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EFL: Motivating Teens With Out-of-Home Learning. IATEFL Poland 2011

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EFL: Motivating Teens With Out-of-Home Learning. IATEFL Poland 2011

  1. 1. Enhancing Teens’ MotivationwithOut-of-Classroom Learning<br />Lorenz Van der Stam<br />IATEFL POLAND<br />10 September 2011<br />
  2. 2. Issue #1<br />Teens are notoriously hard to motivatein classrooms<br />
  3. 3. Issue #2<br />Teens hate homework<br />
  4. 4. IPSO FACTO:<br />Currently, we fail to optimize teens’ capacity for language learning.<br />
  5. 5. Finding A Solution<br />Teens are notoriously hard to motivatein classrooms<br />Let’s look closer at the issue of <br />TEENS<br />
  6. 6. Who Are Teens?<br /><ul><li>What’s going on with their lives?
  7. 7. hormones / sexual development
  8. 8. independence / autonomy
  9. 9. questioning of authority / rebellion
  10. 10. social hyperactivity / peer pressure
  11. 11. What’s going on with their future?
  12. 12. pressure over education, career prospects, type of friends, values
  13. 13. What are their cultural references?
  14. 14. What is their relationship with education?
  15. 15. English: how do they see it as relevant to them?</li></li></ul><li>Teen brains are not mini-adult brains<br />Higher-task functions like reasoning, organizing, abstract thought not mature until age 25 <br />Brain focuses on what is seen or done often. Frequency more important than duration. <br />Huge increase in brain information-processing abilities <br />
  16. 16. Finding A Solution<br />Teens are notoriously hard to motivatein classrooms<br />Let’s look closer at the issue of <br />MOTIVATION<br />
  17. 17. Understanding Learner Motivation<br />The “neglected heart” of our understanding of how to design instruction. <br />Particularly an issue for teens, due to: <br />ZZZZZZZ<br />
  18. 18. What is the average teen learner’s<br />“goal orientedness”?<br />Does the goal seem to have been set by outsiders? <br />Are the activities seen to be relevant to teens’ interests or aspirations? <br />Are the tasks felt to be boring? <br />What is the scope for free choice and autonomy in the assigned tasks? <br />
  19. 19. Motivation<br />Extrinsic<br />Intrinsic<br />Depends on LIFE STAGE. For Teens:<br />Family expectations (especially in Asia)<br />School grades<br />External examinations (Gao Kao; TOEIC)<br />Applies to a relatively small subset<br />of the Teen learner population<br />
  20. 20. Motivation<br />Extrinsic<br />Intrinsic<br />Depends on LIFE STAGE. For Teens:<br />Pleasure-seeking<br />Is it new?<br />Is it fun?<br />Identity<br />Can this help me establish one? <br />Physical / Sex<br />Could this be useful to meet girls / boys?<br />Social<br />Will this make me popular?<br />Will “sharing” this make me look cool?<br />Universal to all Teen learners<br />
  21. 21. Finding A Solution<br />2. Teens hate homework<br />Let’s look closer at the issue of <br />HOMEWORK<br />
  22. 22. Problem: Traditional HomeworkCan’t Match The At-Home Competition<br />vs.<br />interactive<br />static<br />linear<br />impulse<br />irrelevant<br />current<br />
  23. 23. Problem: Traditional HomeworkSeen As An Intrusion Into “My Time”<br />vs.<br />personal time<br />school / authority<br />imposed by teacher<br />voluntary action by teen<br />stress<br />fun<br />
  24. 24. Problem: Traditional Homework DoesNot Feed Into Teens’ Intrinsic Motivation<br />vs.<br />social<br />solitary<br />abstract, future benefit<br />my life, today<br />grades<br />challenge<br />
  25. 25. To Recap:<br />Teens are different to both<br />children and adults<br />Design materials; structure lessons taking into account teens’ brain development, <br />interests and motivations<br />Teens are difficult to motivate in class<br />Adopt teen-friendly classroom strategies and bolster classroom learning with out-of-classroom learning.<br />Teens hate homework<br />We need to radically re-think the way we design, assign and motivate out-of-classroom learning<br />
  26. 26. To Recap:<br />Teens are different to both<br />children and adults<br />Specific learning profiles of teens:<br />Google “Paul Maglione - Unlocking<br />Learner Motivation” <br />Teens are difficult to motivate in class<br />Classroom strategies: <br />Google “Jeremy Harmer - Motivating<br />The Unmotivated” <br />Teens hate homework<br />Keep listening!<br />
  27. 27. EFL Out-of-Classroom Learning for Teens: Towards A More Intelligent Design (I)<br />“Homework is boring”<br />Make homework as interactive and entertaining as possible <br />Use current items of interest to teens: news reports, movie clips, music videos <br />Allow autonomy; give them a choice of content<br />
  28. 28. EFL Out-of-Classroom Learning for Teens: Towards A More Intelligent Design (II)<br />“I don’t have time”<br />Assigned work should be of use or interest to them beyond the educational objective. <br />Ensure single unit of assigned work can be done in no more than 15 or 20 minutes. <br />Favor frequency over duration or volume. <br />
  29. 29. EFL Out-of-Classroom Learning for Teens: Towards A More Intelligent Design (III)<br />“I can’t see the point”<br />Find ways to make out-of- classroom learning social.<br />Make sure tasks integrate plenty of functional communication of immediate benefit. <br />Adopt a game-like points system to reward effort, not proficiency.<br />
  30. 30. Designed for teens & young adults <br />Online, multimedia, non-linear, vast choice of content, game-like points; levels; and badges <br />Worldwide social network of learners of English <br />Free content refreshed daily <br />Option of site interface in Polish for beginners <br />Schools platform launching next month<br />
  31. 31. Other innovative online platforms suitable for teen EFL out-of-home learning<br />Social language-learning exchange<br />Create movies with talking avatars<br />Online poster-making tool<br />Show-and-tell using photos, video<br />Post a photo; provide audio comment<br />
  32. 32. Some final points about teens and EFL<br />
  33. 33. Language is part of one’s identity and is used to convey this identity to others. <br />
  34. 34. Teens’ identity is in full-swing evolution, but overall it is a time of discovery as to what lies beyond home, family, and school.<br />
  35. 35. Discovery of the OUTSIDE WORLD is a powerful teen impulse. <br /> Positioning English as useful for this discovery, and adapting our materials and approaches to this notion, is the key to motivating teens.<br /> Chore  Learning and personal growth challenge in perfect tune with teens’ stage of life evolution.<br />*Thanasoulas, 2007<br />
  36. 36. Enhancing Teens’ Motivation With Out-Of-Classroom Learning<br />Slideshare: www.slideshare.net/EnglishAttack<br />Twitter: @paulmaglione<br /> @englishattack<br />Web: www.english-attack.com<br />Blog: http://blog.english-attack.com<br />E-mail: poland@english-attack.com<br />Facebook: English Attack! Polska<br />LinkedIn: English Attack!<br />

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