Teaching Concepts: Motivation Cengage Learning
Posted: February 22, 2016 at 5:51 am
Motivation
Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997.
Definition of Motivation (p. 399)
Behavioral Views of Motivation (pp. 399-402)
Cognitive Views of Motivation (pp. 402-406)
The Humanistic View of Motivation (pp. 406-409)
The Impact of Cooperative Learning on Motivation (pp. 416-417)
Suggestions for Teaching in Your Classroom: Motivating Students to Learn (p. 422)
Resources for Further Investigation (pp. 433-434)
Definition of Motivation
Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. Nevertheless, many teachers have at least two major misconceptions about motivation that prevent them from using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that one person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do.
Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretical interpretation of motivation explains all aspects of student interest or lack of it. Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivating students in the classroom. Several theoretical interpretations of motivation -- some of which are derived from discussions of learning presented earlier -- will now be summarized.
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Behavioral Views of Motivation
Operant Conditioning and Social Learning Theory
The Effect of Reinforcement In Chapter 8 we discussed Skinner's emphasis of the role of reinforcement in learning. After demonstrating that organisms tend to repeat actions that are reinforced and that behavior can be shaped by reinforcement, Skinner developed the technique of programmed instruction to make it possible for students to be reinforced for every correct response. According to Skinner, supplying the correct answer--and being informed by the program that it is the correct answer--motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is progressively shaped.
Following Skinner's lead, many behavioral learning theorists devised techniques of behavior modification on the assumption that students are motivated to complete a task by being promised a reward of some kind. Many times the reward takes the form of praise or a grade. Sometimes it is a token that can be traded in for some desired object; and at other times the reward may be the privilege of engaging in a self-selected activity.
Operant conditioning interpretations of learning may help reveal why some students react favorably to particular subjects and dislike others. For instance, some students may enter a required math class with a feeling of delight, while others may feel that they have been sentenced to prison. Skinner suggests that such differences can be traced to past experiences. He would argue that the student who loves math has been shaped to respond that way by a series of positive experiences with math. The math hater, in contrast, may have suffered a series of negative experiences.
The Power of Persuasive Models Social learning theorists, such as Albert Bandura, call attention to the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same reinforcer that we see someone else get for exhibiting a particular behavior). A student who identifies with and admires a teacher of a particular subject may work hard partly to please the admired individual and partly to try becoming like that individual. A student who observes an older brother or sister reaping benefits from earning high grades may strive to do the same with the expectation of experiencing the same or similar benefits. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. As we pointed out in Chapter 8, both vicarious reinforcement and direct reinforcement can raise an individual's sense of self-efficacy for a particular task, which, in turn, leads to higher levels of motivation.
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Cognitive Views of Motivation
Cognitive views stress that human behavior is influenced by the way people think about themselves and their environment. The direction that behavior takes can be explained by four influences: the inherent need to construct an organized and logically consistent knowledge base, one's expectations for successfully completing a task, the factors that one believes account for success and failure, and one's beliefs about the nature of cognitive ability.
The Impact of Cognitive Development
This view is based on Jean Piaget's principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different.
In addition, individuals will repeatedly use new schemes because of an inherent desire to master their environment. This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993).
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The Need for Achievement
Have you ever decided to take on a moderately difficult task (like take a course on astronomy even though you are a history major and have only a limited background in science) and then found that you had somewhat conflicting feelings about it? On the one hand, you felt eager to start the course, confident that you would be pleased with your performance. But on the other hand, you also felt a bit of anxiety because of the small possibility of failure. Now try to imagine the opposite situation. In reaction to a suggestion to take a course outside your major, you flat out refuse because the probability of failure seems great, while the probability of success seems quite small.
In the early 1960s John Atkinson (1964) proposed that such differences in achievement behavior are due to differences in something called the need for achievement. Atkinson described this need as a global, generalized desire to attain goals that require some degree of competence. He saw this need as being partly innate and partly the result of experience. Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. When given a choice, high-need achievers seek out moderately challenging tasks because they offer an optimal balance between challenge and expected success. By contrast, individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame. When faced with a choice, they typically opt either for relatively easy tasks because the probability of success is high or rather difficult tasks because there is no shame in failing to achieve a lofty goal.
Atkinson's point about taking fear of failure into account in arranging learning experiences has been made more recently by William Glasser in Control Theory in the Classroom (1986) and The Quality School (1990). Glasser argues that for people to succeed at life in general, they must first experience success in one important aspect of their lives. For most children, that one important part should be school. But the traditional approach to evaluating learning, which emphasizes comparative grading (commonly called "grading on the curve"), allows only a minority of students to achieve A's and B's and feel successful. The self-worth of the remaining students (who may be quite capable) suffers, which depresses their motivation to achieve on subsequent classroom tasks (Covington, 1985).
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The Humanistic View of Motivation
Abraham Maslow earned his Ph.D. in a psychology department that supported the behaviorist position. After he graduated, however, he came into contact with Gestalt psychologists (a group of German psychologists whose work during the 1920s and 1930s laid the foundation for the cognitive theories of the 1960s and 1970s), prepared for a career as a psychoanalyst, and became interested in anthropology. As a result of these various influences, he came to the conclusion that American psychologists who endorsed the behaviorist position had become so preoccupied with overt behavior and objectivity that they were ignoring other important aspects of human existence (hence the term humanistic to describe his views). When Maslow observed the behavior of especially well-adjusted persons--or self-actualizers, as he called them--he concluded that healthy individuals are motivated to seek fulfilling experiences.
Maslow's Theory of Growth Motivation
Maslow describes seventeen propositions, discussed in Chapter 1 of Motivation and Personality (3d ed., 1987), that he believes would have to be incorporated into any sound theory of growth motivation (or need gratification) to meet them. Referring to need gratification as the most important single principle underlying all development, he adds that "the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to emerge as the lower need fulfills itself by being sufficiently gratified" (1968, p. 55). He elaborates on this basic principle by proposing a five-level hierarchy of needs. Physiological needs are at the bottom of the hierarchy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs. This order reflects differences in the relative strength of each need. The lower a need is in the hierarchy, the greater is its strength because when a lower-level need is activated (as in the case of extreme hunger or fear for one's physical safety), people will stop trying to satisfy a higher-level need (such as esteem or self-actualization) and focus on satisfying the currently active lower-level need (Maslow, 1987).
The first four needs (physiological, safety, belongingness and love, and esteem) are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree. Self-actualization, by contrast, is often called a growth need because people constantly strive to satisfy it. Basically, self-actualization refers to the need for self-fulfillment -- the need to develop all of one's potential talents and capabilities. For example, an individual who felt she had the capability to write novels, teach, practice medicine, and raise children would not feel self-actualized until all of these goals had been accomplished to some minimal degree. Because it is at the top of the hierarchy and addresses the potential of the whole person, self-actualization is discussed more frequently than the other needs.
Maslow originally felt that self-actualization needs would automatically be activated as soon as esteem needs were met, but he changed his mind when he encountered individuals whose behavior did not fit this pattern. He concluded that individuals whose self-actualization needs became activated held in high regard such values as truth, goodness, beauty, justice, autonomy, and humor (Feist, 1990).
In addition to the five basic needs that compose the hierarchy, Maslow describes cognitive needs (such as the needs to know and to understand) and aesthetic needs (such as the needs for order, symmetry, or harmony). While not part of the basic hierarchy, these two classes of needs play a critical role in the satisfaction of basic needs. Maslow maintains that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in interpersonal relationships are critical because their absence makes satisfaction of the five basic needs impossible. (Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech.)
