This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
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The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
This presentation is about the learning theories which are the subject-matter of Educational Psychology. It focuses on the three main domain of learning theories; Behavioral , Cognitive and Constructive. Further, it also contains the educational implication of all learning theories.
“Individual difference and educational implications- thinking, intelligence a...Shrooti Shah
The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
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#Aptitude #Measurement & Evaluation #Achievement #Future potentiality #Ability
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Topic: Self-Evaluation
Student Name: Saiqua Maitlo
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Aptitude (Test) and their Nature and CharacteristicsSubhankar Rana
Aptitude is a future potentiality of an individual therefore we predict a person's future success in a particular field.
#Aptitude #Measurement & Evaluation #Achievement #Future potentiality #Ability
Assessments for learning -B.ed Second year notesAbu Bashar
Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation practices
12. Traces the technology bases assessment practices and other trends at the international level
Topic: Self-Evaluation
Student Name: Saiqua Maitlo
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Importance of motivation in teaching and learning
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of education; Pakistan
The content provider has been teaching in a B.Ed. College. He was searching for content on this topic on the internet. But he failed to get relevant materials. eventually, he prepares one on his own and uploads the same in slideshare for the convenience of the learners. This topic will help B.Ed. trainess to a great extent.
Theories of Motivation - Overview of the Content Theories of Motivation Monica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Creating and Implementing an Employee Development Program for your business is an important step to show your staff you truly care about them and want to inspire them to be the best they can be
Every good health & wellness coach needs to evaluate are they meeting the minimum standards of the ICF core competencies. This is an example of one licensed health professional's evaluation. Try to use the competencies to evaluate yourself.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
219389365.docx
Motivation &
Engagement
Expertise & Development.
Motivation
•
rooted in the Latin word
movere
–
to move.
•
So action as a result of an internal or external
stimulus.
•
Whose job is it?
•
Case – humanitarian aid, motivating?
•
http://www.youtube.com/watch?v=dyf2Cf5GkTY
•
To 4 minutes
•
In a teaching situation, currency might be “marks”
•
And the teacher provides “aid” (Will this be on the test,
the student asks
•
Are we providing the “fish” not teaching students “how
to fish”?
•
Generally teachers/trainers care about student
engagement because it predicts how well the student will
fare in the course/program. What do you need to know?
Engagement
•
Motivation, what does it look like?
•
Engagement or unengagement is what we see.
Definition - refers to the behavioural intensity,
emotional quality and personal investment in a
student’s involvement during a learning activity.
Behaviour – Positive Emotion – Cognition - Voice
Behaviour engagement
•
On-task attention
•
Strong effort
•
Enduring persistence
Emotional Engagement
•
Positive emotion -
•
This is interest, enthusiasm, enjoyment and a sense
of wanting to.
Cognitive Engagement
•
investing intellectually
•
by the strategic and purposive seeking of understanding
and the refining of skill
•
planning, monitoring and evaluating activities
The opposite, cognitively
unengaged
students, work on
tasks in a rather superficially way.
Voice
•
This is an expression of SELF during the learning
activity.
•
Offers suggestions, recommends activities, expresses
interests and preferences, participates in and
contributes to calls for discussions.
SO, WHY IS ENGAGEMENT
IMPORTANT?
•
1
. It makes learning possible
"
•
2
. It predicts how well student will fare.
"
•
3
. Engagement is malleable – and therefore open
to increase.
"
•
4
. Engagement is a useful feedback mechanism
on teaching efforts.
Motivation
•
It
involves the forces that
energise
and direct
behaviour.
•
Energy - strong, intense and full of effort.
•
Direction - focused on accomplishing a goal or outcome.
•
Therefore for us, motivation is the study of all the
forces that create and sustain students’ effortful goal-
directed behaviour.
Motivation
•
think of it not as a unitary construct by as types or
quality.
•
get away from thinking “how much” motivation is
required.
To flourish, motivation needs supportive conditions.
TWO APPROACHES TO PROMOTING MOTIVATION AND ENGAGEMENT
•
Behavioural approach
– carrot /stick
•
Dialectical approach
–students bring motivation of
their own into the teaching engagement
A behavioural approach
•
teacher offers an attractive incentive – student works
hard to achieve this
•
teacher warns of an unattractive consequence –
student works hard to avoid this
•
teacher models appropriate behaviour – student
emulates what they see
Any issues wit ...
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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2. Motivation
• It is a driving force that impels one to react.
• This energizes, directs and sustains student’s
behavior.
• An invisible moving force that should be
imposed by a committed teacher to his or her
students to go beyond their limits.
• It does not happen by chance, and it does not
occur at the click of the finger.
3. Intrinsic Motivation
• It is called internal motivation.
• It is a self-driven type motivation that lasts for a
long time.
• It originates from the student’s inner selves or
from factors inherent in the task being
performed.
• A kind of motivation that must be developed
among the learners.
4. Extrinsic Motivation
• It is called external motivation.
• It originates from the student’s learning
environment or from factors external to the
students and unrelated to the task at hand.
• This is not permanent, it needs some sort of
continuous reinforcement in the form of a
phrase or concrete rewards.
5. Cultivating Intrinsic Motivation
• It is a challenge to every teacher.
• The desire to learn is evident even when the going gets
tough like when their grades are not what they expect
to receive or the worst, praises are denied them.
• Their reasons for learning emanate from themselves,
fueled by their desire to achieve and succeed in any
tasks entrusted to them.
