Motivation by douglas brown
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This document discusses theories and definitions of motivation. It defines motivation from behaviorist, cognitive, and self-control perspectives. Maslow's hierarchy of needs is also mentioned. The document distinguishes between intrinsic and extrinsic motivation, noting that intrinsic motivation leads to better long-term learning outcomes. Extrinsic motivators like tests can undermine learning if they do not consider student needs. The document provides examples of classroom activities that can foster intrinsic motivation and lists the teacher's role as facilitator, including setting a good example, promoting student autonomy, and making lessons interesting.
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Education at a Glance is the authoritative source for information on the state of education around the world. It provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
The 2016 edition introduces a new indicator on the completion rate of tertiary students and another one on school leaders. It provides more trend data and analysis on diverse topics, such as: teachers’ salaries; graduation rates; expenditure on education; enrolment rates; young adults who are neither employed nor in education or training; class size; and teaching hours. The publication examines gender imbalance in education and the profile of students who attend, and graduate from, vocational education.
The report covers all 35 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, Costa Rica, India, Indonesia, Lithuania, the Russian Federation, Saudi Arabia and South Africa).
This edition includes more than 125 figures and 145 tables. The Excel™ spreadsheets used to create them are available via the StatLinks provided throughout the publication. More data is available in the OECD Education Statistics database.
Describing Learners J Harmer (2001)
The document discusses different factors related to language learners, including age, aptitude, learner characteristics, styles, and individual differences. Younger children learn best through meaning and indirect learning that uses their visual, auditory, kinesthetic and olfactory senses. Adolescents are often portrayed as unmotivated but this is a myth. Adults have greater abstract thought and self-motivation. Learning styles refer to how each learner receives and processes information through their senses. Multiple intelligences include linguistic, logical, spatial, bodily, musical, interpersonal, intrapersonal, and naturalistic intelligences. The document advocates addressing individual differences through various assessment tests and teaching techniques.
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HD Brown's Principles for Teaching Listening Skills
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
Principles of learning
The document discusses several key points about learning: that learning is the most significant human activity; it is primarily controlled by the learner rather than the teacher; and students learn best when concepts are relevant to their needs and problems. Learning is also defined as a change in behavior caused by experience or self-directed activity. The document also briefly mentions that cooperative and collaborative learning can be effective approaches when working towards shared goals while respecting individual contributions, and that creating harmony between feelings and thoughts maximizes learning.
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“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
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This document provides an overview of several theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and social constructivist views of socially constructed knowledge. Critiques of each theory are also mentioned. Theories are compared and examples are given of how each informs classroom instructional practices. Source information is listed at the end.
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Motivation by douglas brown
- 1. Chapter 5, Douglas Brown (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy.Addison Wesley,Longman. Prof. Estela N. Braun- Adjunto Regular Práctica Educativa II, Didáctica del Inglés y Residencia en Primaria (Abril, 2014) MOTIVATION
- 2. DEFINING MOTIVATION 1. a Behaviouristic Definition: Skinner (1958) Motivation as “…the anticipation of reward”. 2. Cognitive definition: Internal drives: Ausubel (1968): exploration-manipulation-stimulation- activity-knowledge-ego enhancement.
- 3. Hierarchy of Needs Theory ,Maslow (1970) Self-actualization Esteem: Strength Esteem: Status Love- Belongingness- Affection Safety- Security- Protection- Freedom from Fear Air- Water- Food- Rest- Exercise
- 4. Self-control theory (Hunt, 1971) MOTIVATION is highest when one can make one’s own choices , whether they are short-term or long-term contexts.Self- regulation. Autonomy. Make our own choices. http://www.youtube.com/watch?v=f_c9ZhYZtjY David Nunan, Motivating YLE.
- 5. INTRINSIC AND EXTRINSIC MOTIVATION Gardner and Lambert, 1972; Gardner & Tremblay, 1994. MOTIVATION: Intensity of one’s impetus to learn. Intrinsic motivation is superior in terms of long-term goals. Extrinsic motivation: too dependant on tangible rewards.
- 6. THE PROBLEM OF EXTRINSIC MOTIVATION CONTENT PRODUCT CORRECTNESS COMPETITIVENESS ALL OF THEM LEAVE OUT THE LEARNERS’ NEEDS, AND THUS FAIL TO CREATE A COLLABORATIVE PROCESS OF COMPETENCE BUILDING. Discuss the chart on page 79.
- 7. Tests and exams. Peer- evaluation Emphasizing the “big” picture-larger perspective Letting students set long-term goals Allowing sufficient time for learning Cooperative learning activities Group work Viewing the class as a team Content-centered teaching English for specific purposes Allowing risk-taking behaviour Rewarding innovation and creativity
- 8. Activities for intrinsic motivation Teaching writing as a thinking process in which learners develop their own ideas freely and openly. Showing learners different strategies to enhance their learning. Students créate their own Reading materials (e- books) Oral fluency activities about their interests. Listening to an academic lectura for specific information. CLT enables learners to use language to accomplish functions. If learners see grammatical explanations as a
- 9. Teacher as FACILITATOR (Dôrnyei,1998) 1. Set a personal example with your own behaviour. 2. Create a pleasant, relaxed atmosphere in the classroom. 3. Present the tasks properly. 4. Develop a good relationship with the learners. 5. Increase the learners’linguistic self-confidence. 6. Make the language classes interesting. 7. Promote learner autonomy. 8. Personalize the learning process. 9. Increase the learners’goal-orientedness. 10. Familiarize learners with the target language culture.
- 10. TASKS: At home solve chapter 9 TKT in pairs. In pairs, review literature on Motivation. Choose an article, summarize it and present it orally in class. Which practical experiment could you use to learn about your students’level of motivation? You will receive a list of recommended authros by mail.
- 11. Internet Resources for teachers http://learnenglishkids.britishcouncil.org/en/ http://www.macmillanenglish.com/resources/ http://www.pearsonlongman.com/ae/heythere/tea cher-resources.asp http://www.cambridge.org/ar/elt/?site_locale=es_ AR