EDUG 525 - Final Presentation - Motivation and engagement lesson
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The document discusses theories of motivation and engagement from psychology and education. It outlines several prominent theories including goal theory, expectancy-value theory, self-efficacy theory, attribution theory, self-determination theory, and behavioral theory. It then provides examples of strategies teachers can use to apply these theories to increase student motivation and engagement in the classroom, such as allowing student choice, providing feedback, and fostering relationships between students.
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alib5032@gmail.com
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Motivational theories and their application on students’
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This document provides an overview of different theories of learning and how they relate to curriculum design in higher education. It includes a glossary of terms and then summarizes five main models of learning: behaviourist, humanist, information processing, activity, and situated. For each model, it describes aspects like epistemology, origin of learning goals, motivation, theorists, and implications for higher education. The purpose is to illustrate relationships between learning theories and how they can inform curriculum design.
Teacher Education and Challenges of 21st Century-Unit 09- 8626
Teaching Education in Pakistan
Unit 9: Teacher Education and Challenges of 21st Century
Course Code 8626
Allama Iqbal Open University
B.Ed
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9 - COURSE CODE 8626 - AIOU - B.ED
OverviewCreate a 5 page report on teaching strategies that will .docx
Overview
Create a 5 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.
Note: Assessments in this course build on each other and must be completed in sequential order.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Appraise the influence of learner's culture, gender, and experiences on teaching and learning.
. Explain how selected strategies will help to maintain diverse learners' motivation.
. Explain how selected strategies will help overcome learning barriers in the anticipated audience.
· Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
. Evaluate appropriate teaching strategies for an educational topic and audience.
· Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
. Describe learning outcomes for a course.
· Competency 4: Integrate best practices for classroom management
. Describe evidence-based strategies for managing potential barriers to learning in a classroom.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
. Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Assessment Instructions
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 5 page report on teaching strategies you can apply in the course you are designing.
Optional Preparation
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
Instructions
· Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
· Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
· Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
· Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
· Length: 5 pages, plus a title page and a references page.
· Use correct APA format, including ...
Ch. 8 developing an instructional strategy
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Assignment No 1 848.docx
There are three types of variables that affect teaching and learning:
1. Independent variables - Elements that a teacher or researcher manipulates, such as using multimedia displays, to see their effect on other variables.
2. Dependent variables - Outcomes or results that are measured in response to changes in the independent variable, such as students' understanding of a concept.
3. Extraneous variables - Other variables besides the independent variable that could influence the dependent variable, like student characteristics, and need to be controlled for.
TLE-505-Research-for-Innovative-Teaching-Strategies.pptx
Students come into our courses with knowledge, beliefs, and attitudes gained in other courses and through daily life. As students bring this knowledge to bear in our classrooms, it influences how they filter and interpret what they are learning. If students’ prior knowledge is robust and accurate and activated at the appropriate time, it provides a strong foundation for building new knowledge. However, when knowledge is inert, insufficient for the task, activated inappropriately, or inaccurate, it can interfere with or impede new learning. To apply this principle, consider the following teaching techniques:
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
Administer a diagnostic assessment or have students assess their own prior knowledge (See “Selected Classroom Assessment Techniques (CATs) for Getting Feedback on Student Learning”).
Use brainstorming to reveal prior knowledge.
Identify discipline-specific conventions explicitly.
Ask students to make and test predictions (See “Teaching for Retention in Science, Engineering & Mathematics”).
The art of teaching
The document discusses various aspects of teaching including:
1. It defines teaching as a process that prepares students for learning and provides structure to enable productive learning.
2. It outlines the key roles of teachers as subject matter experts, pedagogical experts, excellent communicators, student-centered mentors, and assessors.
3. It discusses characteristics of quality teaching including a focus on student achievement, effective links between school and context, and pedagogy that promotes self-regulation and discourse.
Teaching_and_Learning_Styles.ppt
This document discusses teaching and learning styles. It defines teaching as a process that facilitates learning through interaction, with the goal of acquiring knowledge and skills. Student performance is influenced by factors like teaching style, learning style, and the institutional environment. The document outlines different teaching roles including planning, instruction, and management. It also discusses teacher and learner characteristics, teaching and learning styles, classroom environment, instructional strategies, and questioning skills.