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The Impact of Cooperative Learning on Motivation
Classroom tasks can be structured so that students are forced to compete with one another, work individually, or cooperate with one another to obtain the rewards that teachers make available for successfully completing these tasks. Traditionally, competitive arrangements have been assumed to be superior to the other two in increasing motivation and learning. But reviews of the research literature by David Johnson and Roger Johnson (Johnson & Johnson, 1995; Johnson, Johnson, & Smith, 1995) found cooperative arrangements to be far superior in producing these benefits. In this section we will describe cooperative-, competitive, and individual learning arrangements (sometimes called goal structures or reward structures), identify the elements that make up the major approaches to cooperative learning, and examine the effect of cooperative learning on motivation, achievement, and interpersonal relationships.
Types of Classroom Reward Structures
Competitive goal structures are typically norm referenced. (If you can't recall our discussion of the normal curve in Chapter 5, now might be a good time for a quick review.) This traditional practice of grading on the curve predetermines the percentage of A, B, C, D, and F grades regardless of the actual distribution of test scores. Because only a small percentage of students in any group can achieve the highest rewards and because this accomplishment must come at some other students' expense, competitive goal structures are characterized by negative interdependence. Students try to outdo one another, view classmates' failures as an advantage, and come to believe that the winners deserve their rewards because they are inherently better (Johnson, Johnson, & Holubec, 1994; Johnson et al., 1995).
Some researchers have argued that competitive reward structures lead students to focus on ability as the primary basis for motivation. This orientation is reflected in the question "Am I smart enough to accomplish this task?" When ability is the basis for motivation, competing successfully in the classroom may be seen as relevant to self-esteem (since nobody loves a loser), difficult to accomplish (since only a few can succeed), and uncertain (success depends on how everyone else does). These perceptions may cause some students to avoid challenging subjects or tasks, to give up in the face of difficulty, to reward themselves only if they win a competition, and to believe that their own successes are due to ability, whereas the successes of others are due to luck (Ames & Ames, 1984; Dweck, 1986).
Individualistic goal structures are characterized by students working alone and earning rewards solely on the quality of their own efforts. The success or failure of other students is irrelevant. All that matters is whether the student meets the standards for a particular task (Johnson et al., 1994; Johnson et al., 1995). Thirty students working by themselves at computer terminals are functioning in an individual reward structure. According to Carole Ames and Russell Ames (1984), individual structures lead students to focus on task effort as the primary basis for motivation (as in "I can do this if I try"). Whether a student perceives a task as difficult depends on how successful she has been with that type of task in the past.
Cooperative goal structures are characterized by students working together to accomplish shared goals. What is beneficial for the other students in the group is beneficial for the individual and vice versa. Because students in cooperative groups can obtain a desired reward (such as a high grade or a feeling of satisfaction for a job well done) only if the other students in the group also obtain the same reward, cooperative goal structures are characterized by positive interdependence. Also, all groups may receive the same rewards, provided they meet the teacher's criteria for mastery. For example, a teacher might present a lesson on map reading, then give each group its own map and a question-answering exercise. Students then work with each other to ensure that all know how to interpret maps. Each student then takes a quiz on map reading. All teams whose average quiz scores meet a preset standard receive special recognition (Johnson et al., 1994; Johnson et al., 1995; Slavin, 1995).
Cooperative structures lead students to focus on effort and cooperation as the primary basis of motivation. This orientation is reflected in the statement "We can do this if we try hard and work together." In a cooperative atmosphere, students are motivated out of a sense of obligation: one ought to try, contribute, and help satisfy group norms (Ames & Ames, 1984). William Glasser, whose ideas we mentioned earlier, is a fan of cooperative learning. He points out that student motivation and performance tend to be highest for such activities as band, drama club, athletics, the school newspaper, and the yearbook, all of which require a team effort (Gough, 1987). We would also like to point out that cooperative-learning and reward structures are consistent with the constructivist approach discussed in Chapters 1, 2, and 10 since they encourage inquiry, perspective sharing, and conflict resolution.
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Suggestions for Teaching in Your Classroom: Motivating Students to Learn
1. Use behavioral techniques to help students exert themselves and work toward remote goals.
2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals.
3. Do everything possible to satisfy deficiency needs -- physiological, safety, belongingness, and esteem.
a. Accommodate the instructional program to the physiological needs of your students.
b. Make your room physically and psychologically safe.
c. Show your students that you take an interest in them and that they belong in your classroom.
d. Arrange learning experiences so that all students can gain at least a degree of esteem.
4. Enhance the attractions and minimize the dangers of growth choices.
5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy.
a. Make use of objectives that are challenging but attainable and, when appropriate, that involve student input.
b. Provide knowledge of results by emphasizing the positive.
6. Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities.
a. Use achievement-motivation training techniques.
b. Use cooperative-learning methods.
7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness.
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Resources for Further Investigation
Surveys of Motivational Theories
In a basic survey text, Motivation to Learn: From Theory to Practice (2d ed., 1993), Deborah Stipek discusses reinforcement theory, social cognitive theory, intrinsic motivation, need for achievement theory, attribution theory, and perceptions of ability. In Appendix 2-A, she presents a rating form and scoring procedure with which teachers can identify students who may have motivation problems. Appendix 3-A is a self-rating form that teachers can use to keep track of how often they provide rewards and punishments.
A useful summary of motivation theories and techniques can be found in the Worcester Polytechnic University's WWW site for teacher development, at http://www.wpi.edu/~isg_501/motivation.html.
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Motivational Techniques for the Classroom
Motivation and Teaching: A Practical Guide (1978), by Raymond Wlodkowski, and Eager to Learn (1990), by Raymond Wlodkowski and Judith Jaynes, are a good source of classroom application ideas. Motivating Students to Learn: Overcoming Barriers to High Achievement (1993), edited by Tommy Tomlinson, devotes four chapters to elementary school and four chapters to high school motivation issues.
Two sources of information on motivation techniques and suggestions for teaching are found at Columbia University's Institute for Learning Technologies, which contains documents, papers, and unusual projects and activities that could be used to increase student motivation; and at Northwestern University's Institute for Learning Sciences Engines for Education on-line program, which allows educators to pursue a number of questions about students, learning environments, and successful teaching through a hyperlinked database. The Institute for Learning Technologies is found at http://www.ilt.columbia.edu/ilt/. The Institute for Learning Sciences is found at http://www.ils.nwu.edu/.
For more information on "Motivation" in Gage/Berliner, EDUCATIONAL PSYCHOLOGY, 6/e, Houghton Mifflin Co., 1998, see Chapter 8, "Motivation and Learning"
For more information on "Motivation" in the Grabes' INTEGRATING TECHNOLOGY FOR MEANINGFUL LEARNING, 2/e, Houghton Mifflin Co., 1998 see page 97 for "the role of motivation in drill and practice," pages 51-55 for "the role of motivation in meaningful learning", page 163 for "the role of motivativation in writing," and pages 398-99 for "learning styles and social and motivational preferences."
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Teaching Concepts: Motivation Cengage Learning
What Is Motivation Motivation
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Motivating Students – SERC
Posted: at 5:51 am
This page was written and compiled by Karin Kirk, SERC, and contains a summary of motivation research and pertinent references. My students aren't motivated - how can I help them? Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation. We may have heard the utterance, "my students are so unmotivated!" and the good news is that there's a lot that we can do to change that. Intrinsic and Extrinsic Motivation Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. Motivating Students (more info) This chapter from the book Tools for Teaching by Barbara Gross Davis (Jossey-Bass Publishers: San Francisco, 1993) is a great place to start for ideas and tips about increasing student motivation in your classes. The author presents a handy distillation of research on motivation and uses examples and anecdotes that bring this material to life. In addition to general strategies, this chapter addresses successful instructional behaviors, how to structure a course to motivate students, de-emphasizing grades and responding with other types of feedback to students, and tips to encourage students to complete assigned readings. A reference list points the way to more specific information.
