PIDP 3250- Week 2: Reflections

This is my first blog assignment of 3250- Instructional strategies. Our course textbook is ‘Student Engagement Techniques: A Handbook for College Faculty’. (Barkely, 2010), offers many instructional strategies to engage students in the learning. Two instructional strategies that I found very useful for me in my teaching practice. First is Motivation, and second is Mind Maps. 


Barkely defines motivation as,”the feeling of interest or enthusiasm that makes somebody want to do something”. I think my lack of interest in blog postings and the forum discussions can be called by this theory because I do not feel motivated to write blog posts and participate in discussion forums. I found an article that I think very helpful in the motivational strategy is (How can we pick Instructional strategies that will actually motivate students?, Clayton  Christensen Institute) defines, ” A students motivation to achieve their goals has two components: Subjective and Expectancy. Subjective value represents a goal’s importance to the student, and it can come in different forms. Some goals are valuable to students because they serve as a means to an end, such as when a student works to bring home a good report card so that he/ she can get a bump in his allowance (Instrumental Value, commonly known as extrinsic motivation). Expectancy is the other component of motivation. It is students belief that they are capable of successfully achieving a goal. Building students’ knowledge and skills through learning and practice is an important first step for developing expectancy.

Mind Maps:

The second strategy that I would like to use in my teaching practice is Mind Map. The mind map will help me to link ideas and concepts together and make them relevant to a “bigger picture”. I think mind mapping learning activity is helpful to promote student engagement in classroom. According to the article of “Teaching and Learning with Mind Maps”. There are various benefits of mind maps are given in the article are:

Help students brainstorm and explore any idea, concept or problem

Facilitate better understanding of relationships and connections between ideas and concepts

Make it easy to communicate new ideas and thought processes

Allow students to easily recall information

Help students take notes and plan tasks

Make it easy to organize ideas and concepts

Barkely, E.F., (2010). Student Engagement Techniques: A Handbook for College Faculty. Jossey-Bass



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