Motivation
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The document outlines the agenda for a seminar on motivation in second language learning. It includes instructions to watch part of the film "Freedom Writer", complete a task from a handout, and answer three questions about motivating low-achieving students, using intrinsic vs extrinsic motivation, and resolving conflicts between ideal and obligated selves. Participants are also assigned homework to watch the film, write a 100-word paragraph about what was learned from the character Erin in addressing an unproductive classroom climate.
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This document discusses motivation and its importance in second language acquisition. It outlines two main types of motivation: instrumental motivation, which focuses on practical reasons for learning a language like education or career goals, and integrative motivation, which involves interest in the language and culture. The document also summarizes two studies that found students were more instrumentally motivated to learn English for educational or employment reasons than for integrative reasons. It concludes that teachers should consider students' motivations and encourage active participation to maintain student motivation in language learning.
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Motivation in second language acquisition
Motivation is one of the factors that influence individual difference in second language acquisition.
Motivation and motivating in the foreign language classroom
1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
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Glogster- Roald Dahl
This document provides instructions for students to create interactive book response posters using Glogster EDU after reading books by Roald Dahl in reading groups. Students will work collaboratively in their groups to create a Glog about the book they read that includes text, images, audio, video and hyperlinks. Examples are provided of Glogs created about Charlie and the Chocolate Factory to demonstrate the features. The Glogs will allow students to share information about the author, include their favorite quote, give reasons to read the book, and write a reader response as a character. Comments and questions will also be posted and responded to.
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1. The document discusses motivation theories in foreign language classrooms proposed by researchers like Gardner and Lambert in the 1960s-70s who developed the Attitude/Motivation Test Battery (AMTB).
2. More recent motivation theories focus on intrinsic/extrinsic motivation and intellectual curiosity rather than just social and pragmatic dimensions. Other constructs examined include integrative and instrumental motivation, knowledge/friendship/travel orientations, and intrinsic vs. extrinsic motivation.
3. Motivation is analyzed at the learner level considering factors like need for achievement, self-confidence, and at the learning situation level considering course, teacher, and group specific factors.
Second Language Motivation
This document discusses motivation in second language acquisition. It provides an overview of major motivation theories including Gardner's socio-educational model, Dörnyei's psychological model, and self-determination theory. Teachers play an important role in learner motivation through various strategies such as understanding learner goals, creating a welcoming environment, and fostering autonomy. Maintaining motivation over time requires making learning enjoyable and demonstrating progress to learners.
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The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
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The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Motivation presentation
Second Language Learning and Acculturation:
The Role of Motivation and goal content
Congruence
By:
Sara Rubenfeld
Lisa Sinclair
Richard Clement
Language Motivation: From the Theoretical to the Practical
Invited talk given at the J-LET (Japan Language Education and Technology) Methodology SIG 3rd Research meeting, Kansai University (Umeda Campus), 10 Dec 2016.
Presentación2 descriptive research
This paper explores the significance of motivation as a contributing factor to second language acquisition. It examines two types of motivation: integrative motivation, which involves positive attitudes towards the target language group and a desire to integrate; and instrumental motivation, which involves learning a language to gain social or economic rewards. The paper discusses these motivations in the context of research on their correlation with successful second language learning. It also looks at motivation in the Japanese EFL context, describing a study of 90 Japanese university students that found their underlying English motivation was largely instrumental, to prepare for university entrance exams.
Sociocultural Theory
The document discusses key concepts from sociocultural theory, including:
1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind.
2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD.
3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors.
4. Collaborative dialogue, where learners co-construct understanding through discussion
THE IMPORTANCE OF MOTIVATION IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUA...
THE IMPORTANCE OF MOTIVATION IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUA...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Motivation Factor on L2 Learning
The document discusses motivation as an important factor in second language (L2) learning. There are two main types of motivation: integrative motivation, which reflects a learner's interest and identification with the target language culture; and instrumental motivation, which concerns practical benefits like career advancement. Research has found that both types can positively influence L2 learning outcomes, and a lack of either type can hinder learning. The document also outlines several strategies teachers can use to motivate L2 learners, such as making lessons interesting and relevant, setting clear yet challenging goals, incorporating group work, and introducing cultural aspects of the target language.
