Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Diapositiva assessmenyt maritza


Published on

Published in: Education, Health & Medicine
  • Be the first to comment

  • Be the first to like this

Diapositiva assessmenyt maritza

  1. 1. motivation BY: MILTON MORALES JHON FREFERNEY DY ESPINOZA DIANA MARCEL;A MURCIA.Licenciatura en inglésUniversidad de la Amazonia
  2. 2. WHAT IS MOTIVATION?Motivation is the principal factor that drives a person to do something.Motivate means to provide with a need or desire that causes a person to act.Motivation is also defined as the impetus to create and sustain intentionsand goal-seeking acts.
  3. 3. WHY MOTIVATION IS IMPORTANT INTEACHINGSts get to participate in classroom.Motivation in students makes all the difference in the world.Students who are motivated by their teachers reach the heights levels ofexcellence in school .
  4. 4. THE IMPORTANCE OF MOTIVATION IN TEACHING & LEARNING PROCESSStudents demonstrate a better attitude towards schoolwork and learningwhen they are motivated.When the students are motivated, the teacher will view the students andher job with a more positive outlook which will lead to better teaching.
  5. 5. Sources of Motivation
  6. 6. TIPES OF MOTIVATIONPower motivationAttitude motivationIncentives motivationFear motivationCompetence motivationAffiliation motivationAchieve motivation
  7. 7. POSITIVE CLASSROOM BEHAVIOR SYSTEMOne of the most important effects of motivating students is the use of apositive classroom behavior.A motivate educator will spend most of his energy pointing out thepositive behaviors, rather than negative behavior.
  8. 8. Sources of Motivational Needs elicited by stimulus associated/ connected to innately connected stimulus obtain desired, pleasant consequences (rewards)/external or escape/avoid undesired, unpleasant consequences imitate positive models increase/decrease affective dissonance (inconsistency) increase feeling good Affective decrease feeling bad increase security of or decrease threats to self-esteem maintain levels of optimism and enthusiasm
  9. 9. Sources of Motivational Needs maintain attention to something interesting or threatening develop meaning or understanding cognitive increase/decrease cognitive disequilibrium; uncertainty solve a problem or make a decision figure something out eliminate threat or risk meet individually developed/selected goal obtain personal dream conative take control of ones life eliminate threats to meeting goal, obtaining dream reduce others control of ones life
  10. 10. KINDS OF MOTIVATIONIntrinsic MotivationIt refers to motivation that comes from inside an individual.This motivation does not need to have compensation at the end of a performed activity.The person who is intrinsically motivated will carry out a task just because he likes and enjoys what he is doing.
  11. 11. Extrinsic MotivationExtrinsic motivation refers to motivation that comes from outside anindividual. Rewards such as money or grades provide satisfaction and pleasure that thetask itself may not provide.Extrinsic motivation is when someone is motivated by external factors.
  12. 12. setting standarsInvolves clearly The teacher mayspecifying the be use a studentlevel of the such a monitor forstudent to be able performance into use oral order to determinelanguage . who need extra help.
  13. 13. Involving studentsSelf assessment Holistic oral language scoring rubrics.Preparing for oral language. Description.The student with a monitor need to Communicative way.improve their necessities. Speaks native fluency.St can be involved in for assessment. Using conversation with many details. Retells a story and experience . Communicative for survival needs.
  14. 14. Holistic oral language Speaking communicative in a social and class. Fluency speak fluency. Structure variety grammatical structures. Vocabulary uses a extensive vocavulary. Listening understands classroom discussion with
  15. 15. Selecting assessment activities Involves instructional activities that can also used for assessment. Use in a context Doing a map or developing the answer questions. ability to Such a task communicate without frustrate also hearing, some students taking notes,
  16. 16. Using Self assessment Peer Self feedbackassessment of academic from language explaining a functions process of Self assessment communicati on strategies in oral language.
  17. 17. Brown and yuleStatic relationship correspond to anincrease in difficult levels using dailyclassroom activities.The important is give St continuedopportunities before using assessment.Use a wide variety f assessmentactivities as possible using authenticand reliable.
  18. 18. Self evaluation Self essessment of participation in groups Describes your response and add Task using adverbs of frequency comments Self assessment of speaking abilityAn x on each line to Show how much Use English to talk with….. you agree or disagree Oral language assessment activity matrixAssessment activity using a format Level, preparation, functions.
  19. 19. Oral interviewsPreparation of tasks taking form of discussion or conversation according thelevels and context using the cultureCan the learnersUse courtesy formulasAsk for simple questionsDescribe eventsProduce a smooth stream of speech
  20. 20. Radio broadcast used as essessment Use of radio program, news, music and commercials develop in oral language in authentic context. appropiate for listening gist, for spesific information, for description, for direcions and summarizing For news the student predict what is going to happen in next situation
  21. 21. Video clipsUse of short videotaped or videoclips.Spend hour watching tvIt can use individual, by groups orwhole the class.Use to stimulate the children aboutculture