Excerpts from this chapter:
Also see how immediacy in the classroom can be part of a supportive style of teaching.
Example - Strategies for College Success from the Ohio State University. This course teaches learning strategies and motivational skills.
Pre-action phase (preparing for task) -take a reasonable risk, work toward goals that are challenging but attainable, work in manageable, bite-size pieces, take responsibility for your actions, believe in your own effort and capability, set a plan and work from it.
Action phase - search the environment, ask questions, visualize it (?)
Reaction phase (after one task, preparing for the next one) - use feedback from prior tasks, monitor your own actions, give yourself instructions (see also Tuckerman, 2003 )
Link to more information about the Strategies for College Success course, including a course description, resources used in the course, and a PowerPoint presentation covering helpful motivational strategies. Also, try these on line resources:
Read and respond to classroom dilemmas about student motivation written by workshop participants.
Motivation: A General Overview of Theories (more info) This chapter in an e-book provides a brief summary of motivational theories that is written for educators. Topics include goals, self-efficacy, attribution theory, self-regulation and volition, and intrinsic motivation.
Six C's of motivation (more info) This website describes a scenario in a geography classroom where the teacher uses instructional strategies to promote motivation amongst her students. The tactics are to give students choices in their assignments, to challenge them, to allow the class some extent of control over the learning environment, to promote collaboration between students, to construct meaning in the material and to establish positive consequences for students' achievement. The author concludes that when students engage in meaningful open-ended tasks, their motivation increases and the effect of learning is more powerful.
Motivation: What does the Research Say? (more info) This website is written in the context of high school or middle school students, but is easily applied to the undergraduate learning experience. The site provides definitions of intrinsic and extrinsic motivation, strategies for increasing motivation, and suggestions to motivate students to engage in class activities.
How Can Teachers Develop Students' Motivation -- and Success? (more info) This interview with Carol Dweck, professor of psychology at Columbia University, answers questions about types of motivation, with emphasis on performance (extrinsic) motivation vs. mastery (intrinsic) motivation. Questions address topics such as what teachers can do to help develop students who will work to overcome challenges rather than be overwhelmed by them, the challenge of the "gifted" label, and if self-esteem something that teachers can or should "give" to students. The site is easy reading, yet provides many useful insights.
Motivation from Within: Approaches for Encouraging Faculty and Students to Excel Michael Theall, editor citation and bibliographic information The dozen authors of this book describe how motivational efforts involve adapting one's personal strengths to accommodate unique situations. Motivation is not something one "does to" others. Rather, efforts to motivate students and professors involve first connecting with their interests and their concerns, then broadening these with expanded significant choices, and gradually increasing participants' empowerment to meet these new aspirations.
Improving Self-Efficacy and Motivation: What to Do, What to Say Howard Margolis and Patrick P McCabe citation and bibliographic information This article suggests practical solutions to improve the motivation of struggling learners. Specifically, the authors present strategies such as using peers as role models, teaching specific learning strategies, presenting the students with options and choices, communicating recent success, and more. These tactics can strengthen struggling learners' beliefs in their academic abilities and increase their willingness to engage in academic tasks.
The Effect of Learning and Motivation Strategies Training on College Students' Achievement Bruce W. Tuckerman, the Ohio State University citation and bibliographic information The general purpose of this study was to determine the effectiveness of teaching students the use of specific learning and motivation strategies to meet the cognitive and motivational demands of college. A group of college students went through a course that was specifically designed to teach them learning strategies and give them an opportunity to practice the techniques and transfer these skills to other learning situations. The results showed that this method improved the GPA of the students who went through the program.
Who Does Extra-Credit Work in Introductory Science Courses? Randy Moore citation and bibliographic information This study measured how many introductory biology students took advantage of extra-credit opportunities, the grades they earned, and reasons they gave for not completing extra credit work. The study found that high-achieving students pursued the extra credit work, while students who were earning poor grades did not. The author asserts that this behavior is tied to student motivation. Students who were motivated to succeed in the course made the choice to do the extra credit work, which is consistent with the other choices they had made, such as to attend lectures and help sessions. Similarly, students who earned poor grades typically demonstrated a low commitment to several components of the course, including the extra credit work.
Sense of Belonging in College Freshman at the Classroom and Campus Levels Tierra M. Freeman, Lynley Anderman and Jane M. Jensen citation and bibliographic information This study examines how students' sense of belonging is related to academic motivation, and which type of teacher behaviors is correlated with developing a sense of belonging in students. The paper presents some useful background information on the topics of belonging, motivation and academic self-efficacy. In their experiments, the authors found that students' sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class.
What Teachers Say and Do to Support Students' Autonomy During a Learning Activity Johnmarshall Reeve and Hyungshim Jang citation and bibliographic information This research paper presents the results of an educational experiment to measure the effects of different instructional behaviors. The experiment investigated a controlling style of teaching compared to an autonomy supportive style, and found that the supportive style resulted in increased student interest, enjoyment, engagement and performance. Autonomy-supportive teacher behavior can be effective in fostering intrinsic motivation in students. The paper provides useful background information on the topics of motivation, intentionality and autonomy, and also gives examples of controlling vs. supportive teacher behaviors.
The ABCs of Motivation Lynley H. Anderman and Valerie S. Leake citation and bibliographic information Although this paper is written for faculty of educational psychology, the information is useful for any teacher who is interested in learning about some of the theory behind motivation. The purpose of this paper is to distill the numerous theories and frameworks for motivational principles into a simpler format. The authors offer that motivation is based on three fundamental needs: the need for autonomy, the need for belonging and the need for competence. An understanding of these concepts can help teachers provide a learning environment that increases motivation in their students.
Gender matters Darrell J Wiens, Dayna J Depping, Stacey R Wallerich, Emily S Van Laar, Angela L Juhl citation and bibliographic information Do females and males choose science for different reasons? In this study 271 college biology students were surveyed to learn when they became interested and what factors determined their origin and maintenance of interest in biology. One finding was that females were more likely to cite a positive influence with a teacher as a factor for becoming interested in science, which has implications for teacher behavior in fostering an interest in science among female students.
"Contracting" as a motivational teaching tool Karen Kurvink citation and bibliographic information The concept behind contracting, a motivational tool for stimulating learning, is discussed. Contracting involves a learning agreement between students and teachers, and it offers the opportunity for independent thinking.
What works in the nonmajors' science laboratory David L. Adams citation and bibliographic information This paper offers practical advice on building a workable and meaningful introductory science laboratory for non-science majors. These students usually lack experience in and motivation for the laboratory, so a balanced use of "cookbook" and discovery-based approaches is recommended.
Connecting with students who are disinterested and inexperienced William G Brozo citation and bibliographic information This article was written in the context of middle school education, but is still relevant for undergraduate students who are hard to reach. The author states that when students claim they are not interested in anything, educators must help them discover what actually does interest them. Furthermore, another way to help youth expand their repertoire of interests is by arranging systematic opportunities for them to interact with community members who are engaged citizens and have a wide variety of life experiences.