Learning styles
This document discusses learner differences in language learning, including learning styles, strategies, and affective variables. It provides a brief history of research on learning styles from the 1930s to today. Key models of learning styles and strategies are explained, along with issues in researching strategies and the interaction between styles, strategies, and tasks. The document concludes that learning styles, strategies, and affective factors are interrelated and teachers should understand their students' preferences to help them become effective language learners.
Motivation in SLA
This document discusses several theories of motivation in second language acquisition:
1. Gardner's socioeducational model focuses on social attitudes and the relationships between language communities, distinguishing integrative and instrumental motivation.
2. Deci and Ryan's self-determination theory proposes that motivation varies along a continuum from amotivation to autonomous intrinsic motivation and involves innate psychological needs.
3. Dörnyei's process model of motivation analyzes motivation at different stages of goal pursuit and how it fluctuates over time based on learning experiences and self-regulation.
4. The L2 Motivational Self System incorporates ideas of possible future selves that motivate language learning through imagery and senses.
Categorization of the article Motivation as a Contributing Factor in Second L...
This article is based on Gardner's socio-educational model and the significance of motivation as a contributing factor in second language acquisition. According to him the motivation is something crucial since is the learner's orientation with regard to the goal of learning a second language and also is divided into two basic types: integrative and instrumental. This both forms are examined in light of research which has been undertaken to establish the correlation between the form of motivation and successful second language acquisition. Motivation in the Japanese EFL context is then discussed and studies which have been conducted in the field investigated.
Motivation in second and foreign language learning zolt'n dornyei
This document summarizes an article about motivation in second language learning. It begins by establishing motivation as a key factor in language learning success. It then discusses how motivation is a complex, multi-faceted concept that is defined and conceptualized in various ways. The summary explores some of the major theories and perspectives on motivation from social psychology and motivational psychology, including expectancy-value theory, goal theory, and self-determination theory. It concludes by noting that understanding motivation requires integrating different theoretical approaches.
Gardner’s socio educational model.
Gardner's socio-educational model of second language acquisition proposes that individual differences in ability and motivation impact language learning outcomes. The model involves four interrelated variables: social environment, individual differences in language aptitude and affective factors like motivation and anxiety, learning contexts both formal and informal, and linguistic and non-linguistic outcomes. Gardner later distinguished between instrumental and integrative motivation, with integrative motivation relating to identification with the target language community. While influential, the model has also received some criticism for its conceptual definitions and for not accounting for all relevant motivational variables.
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This document discusses strategies for motivating students in the language classroom. It defines intrinsic and extrinsic motivation and outlines things teachers should consider, like having a good attitude and solving students' doubts. Some strategies discussed are creating a pleasant learning environment, emphasizing the usefulness of the language, giving feedback, encouraging self-evaluation, and respecting students. The overall message is that the teacher's attitude is crucial and that not all strategies will work for all students.
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This document discusses self-determination as a motivational tool for students. It defines self-determined behavior as actions that are independent, self-monitored, psychologically enabling, and lead to self-fulfillment. Developing better self-determination skills in school leads to better post-school outcomes. Intrinsic motivators like student choice, decision-making, autonomy, and continuous feedback can improve self-determination in the classroom. Teaching strategies to develop self-determination include finding new motivators, making effective instructional plans, and involving students in the IEP process.
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This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
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The presentation defines motivational learning theories that help students learn in the most effective way.
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The document discusses two theories of language acquisition: behaviorism and innate/mentalism. It describes B.F. Skinner's behaviorist theory that language is learned through external reinforcement like his experiments with rats pressing bars for food. It also describes Noam Chomsky's innate/mentalism theory that language acquisition relies more on innate cognitive abilities than environmental factors and imitation, unlike Skinner's view that language learning in children is like the rat experiments.
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This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
Group Project.pdf
This document provides an overview of Episode 2 of a professional education course. It discusses action research as a way for teachers to reflect on their practice. The key points covered include:
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- Presenting foundational theories and concepts of action research.
