Hook, link and sinker strategies for motivation


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Hook, link and sinker strategies for motivation

  1. 1. Hook, line and sinker – strategies for motivationhttp://lizfotheringham.wordpress.com lizfotheringham1@yahoo.co.uk
  2. 2. The challengeIt is attitude rather than aptitude that causes mostfailure. Having a commitment to learning is one ofthe main reasons why people succeed. QCDA 2
  3. 3. Consequences…….. 3
  4. 4. Why this is important for us…….When evaluating the quality of teaching in theschool, inspectors consider:  the extent to which teachers enthuse, engage and motivate pupils to learn and foster their curiosity and enthusiasm for learning Ofsted: The Framework for School Inspection from January 2012A teacher must:1. Set high expectations which inspire, motivate and challenge pupils DFE: Teachers’ standards in England from September 2012 (p 6)
  5. 5. What is motivation…….Motivation is… the driving force that makes us do the Chambers, Gary (Ed). 2001 Reflectionsthings we do. on motivation. London: CILTMotivation in second language learning is a complexphenomenon. It has been defined in terms of twofactors: • On the one hand learners’ communicative needs • And, on the other, their attitudes towards the second language community Lightbown, Patsy/Spada, Nina. 2006 How languages are Learned (3rd Ed) Oxford: Oxford University Press
  6. 6. Some thoughts …. motivation… on
  7. 7. The impact of TL culture on motivationThe swallow is rememberedas a… 燕 yàn •Bird from the NORTH 北 •Flying across the waters (dots) •With a stalk ( ) of grass ( ) •In its mouth 口
  8. 8. Motivated learners? I liked the work on Euro 2008. I hated the school topic We got really creative and because I did not find it made posters.interesting and I will probably never need it again. I enjoyed doing the work on the Olympics the most. I I didn’t like the pencil case loved putting my French skills items because it wasn’t to the test and learning aboutinteresting or very relevant to the mascots. It made me me. realise how much French I knew. I didn’t like doing the timebecause I had already done it I prefer working outside the at primary school. text book because you have more freedom so it is fun
  9. 9. Barriers to motivation Content Resources Prior experience SecondaryPrimary school Higher school education
  10. 10. Factors affecting motivation – having a goal• Purpose – Personal? – Future goals? – Qualifications?
  11. 11. The motivational cycle Getting theTowards self conditions motivation right Drawing Getting them them in - hooked –maintaining stimulatingmotivation motivation
  12. 12. Hooking them in….. through culture It all started with English lessons in school. One day the teacher told us: “Bring a bowl to class tomorrow as we are going to have a British breakfast.” That turned out to be Cornflakes and a glass of orange juice, which was a shocking concept to my 11 year old self. It wasn’t what we had at home and opened my eyes to the fact that there were people in the world with different habits, obeying different rulesRoland Mouret On being an Anglophile at heart – interview Times Saturday magazine 26.04.08
  13. 13. Le carnaval en France a son origine dans la religion. C’est la période entre le 6 janvier (l’Épiphanie ou la fête des Rois) et le mercredi des Cendres. Le carnaval symbolise aussi le passage de l’hiver au printemps.LE CARNAVAL DE DUNKERQUE http://www.flickr.com/photos/benoit_d/5507545596/ benoit_d Pendant la période du carnaval on se maquille et se déguise pour les bals et les défilés dans les rues; ces défilés s’appellent des bandes. Pendant les bandes on chante et danse dans les rues et il y a une tradition qu’on porte un parapluie http://www.flickr.com/photos/benoit_d/330455817 monté sur une canne à pêche. 4/ benoit_d
  14. 14. Hooking them in through exposure to TL culture Food Music and danceSculpture Language Art and calligraphy Religion and philosophyGestures Festivals Architecture Colours Sports and games 四 八 Superstition
  15. 15. Hooking them in through exposure to TL culture – authentic resources
  16. 16. Stimulating motivation – direct experience of TL country I think this trip is an amazing opportunity and gives a great insight and understanding to Chinese culture. I enjoyed every second of the trip and the staff and volunteer students have been exceptionally welcoming and giving in every way humanly possible. When I leave China, I leave knowing that I am always welcome.