A Candle Lights the Way to Scientific Discourse Li-hsuan Yang citation and bibliographic information This short article describes a simple and thought-provoking teaching strategy, burning a candle in the classroom and asking students to observe it and try to explain the processes they observe. The result is that students are able to engage in scientific discourse, hold competing hypotheses, looking for supporting evidence, communicating their ideas with supportive arguments, and proposing possible empirical studies to further their understanding. This technique could be applied to a geoscience classroom via simple demonstrations with physical models, videos or rock samples.
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Motivating Students - SERC
Student Motivation – NACADA
Posted: at 5:51 am
Resourcesdealing with motivation
Factors in Student Motivation
Authored by: Steven C. Howey
Educators across the country are frustrated with the challenge of how to motivate the ever increasing number of freshmen students entering college who are psychologically, socially, and academically unprepared for the demands of college life. Such students often exhibit maladaptive behavior such as tardiness, hostility towards authority, and unrealistic aspirations.
The standard approach is to address the problem as an academic issue through remedial or developmental instruction. Developmental education programs however do not address the whole problem. Lack of motivation is not limited to the academically weak student. Successful remedial and study strategies courses aimed at the underprepared student have demonstrated that students who really want to improve their skills can do so when motivated. However, even the best remedial instruction programs have failed to positively impact the student who is both underprepared academically and unmotivated. When students have both a lack of academic skills and lack motivation, the greater problem is motivation (Kelly, 1988). Faculty often have neither the time or inclination to address difficult motivational issues in the classroom, consequently, the task of trying to effectively motivate such students often falls to academic advisors.
Opinions about the role of motivation in academic achievement and what can be done about it vary widely among college faculty, administrators, and student services professionals. Consideration about unmotivated students opens a Pandoras box of questions: Can anything be done about these students? Can motivation be taught? What kind of strategies can be used to influence motivation? Is this time wasted that might better be used on those students who are already motivated?
The problem of devising effective strategies that influence motivation relies initially on the identification of specific motivational factors. The histories of psychology and education are abundant with research on motivation and its effect on behavior. The study of motivation in education has undergone many changes over the years, moving away from reinforcement contingencies to the more current social-cognitive perspective emphasizing learners constructive interpretations of events and the role that their beliefs, cognitions, affects, and values play in achievement (Pintrich and Schunk, 1996).
These factors identified in the social-cognitive model of motivation can be narrowed to three motivational constructs: expectancy, value, and affect. The expectancy construct assesses perceptions of self-efficacy and control beliefs of learning. The self-efficacy construct postulated by Bandura in his social learning theory has guided extensive motivational research. The second construct of expectancy is a refined construct based on Rotters locus of control. Rotters locus of control construct, first presented in 1966, is perhaps one of the most highly researched concepts in modern psychological study.
The value construct includes intrinsic and extrinsic goal orientation as well as task value beliefs. Ryan, Connell, and Deci (1985) who researched the role of intrinsic and extrinsic motivation in their Cognitive Evaluation Theory argue that perceptions of autonomy and competence are fundamental to intrinsic motivation. Commitment to educational attainment and learning are necessary to sustain motivation. Commitment to learning is a syndrome of variables such as belief in the value of learning.
How then can educational institutions use these identified motivational constructs to help students be more successful? Colleges must move beyond developmental instruction alone and address motivation issues in a more comprehensive manner. One important consideration is early identification of and attention to at-risk student problems. It is well documented that addressing retention issues early in the students first year of college is critical. Historically, at least half of all students who drop out of college do so during their freshmen year (Noel, 1985; Terenzini, 1986). Many of these students leave during the first six to eight weeks of their initial semester according to Blanc, Debuhr, and Martin (1983). These statistics have remained relatively unchanged in recent years.
Colleges nationwide do a good job identifying new freshmen students who are academically at-risk. Institutions use a number of academic assessment instruments e.g., ACT, ASSET, COMPASS, SAT, and ACCUPLACER. Since assessing motivation is less standardized and less common at educational institutions, another option may be to consider already identified motivational differences between academically prepared and unprepared students. Use of informal observations or tools such as the Motivated Strategies for Learning Questionnaire (MSLQ) can help identify these students. (Find more information regarding the MSLQ see http://edutechwiki.unige.ch/en/Learner_autonomy. Additionally, a portion of the MSLQ can be seen via Indiana University http://www.indiana.edu/~p540alex/MSLQ.pdf .
In a study of academically prepared and underprepared freshmen orientation students, Howey (1999) found clear motivational differences between academically prepared and underprepared community college freshmen orientation students. Specifically, underprepared students are more extrinsically motivated, see more value in study strategies offered in the course, have low self-efficacy beliefs, and suffer more from test anxiety. Academically prepared students, on the other hand, have more internalized locus of control beliefs, greater self-efficacy, and are less affected by test anxiety. Academically prepared students may be better served by emphasizing goal orientation (major selection) and related career information, critical thinking, leadership training, or service learning opportunities. Implications are that due to identified differences in the motivational constructs of expectancy, value, and affect, college administrators may want to consider more homogeneous grouping, based on academic readiness, of freshmen orientation students in order to better address individual motivational differences.
What advisors can do In addition to a systematic approach through a freshmen seminar course there are also strategies advisors can use to influence motivational changes when meeting with their advisees individually. The mere act of meeting with advisees on a regular basis and expressing interest and concern beyond just their class schedule and program requirements is critical in itself. Carl Rogers Person Centered Therapy, including the concepts of unconditional positive regard and reflection, influenced those of us in graduate counseling programs in the 70s and is still relevant to our understanding of how important relational issues are to advisees. Habley (2003) states Advising is the only opportunity on campus in which students have the opportunity for on-going, one on one interaction with a concerned representative of the institution.
Warm and fuzzy relations, however, may not be enough to create significant changes of behavior in the unmotivated student. Unfortunately, a detailed explanation of specific techniques for changing behavior is an article or perhaps a course all by itself. We know that major and career exploration is helpful for students who lack goal orientation.
There is another approach that may be helpful in working with students with other motivational factors; a technique relevant to self-regulated learning and as a problem solving approach. This technique specifically is to get the advisee more involved in the process of coming up with their own strategies for addressing a problem. For example, rather than focusing on how unfair or boring a particular instructor may be, students should be asked to generate their own ideas on what they could do to improve the situation. If students cant come up with any ideas on their own, advisors can ask them to pick what might work best from a list of suggestions generated by the advisor. Follow-up meetings to refine strategies will be needed.
In summary, advisors may find it helpful when working with unmotivated students to approach the problem from a motivational constructs framework. The identification of motivational issues based on the constructs of expectancy (self-efficacy and locus of control beliefs), value (goal orientation or task value concerns), or affect (test anxiety), may be helpful in developing specific strategies toward greater success in college.
Authored by: Steven C. Howey Coordinator of Advising, Counseling, and Career Development (Retired) Hutchinson Community College (KS)
Blanc, R. A., Debuhr, L. E., & Martin, D. C. (1983). Breaking the attrition cycle: the effects of supplemental instruction on undergraduate performance and attrition. Journal of Higher Education, 54 (1), 80-90.
Garcia, T., McKeachie, W. J., Pintrich, P. R., & Smith, D. A. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (Tech. Rep. No. 91-B-004).Ann Arbor, MI : The University of Michigan, School of Education .
Habley, Wes. (2003). NACADA Summer Institute, quoting 'Academic Advising: Critical Link in Student Retention.' (1981). NASPA Journal, 28(4): 45-50.
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58, 47-77.
Howey, S. C. (1999). The relationship between motivation and academic success of community college freshmen orientation students. Doctoral Dissertation. (ERIC Document Reproduction Service No. ED 465391).