- Providing examples of action research videos and asking students to analyze what problem a teacher addressed and how they worked to solve it.
- Discussing the origins and definitions of action research put forth by thinkers like John Dewey, Stephen Corey, and Elliott.
- Guiding students on how to start their own action research, including searching for examples of completed studies conducted
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The document outlines a lesson plan for teaching students about psychological disorders. It includes having students watch video clips about disorders, research disorders in groups to create a PowerPoint presentation, individually research and design pamphlets on specific disorders, listen to a speaker who is a clinical psychologist, and act out disorders in role-playing videos to have classmates guess the depicted disorder. The teacher assesses students using a rubric on their participation in class discussions, quality of presentations and pamphlets, and role-playing videos. The teacher found the students engaged in the project and met the learning goals.
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Second Language Motivation
This document discusses motivation in second language acquisition. It provides an overview of major motivation theories including Gardner's socio-educational model, Dörnyei's psychological model, and self-determination theory. Teachers play an important role in learner motivation through various strategies such as understanding learner goals, creating a welcoming environment, and fostering autonomy. Maintaining motivation over time requires making learning enjoyable and demonstrating progress to learners.
Factors affecting second language learning
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
3 Factors Affecting L2 Learning
The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
Motivation presentation
Second Language Learning and Acculturation:
The Role of Motivation and goal content
Congruence
By:
Sara Rubenfeld
Lisa Sinclair
Richard Clement
Language Motivation: From the Theoretical to the Practical
Invited talk given at the J-LET (Japan Language Education and Technology) Methodology SIG 3rd Research meeting, Kansai University (Umeda Campus), 10 Dec 2016.
Presentación2 descriptive research
This paper explores the significance of motivation as a contributing factor to second language acquisition. It examines two types of motivation: integrative motivation, which involves positive attitudes towards the target language group and a desire to integrate; and instrumental motivation, which involves learning a language to gain social or economic rewards. The paper discusses these motivations in the context of research on their correlation with successful second language learning. It also looks at motivation in the Japanese EFL context, describing a study of 90 Japanese university students that found their underlying English motivation was largely instrumental, to prepare for university entrance exams.
Sociocultural Theory
The document discusses key concepts from sociocultural theory, including:
1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind.
2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD.
3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors.
4. Collaborative dialogue, where learners co-construct understanding through discussion
THE IMPORTANCE OF MOTIVATION IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUA...
THE IMPORTANCE OF MOTIVATION IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUA...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Motivation Factor on L2 Learning
The document discusses motivation as an important factor in second language (L2) learning. There are two main types of motivation: integrative motivation, which reflects a learner's interest and identification with the target language culture; and instrumental motivation, which concerns practical benefits like career advancement. Research has found that both types can positively influence L2 learning outcomes, and a lack of either type can hinder learning. The document also outlines several strategies teachers can use to motivate L2 learners, such as making lessons interesting and relevant, setting clear yet challenging goals, incorporating group work, and introducing cultural aspects of the target language.
Learning styles
This document discusses learner differences in language learning, including learning styles, strategies, and affective variables. It provides a brief history of research on learning styles from the 1930s to today. Key models of learning styles and strategies are explained, along with issues in researching strategies and the interaction between styles, strategies, and tasks. The document concludes that learning styles, strategies, and affective factors are interrelated and teachers should understand their students' preferences to help them become effective language learners.
Motivation in SLA
This document discusses several theories of motivation in second language acquisition:
1. Gardner's socioeducational model focuses on social attitudes and the relationships between language communities, distinguishing integrative and instrumental motivation.
2. Deci and Ryan's self-determination theory proposes that motivation varies along a continuum from amotivation to autonomous intrinsic motivation and involves innate psychological needs.
3. Dörnyei's process model of motivation analyzes motivation at different stages of goal pursuit and how it fluctuates over time based on learning experiences and self-regulation.
4. The L2 Motivational Self System incorporates ideas of possible future selves that motivate language learning through imagery and senses.
