Individual interest is more permanent and less subject to change than situational interest. Because of this, it can be difficult to increase students' interest if they do not already have an interest in the content area you teach. Even so, it is not impossible. Below are some suggestions for tailoring your instruction for students who do not demonstrate individual interest towards the subject you teach using the situational factors and individual factors enumerated by Bergin (2010).
Belonging
Cultural Value
Create lessons, assignments, and assessments that relate to the local culture/subculture.
Example: The people of Eaton, CO are known for their love of sports. You can tailor instruction and assessments to include sports references.
Greeley is also home to many Latino/a people. Get to know your students' specific subcultures and incorporate them in your lessons.
Identification
How do your students identify themselves? What makes up their self-concept? Get to know them and include those aspects in your instruction and assessments.
Example: One of your students is proud of her Mexican heritage. When you give a lesson on formal style in writing, you compare formal style to quinceañera dresses. This shows your student that you paid attention to her and communicates that her culture is worth celebrating.
Another student has been in taekwondo since childhood and considers it part of his identity. You decide to include a question on a math test asking students to find the area and perimeter of the local dojang (taekwondo studio).
Emotions
Competence
Students are most likely to develop interest in a domain if they feel like they will be able to do it. If they do not feel like they can do it on their own, they must know that they are not being observed by others, which could cause embarrassment.
For the students who are already interested because they are good at the subject you teach, encourage them. Show them your enthusiasm and engage in discussions with them about the subject. Push them to engage with material that is slightly above their current level.
Example: You teach English Language Arts, and a few of your students are interested in your class because they feel that they have a good grasp on the ELA competencies in the CO State Standards. You can encourage them to find reading material that is slightly above their current level to help them continue to develop those skills.
Students who do not feel competent in your content area need assurance. Give specific, targeted praise every time you notice them doing well. Never downplay their efforts and achievements. If they are trying a new skill, do not put them on the spot.
Example: One student in your Astronomy class has been struggling to remember the unique characteristics of the planets in the solar system. He goes home and studies each night. One day, when you give out a test on the planets, he gets an A-. You write encouraging feedback on his test, telling him you know he worked hard to get a good grade on that test.
Utility-Goal Relevance
Have you ever asked a teacher, "Why do I need to know this?" If you are going into teaching, you will need to know the answer to that question. Where possible, tailor your content to students' personal, social, and academic goals.
Example: Your Algebra students ask you why they need to learn about exponential growth. You explain to them the concept of compounding interest and how it can help them (e.g., with a Roth IRA) or hurt them (taking out a loan).
You teach ELA and your students ask why you are requiring them to write a research report. You tell them that there is a chance they will find jobs someday that require them to do research and present their findings to other people.
Situational interest is controlled by the teacher, using the enviroment and structure of the class to motivate the students to learn. Unlike individual interest these factors do not usually depend on what each student is interested in, rather teachers can use enviromental changes and activites to engage their students.
Hands-On Activities
Implement active learning strategies.
Use manipulable objects like blocks and magnets.
Have students move from table to table, engaging in different activities at each one.
Novelty
New subjects can present as novel and attract students attention through curiosity.
Example: The introduction of school computers or Ipads.
Though the novelty will wear off overtime this intrest can end up creating routine in the classroom.
Social Interaction
Students learn best in community, not isolation. Seek opportunities to put them in pairs or groups.
Put students into groups to complete small assignments like worksheets together.
Have students complete projects, reports, and even essays in group settings.
Encourage students to ask their peers questions.
Games and Puzzles
Example: Mathematical puzzles, such as problem-solving, can intrigue students by asking outlandish questions like "if you saw a boulder hurdling at 100 miles and a zebra traveling at 40 miles go past your window, how long did it take for the zebra to pass you after the boulder?"
Biophilia
Biophilia is a feeling described as "A fundemental, genetically based, human need and propesity to affiliate with life and lifelike processes" Kahn (1997)
Students prefer to be in natural enviroments away from the classroom.
Example: If students are learning about the life cycle you could take them to a pond to see the tadpoles and eggs, allowing the students to learn while in nature.
Fantasy
Exogenous fantasy: An unrelated fantasy to the content of the lesson.
Example: Use a students interest in football to connect them with the curriculum. For Math, basing the questions on football, or for Social Studies, recommend that the student write an essay on the history of Football.
Endogenous fantasy: Linking a skill being taught to a fantasy.
Example: Use computer games in math that allow students to visually and physically interact with the questions. Such as, https://www.starfall.com/h/index.php