Kelly, D.K. (1988). Motivating the underprepared unmotivated community college student. Viewpoints (120) Information analyes (070). (ERIC Document Reproduction Service No. ED 299 009)
Noel, L. (1985). Increasing student retention: New challenges and potential. In L. Noel, R. Levitz, & Associates (Eds.), Increasing student retention (pp. 1-27).San Francisco : Jossey-Bass.
Pintrich, P.R. (1988a). A process-oriented view of student motivation and cognition. In J. Stark and L. Mets (Eds.), Improving teaching and learning through research: New directions for institutional research (Vol. 57, pp. 65-79).
Pintrich, P.R. (1988b). Student learning and college teaching. In R. E. Young and K. E. Eble (Eds), College teaching and learning: Preparing for new commitments. New directions for teaching and learning ( Vol. 33, pp. 71-86). San Francisco : Jossey-Bass.
Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In C. Ames and M. Maehr (Eds.) Advances in motivation and achievement: Motivation enhancing environments (Vol. 6, pp. 117-160).Greenwich , CT : JAI Press.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education.Englewood Cliffs, NJ: Prentice Hall.
Pintrich P., Smith D., Garcia T., McKeachie W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire. Technical Report 91-B-004. The Regents of The University of Michigan.
Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. Ames (Eds.), Research on motivation in education: Vol. 2. The classroom milieu (pp. 13-51). Orlando , FL : Academic Press.
Terenzini, P.T. (1986). Retention research: Academic and social fit. Paper presented at the annual meeting of the Southern Regional Office of the College of Entrance Examination Board, New Orleans , LA.
Cite the above resource using APA style as:
Howey, S.C. (2008). Factors in student motivation. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Motivation.aspx
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Student Motivation - NACADA
Types of Investments – MoneySENSE
Posted: February 20, 2016 at 9:43 pm
Nowadays, there is a wide range of products for consumers to choose from. It is important that you take time to choose something that is suitable for you. Take a look at your goals and investment objective, what investments you already have, what you can afford, and your risk profile.
Buy only what you fully understand be familiar with the products benefits, risks, limitations and costs. Know how much you can lose in the worst case and how this may happen.Think about diversification - will the product complement, supplement or replace what you have? Or will you end up being over-exposed to a particular risk?
Read our checklist "Key questions you should ask yourself before buying an investment product" to guide you along.
Some products are more complex than others and may be difficult to understand. The Monetary Authority of Singapore (MAS) has categorised such products as Specified Investment Products (SIPs). Some SIPs are listed on an exchange, for example, exchange traded funds, structured warrants and futures. Unlisted SIPs include structured deposits, structured notes, unit trusts and investment-linked insurance policies. With effect from October 2012, some investment products listed on foreign exchanges, certain collective investment schemes (i.e. some unit trusts) and some sub-funds of investment-linked life insurance policies will not be considered as SIPs provided they meet certain requirements. Check with your financial institution to find out whether a product is an SIP. For information on the requirements in place when transacting SIPs, please refer toConsumer Guideon SIP Requirements.
Bonds are a form of borrowing. They are debt securities issued by borrowers such as governments or companies seeking to raise funds from the financial markets. They are also known as fixed income securities because most bonds pay a steady stream of interest income at periodic intervals throughout the lifeof the bond. Read more..
If you invest in a unit trust or fund, your money is pooled with money from other investors and invested in a portfolio of assets according to the funds stated investment objective and investment approach. In Singapore, local and foreign funds offered to retail investors are regulated as collective investment schemes. The unit trust or fund is managed by a fund manager. Read more..
Shares are issued by companies to raise capital or financing from investors. When you buy a companys shares, you become a shareholder of the company. Shareholders are usually entitled to a share of any dividends that are declared and paid. Read more..
A traded life policy (TLP) is a life policy that has been sold by the original policy owner to an investor other than the insurer itself. TLPs are also commonly known as second-hand life policies. Read more here..
Exchange traded funds (ETFs) are open-ended investment funds listed and traded on a stock exchange. Your money is pooled with money from other investors and invested according to the ETFs stated investment objective. Read more here..
Real Estate Investment Trusts (REITs) are often described as instruments that offer investors the opportunity to invest in a professionally managed portfolio of real estate, through the purchase of a publicly-traded investment product. Individuals invest in a REIT by purchasing units of the trust, similar to shares of a common stock. Read more..
A structured deposit combines a deposit with an investment product. The return on a structured deposit depends on the performance of an underlying financial asset, product or benchmark. Read more here..
A CFD allows you to speculate on future market movements of the underlying asset, without actually owning or taking physical delivery of the underlying asset. Read more here.
Investment-linked insurance policies (ILPs) have both life insurance and investment components. Your premiums are used to pay for units in investmentlinked fund(s) of your choice. Some of the units you buy are then sold to pay for insurance and other charges, while the rest remain invested. Read more here..
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Types of Investments - MoneySENSE
Investment – Simple English Wikipedia, the free encyclopedia
Posted: at 9:43 pm
Investment or investing means that an asset is bought, or that money is put into a bank to get a future interest from it. Investment is total amount of money spent by a shareholder in buying shares of a company. In economic managment sciences, investments means longer-term savings.
It is a term used in business management, finance and economics, related to saving or deferring consumption. Literally, the word means the "action of putting something in to somewhere else" (perhaps originally related to a person's garment or 'vestment').
The major difference in the use of the term investment between the economics field and the finance field is that economists refer to a real investment (such as a machine or a house), while financial economists refer to a financial asset, such as money that is put into a bank or the market, which may then be used to buy a real asset. Advisors, who tell people how to manage their investments, might say that even when an investment is losing money because of bad times, not to give up and withdraw it. Instead, wait for the situation to improve. This is a risk for each person to decide.
The investment decision (also known as capital budgeting) is one of the fundamental decisions of business management.
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Investment - Simple English Wikipedia, the free encyclopedia
2013 Spiritual PhytoEssencing Training Intensive
Posted: February 19, 2016 at 2:45 pm
Webinar Classes and Home-Study Training Courses
Dr. Bruce Berkowsky's 2016 Spiritual PhytoEssencing Training Intensive
Dr. Bruce Berkowsky is a master practitioner, and one of the world's preeminent teachers, of deep psycho-spiritual healing work with essential oils. In addition to essential oils providing benefit on a physical level, they also exert a strong influence upon the psycho-spiritual plane. Dr. Berkowsky designed the art of Spiritual PhytoEssencing (SPE) to help an individual overcome the separation from one's real self a core factor in much of the deep-seated psycho-spiritual disharmony we experience.
The real self is the deepest stratum of the self-structure, the one which directly connects to, and reflects, one's unique soul essence. The innermost aspect of the real self can be referred to as the inner spiritual self. When one operates from his or her real self as opposed to the ideal self (a compensated state a person constructs based upon the expectations and concepts of others), he or she evaluates life experiences based upon pre-thought level feeling and sensing and connection to spirit.
Operating from one's real self is the only viable pathway to self-actualization and thus the feeling of inner completion. On the other hand, charting one's course based upon the expectations and concepts of others, despite their incongruence with one's organic feeling, sensing and spirit guidance, obstructs self-actualization and leads to an inertial state of stuckness.
Plants are alive and anything living has being. In other words, plants, like humans and other animals are ensouled. In Spiritual PhytoEssencing, essential oil blends are constructed based upon the archetypal patterns of each oil's inner soul nature. Accordingly, essential oils are selected for inclusion in a customized essential blend on the basis of their congruence with certain aspects of a specific person's soul/real self archetypal pattern. Thus, when properly prepared, the completed blend represents a portrait in oils of that person's inner soul nature.