Categorization of the article Motivation as a Contributing Factor in Second L...
This article is based on Gardner's socio-educational model and the significance of motivation as a contributing factor in second language acquisition. According to him the motivation is something crucial since is the learner's orientation with regard to the goal of learning a second language and also is divided into two basic types: integrative and instrumental. This both forms are examined in light of research which has been undertaken to establish the correlation between the form of motivation and successful second language acquisition. Motivation in the Japanese EFL context is then discussed and studies which have been conducted in the field investigated.
Motivation in second and foreign language learning zolt'n dornyei
This document summarizes an article about motivation in second language learning. It begins by establishing motivation as a key factor in language learning success. It then discusses how motivation is a complex, multi-faceted concept that is defined and conceptualized in various ways. The summary explores some of the major theories and perspectives on motivation from social psychology and motivational psychology, including expectancy-value theory, goal theory, and self-determination theory. It concludes by noting that understanding motivation requires integrating different theoretical approaches.
Gardner’s socio educational model.
Gardner's socio-educational model of second language acquisition proposes that individual differences in ability and motivation impact language learning outcomes. The model involves four interrelated variables: social environment, individual differences in language aptitude and affective factors like motivation and anxiety, learning contexts both formal and informal, and linguistic and non-linguistic outcomes. Gardner later distinguished between instrumental and integrative motivation, with integrative motivation relating to identification with the target language community. While influential, the model has also received some criticism for its conceptual definitions and for not accounting for all relevant motivational variables.
Strategies To Motivate
This document discusses strategies for motivating students in the language classroom. It defines intrinsic and extrinsic motivation and outlines things teachers should consider, like having a good attitude and solving students' doubts. Some strategies discussed are creating a pleasant learning environment, emphasizing the usefulness of the language, giving feedback, encouraging self-evaluation, and respecting students. The overall message is that the teacher's attitude is crucial and that not all strategies will work for all students.
Self determination presentation
This document discusses self-determination as a motivational tool for students. It defines self-determined behavior as actions that are independent, self-monitored, psychologically enabling, and lead to self-fulfillment. Developing better self-determination skills in school leads to better post-school outcomes. Intrinsic motivators like student choice, decision-making, autonomy, and continuous feedback can improve self-determination in the classroom. Teaching strategies to develop self-determination include finding new motivators, making effective instructional plans, and involving students in the IEP process.
Motivation and learning - Educational Psychology
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
Motivation in Learning
The presentation defines motivational learning theories that help students learn in the most effective way.
language acquisition THEORIES
The document discusses two theories of language acquisition: behaviorism and innate/mentalism. It describes B.F. Skinner's behaviorist theory that language is learned through external reinforcement like his experiments with rats pressing bars for food. It also describes Noam Chomsky's innate/mentalism theory that language acquisition relies more on innate cognitive abilities than environmental factors and imitation, unlike Skinner's view that language learning in children is like the rat experiments.
How To Motivate Students
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
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Language Motivation: From the Theoretical to the Practical
Language Motivation: From the Theoretical to the Practical
THE IMPORTANCE OF MOTIVATION IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUA...
THE IMPORTANCE OF MOTIVATION IN THE ACQUISITION OF ENGLISH AS A SECOND LANGUA...
Categorization of the article Motivation as a Contributing Factor in Second L...
Categorization of the article Motivation as a Contributing Factor in Second L...
Motivation in second and foreign language learning zolt'n dornyei
Motivation in second and foreign language learning zolt'n dornyei
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Group Project.pdf
This document provides an overview of Episode 2 of a professional education course. It discusses action research as a way for teachers to reflect on their practice. The key points covered include:
- Familiarizing students with action research and its importance for reflective teaching.
- Presenting foundational theories and concepts of action research.
- Providing examples of action research videos and asking students to analyze what problem a teacher addressed and how they worked to solve it.
- Discussing the origins and definitions of action research put forth by thinkers like John Dewey, Stephen Corey, and Elliott.