FORMATIVE TO SUMMATIVE ASSESSMENT
Transforming assessments from summative (AOL) to formative (AFL) supports individual learning. AFL focuses on providing ongoing feedback to help students improve, while AOL only shows current achievement levels. Effective AFL involves techniques like diagnostic testing, feedback, peer teaching, and rubrics to engage students and help teachers identify areas of weakness. When implemented properly in the classroom, AFL benefits learning by empowering students and improving understanding, confidence, and responsibility for their own progress.
Quality Programming Academics
The document summarizes strategies for developing effective educational programming that teaches important life skills. It discusses seven survival skills students need, such as critical thinking and collaboration. It also outlines approaches for motivating disengaged students, including emphasizing effort, creating hope, and expressing enthusiasm. Additionally, the document presents elements of effective classroom management, like developing cohesive groups, promoting positive behavior through modeling and reinforcement, and using strategies to increase desirable conduct.
Methodology of Teaching Children with Intellectual Diability
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
Coconstruction
This document discusses the nature and purpose of co-construction meetings for professional learning communities. It defines professional learning communities as groups of teachers that regularly collaborate on improving teaching practices and student learning. Effective professional learning communities regularly analyze student achievement data and test changes to instructional practices based on this analysis. Co-construction meetings within Te Kotahitanga communities focus on sharing strategies, analyzing evidence of student learning, exploring new practices, and reflecting on changes made to improve outcomes for Māori students.
ch4lecturenotesSPED420
This document discusses teaching students and managing instruction. It covers different types of instructional choices like explicit, interactive, and implicit teaching. It also discusses setting demands for implicit learning environments, the research base for instructional choices, systematic teaching steps, using continuous teaching components, self-recording, self-evaluation, self-reinforcement, using questions, classroom management, communicating expectations, engaging interactions, instructing for engagement, accommodating students with learning problems, and selecting curriculum materials.
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Teacher Education and Challenges of 21st Century-Unit 09- 8626
Teacher Education and Challenges of 21st Century-Unit 09- 8626
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
OverviewCreate a 5 page report on teaching strategies that will .docx
OverviewCreate a 5 page report on teaching strategies that will .docx
TLE-505-Research-for-Innovative-Teaching-Strategies.pptx
TLE-505-Research-for-Innovative-Teaching-Strategies.pptx
Methodology of Teaching Children with Intellectual Diability
Methodology of Teaching Children with Intellectual Diability
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EDUG 525 - Final Presentation - Motivation and engagement lesson
- 1. Chapter 10 By: Melisa Ledesma and Meghan Carlson
- 14. Applying theories of Engagement and Motivation
Editor's Notes
- M *The central mission and focus of activity in a classroom is learning. *Academic motivation and engagement make for both teachers and students who are happy to be in school and eager to learn. *But it takes the consistent effort of the teacher.
- M *in our presentation we will discuss these theories of motivation and engagement *we will also discuss recommended practices to incorporate into your own classrooms
- M *There are three types of engagement for students and teachers
- Melisa There are two types of motivation: extrinsic and intrinsic Extrinsic rewards is the desire to do something because of external rewards Intrinsic reward is the desire to do something because it is enjoyable; sense of accomplishment or love of learning As teachers we want to foster intrinsic motivation.
- Melisa Learning Goal (Mastery) Orientation- Students seek to acquire new skills and knowledge to develop competence. Performance Goal Orientation- Students complete tasks for the sake of task completion and seek a sense of competence by seeking favorable judgments
- M *A learners value or disposition for a subject is positively correlated with the amount of success they have experienced in that subject.
- Melisa Individuals with high self-efficacy tend to persist even in the face of difficulty in a task that they belief is within their ability.
- M
- Melisa This theory links very closely with the Circle of Courage addressing three of its basic tenets: belonging, independence and mastery.
- M
- Melisa I talk about Exit Slips…
- M
- Melisa M talks about Grade Check…
- M
- Melisa M talks about Multiple Intelligences…
- M *Autonomy is supported by allowing freedom within the classroom structure
- Melisa M talks about Sage and Scribe…
- Melisa
- Melisa *Reciprocal Effect of Engagement- student exhibits anxiety or boredom and may need greater support for success, more interesting material and activities, or more latitude in the classroom *Changing Beliefs- is explicitly teaching students with low self-efficacy to examine both success and failures in terms of effort, use of appropriate task specific strategies, and perseverance, while confirming that the students has the ability to complete the task. *Rewards- are for students who are less engaged may be enticed into the world of learning through rewards
- M