  17. 17. Stimulating motivation – the CLIL approach
  18. 18. The classroom environment – promoting a sense of achievement High level (difficult) Cognitive challenge – how?Context/content – what?Boring, dull Interesting and meaningful Low level (easy)
  19. 19. Helping learners to help themselves - equipping learners with the strategies to be successful language learnersSome Examples• Indentifying patterns in language and making connections• Memorisation techniques• Using knowledge of mother tongue or another language• Using reference materials e.g. dictionary skills• Taking notes• Reading out aloud e.g. knowledge of phonics• Working out meaning by using previous knowledge• Evaluating and improving on their performance Increased learner autonomy Increased intrinsic motivation
  20. 20. The role of the teacher in stimulating and maintaining motivation• Conveys enthusiasm for language and learning it to learners• Conveys positive attitudes towards the TL country (countries)• Maintains a good learning environment• Creates a supportive, collaborative learning environment (importance of good relationships)
  21. 21. Role of the teacher….• Gets to know the learner as an individual• Reduces anxiety of the learner• Sets standards for behaviour• Ensures the learner experiences success ….but above all boosts learners’ confidence……
  22. 22. Maintains motivation – building learner confidence Confidence has a strong link with motivation. Motivation comes from reasonable hope of success. The more confident you are, the more you are able to hope for success and the more motivated you will be. Promoting Positive Thinking Build children’s self esteem, confidence and optimism: Glynis Hannell Fulton publishers 2004 (page 20)
  23. 23. Building confidence in speaking• Encouragement and empathy• Practice• Pairwork• Information gap• Guessing• Games• Mini cards• ICT - voki/audacity• Phonics
  24. 24. Building confidence in listening• Pre- task activities – prediction/vocab work• Give the transcript• Dictation• Slow the audio recording down• Teach phonics• Use songs• Use videos• Encourage independent listening work
  25. 25. Building confidence in writing• Give them the tools –grammar and dictionary skills• Picture stimuli• Brainstorming and mind mapping• Set clear success criteria• Encourage self and peer assessment• Use ICT• Modelling• Sentence building
  26. 26. Le weekend J’adore avec …..Le samedi J’aime mes copainsPendant la récré Je J’aime assez bien mon frèreAprès l’école J’aime Je n’aime pas ma soeurLe soir J’aime jouer Je déteste mes parents J’aime jouer au foot mais et Le weekend j’aime jouer au foot quand Le weekend j’aime jouer au foot avec mes copains Le weekend j’aime jouer au foot avec mes copains sur le terrain de sport Le weekend j’aime jouer au foot avec mes copains sur le terrain de sport et……sur le terrain de sport lire….. faire…..à la cantine faire ….. du sport parce que c’est/ceau centre sportif écouter…. des courses n’est pas….en ville regarder…. de la natation intéressant aller…… génial au basketball il pleut jouer…. ennuyeux au tennis il y a du soleil super au rugby il fait froid fantastique au badminton
  27. 27. Building confidence in reading• Pre- task activities – prediction/vocab work• Use pictures/headline as clues to predict content• Use highlighters• Break text down• High frequency vocabulary and tenses• Skills of skimming and scanning• Dictionary skills
  28. 28. Beibei Dans l’art traditionnel chinois, les représentations de poisson et d’eausymbolisent lale cerf-volant – kite prospérité. Ses cheveux bouclés rappellent les vagues stylisées despeintures traditionnelles chinoises. Beibei est forte en sports aquatiques et reflètel’anneau olympique bleu. – forest la forêtJingjing Jingjing, le panda, strong le souhait de bonheur. Les fleurs de lotus qui fort(e) – transmetencadrent sonentrelacé – interlinked visage sont inspirées des peintures sur porcelaine de la dynastie desSong (960-1234 après J.-C.). Elles symbolisent la forêt luxuriante et les relations égal (e) – equalharmonieuses entre l’homme et la nature. Athlète réputé pour sa puissance, Jingjing bouclé – wavyreprésente l’anneau olympique noir. bonheur - happinessHuanhuan Parmi les mascottes, Huanhuan est le grand frère et incarne l’espritolympique. Enfant de feu, il symbolise la Flamme olympique et la passion du sport.Huanhuan excelle dans mascotte de ballon et représente l’anneau olympique tous les jeux symbole couleur sportrouge.Bei BeiL’antilope tibétaine est une espèce protégée du plateau Qinghai-Tibet.Yingying (f)Jing Jing la conception des Jeux verts. Fort en athlétisme, Yingying représenteYingying reflètel’anneau olympique jaune.Huan Huan (m)Nini Le cerf-volant est une activité particulièrement appréciée par les enfants deYing Une de ses formes traditionnelles est l’hirondelle aux ailes dorées. NiniPékin. YingNi Ni (f) la chance. Elle est forte en gymnastique et représente l’anneau olympiquesymbolisevert.