- Guiding students on how to start their own action research, including searching for examples of completed studies conducted
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The document outlines a lesson plan for teaching students about psychological disorders. It includes having students watch video clips about disorders, research disorders in groups to create a PowerPoint presentation, individually research and design pamphlets on specific disorders, listen to a speaker who is a clinical psychologist, and act out disorders in role-playing videos to have classmates guess the depicted disorder. The teacher assesses students using a rubric on their participation in class discussions, quality of presentations and pamphlets, and role-playing videos. The teacher found the students engaged in the project and met the learning goals.
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Here are 3 discussion questions for the class based on the article:
1. What are some of the benefits and drawbacks of using full-length movies in the language classroom according to the article?
2. The article outlines several types of activities that can be used before, during, and after viewing a movie clip. Which types of activities do you think would be most effective for your level and age group? Why?
3. The presentation includes an example lesson plan using a movie clip. What are some ways you could modify or expand on this lesson plan for your own classroom context?
I have copied these questions to a separate discussion thread in the forum as well. Please let me know if you need anything else!
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The document is a lesson plan for teaching English to intermediate level teenagers. It includes the following:
- The lesson aims to teach future tenses vocabulary related to TV programs and Youtube. Students will discuss the future of TV and create their own fantasy Youtube channel.
- Several activities are outlined including a warm-up video on Youtube, vocabulary practice, listening to another video about Youtube channels, and developing their own proposed channel as a final project.
- Scaffolding strategies like modeling, examples, and guidance are provided to support student learning and language development.
Documentary Filmmaking in the Classroom - Part I
This document provides guidance for using documentary filmmaking in the classroom. It discusses using video rather than essays because video can more engagingly communicate ideas. Documentaries are suggested over visual essays by balancing ideas with action and having students document their learning journey. Students should ask what they are doing that shows learning. Effective documentation methods include photos, videos, interviews, and audio recordings. Structure is important, so videos should have a clear controlling idea and story arc. Documentaries made this way can transform learning by providing an authentic engagement experience for students.
Flipping Your Class
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as making content available online for students to learn at their own pace outside of class. This frees up class time for teachers to work directly with students and for increased interaction and feedback. Potential downsides include students not engaging with pre-class content and not all students preferring this learning style. The document provides examples of tools that can be used to create digital content and instructions for how to create videos and digital essays for flipped learning.
Lesson 3 textual analysis
This document provides guidance for students on conducting textual analysis as part of planning for a media production commission. It explains that the textual analysis is intended to help students understand how similar texts appeal to audiences and achieve their goals through cinematic techniques. By analyzing other videos and websites on related topics, students can find information to incorporate into their own planned video. Students are instructed to analyze the audience, tone, address, and techniques used in example videos and websites in order to gather research for their commissioned video on promoting exercise. The document emphasizes that all elements of the lesson are intended to be applied to the planning and production process.
PED 138 – Assignment for the Week of 4202020This week, we are .docx
PED 138 – Assignment for the Week of 4/20/2020
This week, we are moving into the Boot Camp unit of our class. This is a great, all-encompassing type of workout that is intended to challenge you! For our purposes, we will concentrate on all body weight exercises as I’m not sure how many of you have exercise equipment at home, and they show that you can still get a fantastic workout with your own body weight!
1. Watch These 3 Boot Camp Videos:
https://www.youtube.com/watch?v=jknCzQrwlt8 “Outdoors Boot Camp Workout” – This is a great instructional video that shows several exercise ideas with modifications, if needed.
https://www.youtube.com/watch?v=G6hciIZY5iM “My Go To Workout” – This is an outdoor Boot Camp, and it shows how it’s broken down into phases.
https://www.youtube.com/watch?v=xIMx5OdbDnw “Boot Camp - Outdoor Training Ideas” – This is a “snippet” of an actual Outdoor Boot Camp.
2. Take Notes on each of the 3 Boot Camp Videos:
For each of the three videos, please take notes on them (typed, 12-font, double-spaced):
-Title of the video = 1 pt
-Name two specific exercises that you observed in the video and describe it (What did it look like? What muscles does it work? Your opinion of the exercise?) = 2 pts
-Tell me if you’ve done a Boot Camp-type workout before and your opinion of it. If you haven’t, tell me if you think you’d participate in one and why. = 2 pts
Total Points = 15 points (5 for each video)
3. Exercise at least Twice This Week:
In your exercise routine this week, please incorporate at least two of the exercises that you observed in the videos above.