It is the encounter with soul-level congruence between the personalized blend and one's real self that encourages the latter to reassume its natural leadership role regarding the guidance of one's life course. Living totally moored within the artifice of the ideal self fosters an ongoing state of conflict arising from the incongruence between how one is informed by organic feeling, sensing and spirit connection and how one ultimately values and reacts to life experiences based upon externally controlled behavior. This state of continual incongruence must invariably lead to a state of chronic discontentment.
In the 2016 Spiritual PhytoEssencing Training Intensive, you will be taught how to construct these customized, life-enhancing blends.
If you would like to study with Dr. Berkowsky without ever having to leave your home, consider this year's webinar-based training course:
Please note: As the popularity of Dr. Berkowsky's Spiritual PhytoEssencing (SPE) and Natural Health Science System has grown, so have the demands on his time. The development and presentation of this annual training intensive is extraordinarily time-consuming. Therefore, the 2016 Spiritual PhytoEssencing Training Intensive, which begins March 23rd, is the final, annual (this is the 20th year of these annual training intensives), comprehensive course which covers the entire SPE skill set. Future SPE courses will be more limited in scope.
Accordingly, if you would like to take advantage of this rare opportunity to be trained by Dr. Berkowsky in the SPE art of customized layered blending using oils that he has personally sourced from around the world and potentizing (the SPE art of preparing a homeopathic-style dilution using 12 drops of the customized essential oil blend), without ever having to leave home, do not miss this opportunity to do so.
Dr. Bruce Berkowsky's 2016 Spiritual PhytoEssencing Training Intensive Creating Personalized, Soul-Level Healing Essential Oil Blends (limited class size)
Presented by Bruce Berkowsky, N.M.D., M.H., H.M.C. Founder and teacher of Spiritual PhytoEssencing Deep, soul-level healing work with essential oils
Specific Course Details
This in-depth training features
1) In-Depth Exploration of the Inner Nature of Four Essential Oils
The 2016 Training Intensive will feature in-depth exploration of the inner nature of four essential oils Balsam fir, bergamot, eucalyptus and gandhi root (also called sugandh mantri). Dr. Berkowsky's classes typically run between 2 and 2.5 hours each. The first half of each class is devoted to theory and review. The second half of four of the classes will be devoted to an in-depth exploration of the inner soul-nature of a specific essential oil. All students will also receive the Balsam fir; Bergamot; Eucalyptus and Gandhi root chapters (each chapter is typically 20 to 30 pages long) from Berkowsky's Synthesis Materia Medica/Spiritualis of Essential Oils
2) Sensory Animal Imagery Blend Development Training
Dr. Berkowsky developed the SPE customized animal imagery blends techniques after encountering the work of psychoanalyst Eligio Stephen Gallegos, Ph.D. In his book The Personal Totem Pole, Gallegos, one of the world's foremost experts on deep imagination (imagination emerging from the pre-conscious, soul realm as opposed to the faculty of imagination associated with everyday consciousness), describes how, in his psychoanalytic work, helping a person elaborate imaginal animals (beings which can only be elaborated via deep soul-level imagination) and then, through their actions being informed by them, resulted in deep-level emotional healing and personal growth. Once the imaginal animals are elaborated, they can be encouraged to develop a helping relationship with the person to whom they are indigenous.
Dr. Gallegos, who teaches his Personal Totem Pole Process to therapists and laypeople all around the world, found that these imaginal animals have a distinct association with the chakras and senses. In other words, an individual, when properly guided, elaborates a different imaginal creature from each chakra and/or each of the senses.
While all of this sounds somewhat primitive and beyond the bounds of rational thought, when one opens to the work, the experience is actually quite profound. Importantly, there is a difference between imaginal animals and imaginary ones. The former arise from the deepest layers of psychical existence and the soul-level artifacts of earlier periods in the human evolutionary journey. The latter are simply figments of one's everyday consciousness wherein imagination often serves as the engine of meaningless fantasizing.
Using some of Gallegos' central ideas and understandings, Dr. Berkowsky has developed the Spiritual PhytoEssencing chakra animal imagery blend and sensory animal imagery blend methods. In the 2016 Spiritual PhytoEssencing Training Intensive, the students will be taught how to develop a personalized sensory animal imagery blend.
In The Personal Totem Pole, Gallegos writes: Whereas the chakras are modes of action or power, the senses are modes of reception.
What we learn from the sensory animals is that some early injuries may have been dealt with at the level of the senses. Traumatic or injurious situations were encapsulated at the level of the sense organ, and perception of the event was thus modified in order to protect the child. The efferent sensory system [the system of feedback from the central nervous system to the sensory organ such, as the nose, itself], could readily accomplish such a change.
The modified input is represented in the sensory animals. Developing a relationship with them allows the quickest way I know for healing the injury and realigning the sensory organ with a relatively unbiased input.
The focus of the 2016 Spiritual PhytoEssencing Training Intensive layered blending training exercise (see below) will actually be the creation of a personalized sensory animal imagery blend. In other words, each person, using the 2016 Spiritual PhytoEssencing Training Intensive Essential Oil Set, will be guided to create his or her own personalized sensory animal imagery blend.
Similarly, the focus of the potentizing class (the final class of the training intensive; potentizing involves taking 2 drops of a personalized essential oil blend and, using a method developed by Dr. Berkowsky, producing a homeopathic-style dilution of the blend for internal use.) will be the development of a highly dilute homeopathic-style potency from the personalized sensory animal imagery blend each student created during the layered blending exercise.
This may be the last time Dr. Berkowsky personally teaches the SPE method. In the future, those who did not participate in this course, will have to rely on recordings of the potentizing method.
3) Layered Blending Training Exercise
As noted, a central feature of this course will be the layered blending training exercise during which Dr. Berkowsky will guide the students step-by-step in the preparation of a layered sensory animal imagery blend using the oils in the class oil set.
These oils, personally sourced by Dr. Berkowsky from around the world, are all of exquisite soul-level healing quality. The set, made available to students at a very reasonable price, is not included in the tuition fee. Students can opt to use their own oils for the blending exercise. However, the oils Dr. Berkowsky makes available are of extraordinary quality and most students are eager to work with them.
The eligibility to purchase the class oil set is one of the central attractions of this course. While the cost of this set is separate from the tuition fee, Dr. Berkowsky makes an extraordinary effort to keep the pricing remarkably reasonable so that everyone can afford to participate in the blending exercise.
Dr. Berkowsky personally sources the oils for this set from distillers all over the world. He spends months sampling oils from different distillers before constructing the set. He will only include oils that not only are grown or wild-harvested in an ecologically sensitive manner, but also are particularly rich in the plant-soul forces required for deep soul-level healing work with essential oils. Many students remark that the oils Dr. Berkowsky provides are the finest and most spiritually vibrant they have ever experienced.
The composition of this set of approximately 15 oils (5 ml each) will not be finalized until early March. The following oils will definitely be in the set: African tea tree oil, balsam fir, bergamot, clary sage, Douglas-fir, eucalyptus, frankincense, gandhi root, Jasmine auriculatum, high-altitude true lavender, lavender sage, lemon, monarda and Norway pine.
Spiritual PhytoEssencing (SPE), features the use of two types of essential oil blends: constitutional and situational. The constitutional blends include the: custom soul archetype pattern blend, chakra animal imagery blend, sensory animal imagery blend, gemstone mantra blend, and polarity synthesis blend (based upon leading concepts from the work of 19th century philosopher G.W.F. Hegel). All of these blends are customized to reflect the unique inner soul nature of one particular individual.
