Improving Students’ Learning and Motivation Through Reciprocal Questioning

• In Event: Roundtable Session 114
  In Roundtable Session: Designing Motivationally Supportive Lessons

Abstract

This research describes how a variation of King’s (2007) Reciprocal Questioning instructional strategy helps pre-service and in-service educators develop a deeper understanding of theoretical principles of learning and motivation. It describes student-educators’ perspectives on how they value their engagement in Reciprocal Questioning both in gaining a deep understanding of principles of learning and motivation and their application in various educational settings through the sharing of diverse perspectives during peer group discussions. Findings indicate that a majority of students in graduate-level Theories of Learning and Motivation courses believe they learn more, are more motivated to learn, envision ways to apply learning theories in personal and professional ways, and enjoy learning about theories of learning and motivation through Reciprocal Questioning.

Author

• James D. Allen, College of Saint Rose