  29. 29. Yingying L’antilopetibétaine est uneespèce protégée duplateau Qinghai-Tibet. Yingyingreflète la conceptiondes Jeux verts. Forten athlétisme,Yingying représentel’anneau olympiquejaune.
  30. 30. 1. From left to right A. Une espèce2. Traditional Chinese protégée art B. Symbolise la chance3. A protected species C. L’art traditionnel4. Symbolises luck chinois5. The swallow with D. Des peintures golden wings traditionnelles6. Traditional Chinese chinoises paintings E. De gauche à droite F. L’hirondelle aux ailes dorées
  31. 31. C D EA BF P Q G J I R SH T K L M N OBei Bei Jing Jing Huan Huan Ying Ying Ni Ni
  32. 32. 1 2B D 3 4 E 5 CA 1B 4D 2E 5A 3C
  33. 33. • la forêt• l’hôpital• la crête• honnête• intérêt• arrêter• plâtre• l’hôtelKnowledge about languageLanguage Learning strategies
  34. 34. Maintaining motivation – active learningNot just physical movement…..……….
  35. 35. compose, construct, create, design, develop,integrate, invent, make, organize, perform, plan,produce, propose, rewriteappraise, argue, assess, choose, conclude, critic,decide, evaluate, judge, justify, predict, prioritize, Creatingprove, rank, rate, select,analyze, characterize, classify, compare, contrast, Evaluatingdebate, deduce, diagram, differentiate,discriminate, distinguish, examine, outline, relate,research, separate Analysingapply, change, choose, compute, dramatize,interview, prepare, produce, role-play, select,show, transfer, use Applyingconclude, demonstrate, discuss, explain,generalize, identify, illustrate, interpret, Understandingparaphrase, predict, report, restate, review,summarize, tellcount, define, describe, draw, find, identify, label, Rememberinglist, match, name, quote, recall, recite, sequence,tell, write
  36. 36. Variety – a key to maintaining motivation
  37. 37. Maintaining motivation – using ICT
  38. 38. Maintaining motivation -Are we nearly there yet?
  39. 39. Identifying goals – how realistic are they?• Short term goals contribute towards a sense of achievement• Long term goals relate to the motivation for learning the target language• Strategy - learners draw up achievable goals – and how they aim to achieve them together with the time frame• Be SMART
  40. 40. Maintaining motivation – effective feedback and assessment • Constructive feedback • Encourage self and peer assessment • Clear learning objectives • Transparent assessment criteria • Celebrate success
  41. 41. RewardsExtrinsic rewards need to behandled carefully and alwayswith the long term goal ofdeveloping intrinsicmotivation, i.e. moving frommotivating learners tohelping learners to motivatethemselves. Lamb, Terry 2001 Reflections on motivation. London: CILT
  42. 42. Maintaining motivation - when the going gets tough….
  43. 43. To sum up: http://www.flickr.com/photos/visualogist/3202396970/• Compelling content – challenge - confidence• Real experience• Enjoyment• Active learning – appropriate level• Targets and terrific teaching• Independent learning• Variety• Enthusiasm
  44. 44. lizfotheringham1@yahoo.co.ukhttp://lizfotheringham.wordpress.com