
• Psychology and Social Sciences
• Sciences and Liberal Arts in South America
• Arts and Humanities, Health Sciences, Engineering, and Exercise Sciences in Europe
• Online and Asynchronous Courses
• Graduate School
• Gender Differences in Highly Specific Cases Intercultural and International Applicability

Conclusion

Part II: Application

Chapter 4: Self-Determination Theory Workshop

Basic Psychological Needs

Regulation of Beliefs, Values, and Behaviors

Chapter 5: Assessing Autonomy Supportive Teaching Workshop

A Preliminary Note on the Difference Between Assessment and Evaluation

Situations in School Inventory

• Assessing Structure
• Assessing Chaos
• Assessing Autonomy Support
• Assessing Control

• Completing the Inventory and Analyzing the Results Situations in School Inventory

• Scoring
• Advanced Scoring Learning Climate Questionnaire

Classroom Observation Checksheet

Chapter 6: Taking Students' Perspective Workshop

Methods for Getting Student Feedback

• Distribute Slips of Paper Asking for Anonymous Suggestions
• Hold an Open "Town Hall" Type Forum
• Create a Virtual Survey or Poll When to Avoid Taking Students' Perspective

Put It into Practice

• Homework Activity #1: Distribute Comment Cards
• Homework Activity #2: Seek Candid Reviews of Course Content

• Homework Activity #3: Invite Students to Comment on Lesson Plan for the Day Problems to Expect, and How to Deal with Them

• Students Have No Feedback to Share
• Students Don't Seem to Be Interested in Their Own Suggestions
• Students Have Only Positive Feedback to Share Chapter 7: Supporting Students' Intrinsic Motivation Workshop

AST Strategy Two: Invite Students to Pursue Their Interests

• Homework: Identify an Aspect of the Course with Which You Are Comfortable Allowing Students to Participate in Choosing AST Strategy Three: Present Learning Activities in Need-Satisfying Ways CompetenceRelatednessPut it Into Practice

• Homework Activity #1: Stop and Assess Where Your Students Are

• Homework Activity #2: Emphasize Relatedness by Encouraging Students to Work TogetherProblems to Expect and How to Deal with Them

• Students Have a Range of Skill Levels
• Students Are Not Interested in Working Together Chapter 8: Supporting Students' Internalization Workshop

AST Strategy Four: Provide Explanatory Rationale Put it into Practice

• Homework Activity #1: Explain Why You're Doing the Next Thing You Will Be Doing
• Homework Activity #2: Integrate Rationale into Assignment Instructions

• Homework Activity #3: Explore the TiLT Model of Teaching AST Strategy Five: Acknowledge Negative Feelings

• Homework Activity #1: Acknowledge and Accept the Negative Affect of One Student
• Homework Activity #2: Use Collective Negative Affect as a Diagnostic Tool

• Homework Activity #3: Reflect on the Ideal Emotional Profile of Students AST Strategy Six: Rely on Invitational Language

• Homework Activity #1: Rewrite Activity Instructions Using Invitational Language

• Homework Activity #2: Design an Alternative Assignment AST Strategy Seven: Practice Patience

• Homework Activity #1: Adjust the Amount of Time Needed for Completing an Activity
• Homework Activity #2: Patient Listening Part III: Finishing Touches

Chapter 9: Sample Assessment: Using AST in Online Courses

AST in Online Courses: An Understudied Relationship

Design

• Control Condition
• AST Condition

• List of Sample Activities for AST Condition (Human Growth and Development) Results

• Learning Climate Inventory Discussion

Additional Results

Student Comments about the AST Condition

Discussion of Assessment Results

• Mistake Number 1: Expectations Were Unclear
• Mistake Number 2: My Understanding of AST Was Limited
• Mistake Number 3: I integrated Too Few AST Strategies Conclusion

Chapter 10: A Case Study of Teacher Transformation

My 2016 Letter to Students

• Course "Deliverables"
• Desire2Learn

• Be Yourself My 2022 Analysis of the 2016 Letter to Students

• The Letter is Long
• The Letter is Formatted Using Headings
• There is a Block Quote
• The Letter is Not Written from the Students' Perspective
• Students Are Expected to Be Guided by Intrinsic Motivation
• There is Little Explanatory Rationale
• There is No Room for Affect
• It's My Way or the Highway
• Selective Patience

• It Isn't All Bad A Digital Letter Written to an Online Health Psychology Course in 2022

• General Observations Conclusion: Troubleshoot…