Table 1

Strategies to support inclusive student participation, engagement and motivation

Motivational

What it means for

Characteristic

What it suggests for teaching

teachers
Students with higher

Provide feedback that is clear and

Enhance Self-efficacy and

expectations of their learning

accurate and that will help to build on

beliefs in self-confidence

tend to be motivated to try

self-worth. Design tasks that offer

harder, perform and persist as

opportunities for success while allowing

they develop self-worth.

elements of challenge. High challenge

Students who feel more in

learning at a low risk.

Allow students to have more control over

control of their learning tend to

their learning and their attitude toward

achieve higher results creating

learning.

a growth mindset.

Focus feedback on the process of

Adapt a growth mindset

learning, effort, strategies and selfcontrol. Build relationships with students

Personal interest is likely to

that are supportive and caring.

By getting to know your students you are

Establish high levels of

create motivation, engagement,

able to connect their personal interests

interest and motivation.

enhanced memory and higher

with learning activities. Ensure tasks are

Increase project-based

achievement levels in students.

stimulating and personally meaningful

learning.

with a variety of material and activities

Perceptions of importance and

involved. Provide students with options.

Allow the student to feel a personal

Establish high levels of

value are just as significant as

rapport with the school providing tasks

personal value. Develop

interest and motivation and can

and material that is relevant. Rather than

student/teacher

impact on engagement and

focusing on the outcomes of tasks and

relationships.

achievement. Mutual respect

activities, allow students to relate to the

drives high expectations

content and to see the significance in it

(AITSL, 2013).

while enabling students to feel confident

even if mistakes are made (AITSL,
2013).

Source: Teaching: Making a Difference (p. 135), by Churchill, R., Ferguson, P., Godinho, S., Johnson, N.,
Keddie, A., Letss, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P., Vick, M., 2013, Milton,
QLD. John Wiley & Sons, Australia.