Designing Strategies for Motivation

1. Obtain and Endorsing attention

To stimulate curiosity last or called by keller with an attitude of inquiry (attitude of the inquiry), instructors should use the technique in a way that asks the attention of mysteries and engaging students in solving the problem. He also recommends that instructors keep students' attention by presenting successive instructions. If the instruction is used in the same way, it is often the students' attention to wander.

2. Enhance Relevance

There are two aspects of the problem orientation of the relevance according to Keller, the first, final orientation (ends oriented), second, the sense orientation (means oriented). To be motivated, students must first recognize that the instructions given have personal uses, for example, will help them to achieve personal goals (ends oriented). When a student fails to find relevance in the subjects required by saasran instructional already described, it should be given to the student's motivation to persuasion, often also to guarantee that students will get the relevance of what he learned in the end (means oriented). In addition, as more people enjoy the things they believe or more interesting, the instructor should be able to connect instruction to students' experiences by providing concrete examples and analog.

3. Build confidence

Keller (1987a) suggested three strategies to build self-confidence. First, instructors can create positive expectations for success with as much detail as possible ways to clarify what is expected oleg students. Second, it provides an opportunity for success to students. This does not mean that students should not have the experience of failure. Third, instructors can build student confidence by providing a reasonable level of control (rational) to their lessons and helps students to realize that learning is a direct consequence of their own efforts and effective learning strategies.

4. Generating Satisfaction

Keller (1987a) to advise the three categories of strategies to generate appropriate learning satisfaction with natural consequences, positive consequences and fairness (equality), namely: 1) create a natural consequence to provide an opportunity for students to use skills (skills) which was discovered, 2 ) in the absence of natural consequences, positive consequences such as pujianverbal use, real or symbolic gifts, 3) assure fairness by maintaining consistent standards and expectations of the results of the adjustment.