Situational blends are prepared to illuminate and activate key spiritual perspectives regarding specific life situations such as illness challenges, divorce, encountering a pivotal crossroad in one's life, dying, grieving, etc. Situational blends, while customized, are more limited in personal scope than constitutional custom blends, and can be formulated to be relevant for more than just one person.
All students will be preparing their own sensory animal imagery blend which, in accordance with the Spiritual PhytoEssencing blending method, will be constructed in layers.
Dr. Berkowsky will review the Spiritual PhytoEssencing alchemical blending techniques including: the surrounding essence, invisible sparks, jewel in the lotus, magic drops and soul star drops techniques. Each of these techniques is very subtle, yet powerful and serve as catalysts that increase the dynamic, soul-level healing potential of the blend.
4) Homeopathic-Style Potentization Training
The Spiritual PhytoEssencing potentizing technique involves taking 2 drops of a personalized essential oil blend and, using a method developed by Dr. Berkowsky, producing a homeopathic-style dilution of the blend for internal use. In this course, each student will be producing a highly dilute homeopathic-style potency from the personalized sensory animal imagery blend he or she created during the layered blending exercise.
5) Class Recordings
All classes will be recorded and so those who have scheduling conflicts and miss a class, can review the entire presentation whenever they like, at their own pace. The recordings also allow those who did attend the class the chance to review the class material as often as desired.
Schedule of Classes
There will be 6 classes in all (plus a free bonus Q&A/student feedback class).
The course begins on March 23rd and (including the layered blending exercise) concludes in late June. This provides a casual pace that allows for more extensive between-class study and review and blending time.
First Class: Wednesday, March 23rd @ 5:00 p.m. Pacific Time (8:00 p.m. Eastern Time). All classes except are presented at the same time.
The scheduling of classes for the remainder of the course is set as follows:
Additionally, there will be a bonus Q&A and student feedback class scheduled after the course has ended.
Continuing Education Credit and Certification
Those who complete the entire course, including the blending and potentizing, will be eligible to receive a letter recommending the issuance of 20 CE credits. If a student does not participate in all the components of the course, the number of CE credits he or she will be eligible for will depend upon proportionate participation.
Certification Exam
Those students who participate in the 2016 SPE Training Intensive can sit for an optional certification exam (which includes submission of a sample of the blend the student prepared).
There are different levels of Spiritual PhytoEssencing certification. Those students who pass 3 certification exams are awarded the credential R.SPE.P. (Registered Spiritual PhytoEssencing Practitioner). For students who are interested in going on to earn a diploma in Spiritual PhytoEssencing and receive a Di.SPE (Diplomate of Spiritual PhytoEssencing) credential, passing the certification exam is necessary for this course to count as one of the six required Diploma Course (a tutored home-study course) study modules.
Tuition
Dr. Berkowsky is well aware that these are difficult economic times for a lot of people and so keeps tuition rates unusually low. This may be your last chance to take this comprehensive course conducted personally by Dr. Berkowsky at such low tuition rates.
Tuition covers: all 6 classes, the class recordings, the layered blending exercise, the potentizing training as well as all class study exercises (Dr. Berkowsky designs unique, optional study exercises that the students receive between classes), chapters from Berkowsky's Synthesis Materia Medica/Spiritualis of Essential Oils and other reference materials.
Individuals who cannot afford to pay the full tuition in one payment can contact Dr. Berkowsky to set up a comfortable, monthly installment payment plan. If you require a payment plan contact Dr. Berkowsky and he will e-mail the details to you. Contact: drbruceb@cnw.com
The cost of the class oil set, required for participation in the layered blending exercise, is not included in the tuition. Considering the rare quality of all the oils (personally sourced by Dr. Berkowsky), the set will be very reasonably priced in order to allow anyone who wants to participate in the blending the exercise to be able to afford to do so.
Early-Bird Tuition best offer ends Tuesday, March 1st: $325.00
Full Tuition after March 1st: $375.00
REGISTER NOW
Spiritual PhytoEssencing Diploma Course Prospectus
The Spiritual PhytoEssencing Diploma Course provides an in-depth understanding of the theory and practice of Spiritual PhytoEssencing. In addition to a thorough education regarding the inner soul-nature of close to 40 essential oils (thus far Berkowsk's Synthesis Materia Medica/Spiritualis of Essential Oils features 112 chapters, each dedicated to one particular essential oil), the Diploma Course student is taught the basics of layered blending, case-taking, case analysis, repertorizing, the practical use of Berkowsky's Synthesis Materia Medica/Spiritualis of Essential Oils, and homeopathic potentization of an essential oil blend.
In-depth instruction is also provided regarding the fundamental theoretical perspectives of Spiritual PhytoEssencing, including soul-level archetypes, miasm theory, anthroposophical constitutional typing, the Kabbalistic Tree of Life and model of the Five Levels of the Soul, Chinese Five Element Theory, key elements from the perspectives of Martin Buber's philosophy of dialogue and Dr. Carl Rogers humanistic psychology, as well as various other models and perspectives primary to the system.
Learn More
Berkowsky's Synthesis Materia Medica/Spiritualis of Essential Oils
Berkowsky's Synthesis Materia Medica/Spiritualis Of Essential Oils consists of 110 chapters, covering 110 different essential oils.
This is a work in progress that Dr. Bruce Berkowsky began work on in 1998. It is the central reference manual for the art of Spiritual PhytoEssencing (the system of soul-level healing work) that he began developing in the mid-1990s.
In addition to essential oils providing benefit on a physical level, they also exert a strong influence upon the psycho-spiritual plane. Dr. Berkowsky designed the art of Spiritual PhytoEssencing (SPE) to help an individual overcome the separation from one's higher self that lies at the core of emotional and physical disharmony.
Learn More
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2013 Spiritual PhytoEssencing Training Intensive
Dallas Orthodontics & Braces, FREE Exam | Apple Orthodontix
Posted: at 2:44 pm
Orthodontics, Dental Care & Oral Surgery. We do it all.
Now you can rely on Apple Orthodontix for every aspect of your oral health, including expert orthodontics, dental care and oral surgery.
Our superior orthodontic products include Insignia, Damon, Invisalign, clear, metal and lingual braces.We use digital imaging and advanced technologies to guarantee an accurate diagnosis of your case and to accelerate your treatment schedule whenever possible.
We provide full-service, general dentistry, including everything from fillings and cleanings to full mouth restorations. With over 25 years of experience, dentist and prosthodontist, Dr Ralf Poineal is equipped to treat the simplest to the most difficult cases.
Dr. Eric Mack performs routine oral surgeries, such as wisdom teeth and bicuspid extractions, that are a standard component of orthodontics.
At Apple, youll get affordability and quality. Exceptional treatment options and services mean beautiful smiles with fewer appointments and faster treatment times. Most dental insurance is accepted and only a small down payment is required to start. Easy, no-interest, low monthly payment plans are available. Ask about cash up-front and family discounts. Case fees are often much lower than at other practices for the finest quality products available in orthodontics today.
Save time and money with reduced treatment times and locations across the Dallas and Ft. Worth TX area, including Arlington, Plano and Frisco. Saturday and evening appointments are available at select locations. Convenient, 0% interest payment options are always available.