For example, if you normally run outside for a half hour or for three miles, include one of the Boot Camp exercises at the beginning or at the end of your run. Be sure to be intentional…in other words, please do the Boot Camp exercise for a certain amount of time (30 seconds? 1 minute?) or a certain number of reps (10x? 15x? 20x?). On your other exercise day, please include a different Boot Camp exercise.
-What day you exercised and how long = 1 pt
-What you did for your exercise = 1 pt
-What Boot Camp exercise you included in your workout = 1 pt
-How your workout changed (for the good or the bad!) when you included this Boot Camp exercise = 1 pt
-How you felt while and after you exercised = 1 pts
Total Points = 10 points (5 for each workout)
4. Prepare for Next Week:
This week’s assignments are preparing you for next week’s Boot Camp workout that you will create and do! Please be observant while watching the videos…maybe, even, exploring other videos that you find!
This week’s assignment is due no later than MONDAY 4/27/2020! No late assignments will be accepted.
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Organizational Behavior
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We dedicate Organizational Behavior: A Critical-Thinking Approach to all of our students
who have believed in us, inspired us, and encouraged us to try new ways of teaching.
Chris Neck dedicates this book to his wife, Jennifer, and his children, Bryton and ...
542 d 5considerations_team1(revised)
1. The document discusses considerations in teaching listening and speaking skills to ESL students. It identifies challenges like a lack of proper teaching methods, exposure to different accents, and opportunities for interaction.
2. It proposes effective teaching methods like incorporating pre-listening, during listening and post-listening activities. It also suggests exposing students to various English accents through activities using videos, songs and news clips.
3. Providing role-plays, discussions and authentic tasks can help address the lack of real-world experience. Increasing interaction through games, group activities and multimedia can make speaking classes more engaging.
Tielve tpd2015-second period-journal-checked
Myriam delivered an English lesson to a 5th grade class. She had to modify her plans due to delays and interruptions. She focused on a map activity to help students learn prepositions of location. Myriam introduced a story about a new teacher and had students do a listening activity with dialogues, only getting through 3 due to time constraints.
2014 ISACS Conference "A Beginners Guide to the Flipped Classroom"
This document provides an overview of the flipped classroom model from the perspective of a social studies teacher. It describes several ways the teacher has implemented flipping in their classroom, including having students master content at their own pace by watching videos at home, using explore-flip-apply cycles of learning, implementing peer instruction, and conducting inquiry-based "reverse" instruction without videos. Tools, websites and considerations for flipping are also discussed.
lesson plan
This document outlines an English language lesson plan about emotions for students. The goal is for students to learn the names of emotions in English and be able to differentiate between their own reactions and name their feelings. The lesson would be conducted online or in a classroom and include a short video, interactive matching exercise using pictures and words, and assessment of student understanding. Students would provide feedback to evaluate how effectively the lesson was delivered and if the objectives were met.
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Motivation
- 1. MOTIVATION IN SECOND LANGUAGE LEARNING By: -Cuong Nguyen -Phuong Nguyen Instructor: - Kellie Herrod
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- 3. Movitation in Second Language Learning 1. What is motivation? 2. Learners’ future vision of themselves 3. L2 motivational self system 4. Skills in motivating learners
- 4. Question 1 What have you done/will do to help motivate your low achieving students? www.ok4me2.net
- 5. Question 2 , To encourage students to use more English and less Vietnamsese in class, what kind of motivation do you use – extrinsic or intrinsic motivation?
- 6. Question 3 - Ideal L2 self: what they really want to be - Ought-to L2 self: What they should be (Page 521) When these two selves have conflict, how can we solve this problem constructively?
- 7. Homework - Watch the film “Freedom Writer”. - Write a paragraph (100 words) about what you learn from Erin in combatting unproductive classroom climate?