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Dallas Orthodontics & Braces, FREE Exam | Apple Orthodontix
Illinois – Retirement Living
Posted: February 17, 2016 at 1:44 pm
Arlington Heights Luther Village (Visit our site) 1220 Village Drive, #145 Arlington Heights, IL 60004 E-mail us 847-506-1919 Presbyterian Homes The Moorings of Arlington Heights (Visit our site) 811 East Central Road Arlington Heights, IL 60005 E-mail us 847-956-4304 Barrington The Garlands of Barrington (Visit our site) 1000 Garlands Lane Barrington, IL 60010 847-304-1996 Bartlett Clare Oaks (Visit our site) 825 Carillon Drive Bartlett, IL 60103 E-mail us 630-372-1983 or 800-648-1984 Burr Ridge King-Bruwaert House (Visit our site) 6101 S. County Line Road Burr Ridge, IL 60527 630-323-2250 Chicago The Clare (Visit our site) 55 E. Pearson Street Chicago, IL 60611 E-mail us 312-951-5690 or 866-951-5690 The Hallmark, Chicago (Visit our site) 2960 North Lake Shore Drive Chicago, IL 60657 E-mail us 773-880-2960 The Kenwood of Lake View (Visit our site) 3121 N. Sheridan Road Chicago, IL 60657 773-404-9800 Des Plaines The Heritage of Des Plaines (Visit our site) 800 S. River Road Des Plaines, IL 60016-8427 847-699-8600 Downers Grove Oak Trace (Visit our site) 200 Village Drive Downers Grove, IL 60516 E-mail us 630-469-6100 Evanston The Merion (Visit our site) 1611 Chicago Avenue Evanston, IL 60201 E-mail us 847-864-6400 Presbyterian Homes Ten Twenty Grove (Visit our site) 1020 Grove Street Evanston, IL 60201 E-mail us 847-866-2111 Presbyterian Homes Westminster Place (Visit our site) 3200 Grant Street Evanston, IL 60201 E-mail us 847-570-3422 Galesburg Mary Allen West Tower 121 West Simmons Street Galesburg, IL 61401 E-mail us 309-342-6493 Glenview Vi at The Glen (Visit our site) 2500 Indigo Lane Glenview, IL 60026 E-mail us 866-960-7622 Hoffman Estates The Devonshire of Hoffman Estates (Visit our site) 1515 Barrington Road Hoffman Estates, IL 60194 847-490-5800 Lake Forest Presbyterian Homes Lake Forest Place (Visit our site) 1100 Pembridge Drive Lake Forest, IL 60045 E-mail us 847-607-8800 Lincolnshire Sedgebrook (Visit our site) 800 Adubon Way Lincolnshire, IL 60069 E-mail us 800-617-6610 Lindenhurst The Village at Victory Lakes (Visit our site) 1075 E. Victory Drive Lindenhurst, IL 60046 E-mail us 847-356-4666 or 888-432-9800 Lisle The Devonshire of Lisle (Visit our site) 1700 Robin Lane Lisle, IL 60532 630-963-1600 Lombard Beacon Hill (Visit our site) 2400 South Finley Road Lombard, IL 60148 E-mail us 630-620-5850 Naperville Monarch Landing (Visit our site) 2255 Monarch Drive Naperville, IL 60563 E-mail us 800-721-0102 Tabor Hills Senior Living Community (Visit our site) 1347 Crystal Avenue Naperville, IL 60563 630-778-6677 North Aurora Asbury Retirement Communities(Visit our site) 210 Airport Road North Aurora, IL 60542 630-896-7778 Palatine Tamarack (Visit our site) 55 S. Greeley Palatine, IL 60067 800-209-8955 Rockford Villas at University Centre (Visit our site) 245 Lily Lane Rockford, IL 61107 815-332-7837 Sycamore Somerset Farm (Visit our site) 2129 Waterbury Lane Sycamore, IL 60178 815-895-7800 Vernon Hills Hawthorn Lakes (Visit our site) 10 E. Hawthorn Parkway Vernon Hills, IL 600061 847-367-2516 The Park at Vernon Hills (Visit our site) 145 N. Milwaukee Avenue Vernon Hills, IL 60061 E-mail us 847-793-2470 Westmont Cordia Senior Residence (Visit our site) 865 N. Cass Avenue Westmont, IL 60559 E-mail us 617-292-2736 Wheaton Wyndemere (Visit our site) 200 Wyndemere Circle Wheaton, IL 60187 E-mail us 866-933-4799 Yorkville Countryside Village Apartments 407 West Kendall Drive Yorkville, IL 60560 630-553-0111 top
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Illinois - Retirement Living
Illinois Retirement Guide
Posted: at 1:44 pm
Overall If you have been looking for the best places to retire in Illinoiswe have the information to help you make a better choice. This website will give you useful data and opinions about the possiblity of retiring in Illinois, including the leading active adult retirement communities. This mid-western state had just under 12.9 million people in 2012. It combines one of America's largest cities - Chicago - along with some unspoiled farming regions. The Wikipedia entry for Illinoishas more facts.
Illinois Climate The Illinois climate is called humid-continental. There are 4 seasons. Summers are hot and winters are cold with frequent snowstorms. The southern part of the state is considerably warmer.
Economy and Real Estate Prices Illinois's 2011 median household income at just over $56,576 is slightly higher than the United States average. Median home prices are similar to those in most of the U.S.. In 2013's 1st quarter the median home in the Chicago/Naperville Metro sold for $159,400. In the Champaign /Urbana area the median home sold for $133,300. The Zillow Home Value Index in mid 2013 for the state was $141,100.
Illinois Taxes
Tax Burden:Total tax burden in Illinois is 30th in the nation, so the state is slightly more tax friendly than average.
Marginal Income Tax Rates.Illinois has a flat income tax rate of 5%.
Retirement Income Exemptions.A very good thing for retirees is that most retirement income and all social security income is not taxed at the state level.
Sales Tax:State sales tax is 10%; local governments also sometimes charge sales tax.
Property Taxes: Most property is assessed at 33.33% of its market value.
Homestead exemption: ASenior Citizens Homestead Exemption permits for a $4,000 reduction in the EAV for the properties of those 65 and older.
Estate and/or Inheritance Taxes. There is an estate tax; as of 2013 there will be a $4,000,000 exemption.
Other tax and financial info: Cigarette taxes are about average and gasoline taxes higher than average. The precarious fiscal health of Illinois was recently the focus of a New York Times article, Illinois Stops Paying Its Bills. The state is a solid contender to be the worse off state financially in the nation (see "Worse States for Retirement - 2012").
Link to anIL Tax Guide.
Certified Retirement Communities Illinois does not have a certified retirement community program.
Best places to retire in Illinois In 2012 Topretirements named llinois as the 2nd worst state to retire in the U.S. That was mostly based on its precarious financial condition and a government that was reeling from the governor's legal troubles. IL can be a great state for active adults and people over 50, depending on your interests, however. Choose from Illinois retirement communities that are popular with active adults over 55 near its larger cities of Chicago, Peoria, or Joliet. Or choose a smaller town such as Galena, one of America's most charming small towns, and located near the Mississippi RIver in the northwestern part of the state. Galena at one time was bigger than Chicago, but now has fewer than 10,000 inhabitants. Champaign/Urbana is a top college town known as a cultural oasis. A number of active adult and 55+ communities have been built in the Elgin area.
At Topretirements.com our job is to provide the objective facts and peer-reviewed profiles to help you find the best community for you. So if you are considering an Illinois retirement, check out the listings on this site. Here is more inside information on retirement living communities in the neighboring states to help you retire in Michigan, Ohio, Tennessee, Kentucky, Pennsylvania, and Arkansas. These links provide insight and data into economic conditions, climate, top communities, and taxes.
Get started with reviews of the best retirement communities.
Click on the Illinois Retirement Community reviews on the right. Or to find other state guides to retirement or more on types of retirement communities
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Illinois Retirement Guide