• Every teacher is enjoined to work toward his
motivational prowess.
6. Cultivating Intrinsic Motivation
• The important thing is not so much that every
child should be taught, as that every child
should be given the wisdom to learn. (John
Lubbock, 2009)
• A teacher who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron. (Horace Mann)
• If you treat an individual as if he is what he
ought to be and could be, he will become what
he ought to be and could be. (Goethe)
7. Motivation Techniques
G - Glow
O - Observe
D - Demonstrate
E - Engage
E - Embrace
P - Provide
L - Listen
Y - Yield
8. Glow
• Don’t lose glow in your everyday teaching.
• Making yourself aglow with interest and joy
helps students to be drawn you.
• Teacher who have frowning face is not pleasant
to behold.
• Many students feel disappointed and
demoralized when teachers cast a dagger look
on them.
9. Observe
• Be very vigilant whether the students perform
positively or negatively.
• If the students are performing well, recognized.
If students commit mistakes, reprimand them.
• It is a matter of communicating them through
constant observations of how they are
performing.
• Knowledge of the students that they are
observing will help the teacher prevent many
conflicts and problems.
10. Demonstrate
• Teachers do not project an image of
“inapproachability” due to his or her high
standard of compelling the students to perform
excellently.
• Students should be given the freedom to be
themselves.
• Decision making should be the sole task of the
teacher.
11. Embrace
• Every student should be embraced as your own
despite their weakness and limitations.
• A negative remark on a student’s performance
is a “sin” against motivation.
• “ It helps when students feel positively toward
you. Communicate that you are and will help.
Extend to the students the support necessary to
succeed. Encourage learners by being patient
yet determined for their success.”
Cruickshank and companions (2009)
12. Engage
• Students should be involved in academic
learning activities which they could respond to
meaningfully and successfully.
• The construction of meaning to the activities is
a motivating factor to be involved actively.
13. Praise
• A “sweet music” to a student’s ear is praise.
• Negative words spoken by the teacher are like sharp
swords cutting through the heart of students. Once the
students are hurt, a sort of unpleasant relationship
between them and the teacher could possibly happen.
14. Listen
• Teacher should have an attractive gesture, it
should be coupled with a desire to find out what
a student is trying to drive at every time he or
she called to recite or share in the class.
• Effective listening is synonymous with taking
the students’ responses without interruption,
displaying impatience or rushing the learner.
15. Yield
• This is synonymous with the objective
acceptance of the students’ feedback or
answers.
• Once in a while the teacher must learn how to
give way to demands of the students.
• The wisdom of the young should not be
underestimated.
16. ARCS
• It is mentioned by Keller (1987-1999) as cited
by Robert Gagne and companions (2005).
• It is a model of motivational design where A is
attention; R-relevance, C-confidence and S is
satisfaction.
17. ARCS Model Categories and Subcategories
Attention
Perceptual
arousal:
Inquiry arousal:
Variability:
How can I do to capture their interest?
How can I stimulate an attitude of inquiry?
How can I use a variety of tactics to maintain
their attention?
Relevance
Goal
orientation:
Motive
matching:
Familiarity:
How can I best meet my learner’s needs?
How and when can I provide my learners with
appropriate choices, responsibilities, and
influences?
How can I tie the instruction to the learners’
experiences?
18. Confidence
Learning
requirements:
Success
opportunities:
Personal control:
How can I assist in building a positive
expectation for success?
How will the learning experience support or
enhance the students’ beliefs in their
competence?
How will the learners clearly know their success
is based upon their efforts and abilities?
Satisfaction
Intrinsic
reinforcement:
Extrinsic rewards:
Equity:
How can I provide meaningful opportunities for
learners to use their newly acquired
knowledge/skill?
What will provide reinforcement to the learners’
success?
How can I assist the students in anchoring a
positive feeling about their accomplishments?
19. Steps in Motivational Design
Motivational Design Steps Specifications
1. Obtain course information Couse description and rationale
Setting and delivery system
Instructor information
2. Obtain audience information Entry skill levels
Attitudes toward school or work
Attitudes toward course
3. Analyze audience Motivational profile
Root causes
Modifiable influences
4. Analyze existing materials Positive features
Deficiencies or problems
Related issues
20. 5. List objectives and assessments Motivational design goals
Learner behaviors
Confirmation methods
6. List potential tactics Brainstorm list of tactics
Beginning, during and end throughout
7. Select and design tactics Integrated tactics
Enhancement tactics
Sustaining tactics
8. Integrate with instruction Combine designs
Point of inclusions
revisions to be made
9. Select and develop materials Select available materials
Modify to the situation
Develop new materials
10. Evaluate and revise Obtain student reactions
Determine satisfaction level
Revise if necessary
21. Motivational elements of the Go Deeply
Model
Elements and Sub-
elements
Meaningful Process Questions
GLOW
Consistency How do I know how well students learned?
Interest What can I do to hold the students’
attention?
Joy How can I make learning enjoyable?
OBSERVE
Focus What can I share to help them concentrate?
Vigilance How can I assist them to be observant of
unexpected events?
Visibility How can I make my presence felt?
22. Elements and Sub-
elements
Meaningful Process Questions
DEMONSTRATE
Caution How will the learners be extra prudent in
their judgement?
Approachability What can I do to overcome their fears?
Autonomy What will provide freedom to the learners’
interaction?
ENGAGE
Active participation How can I encourage them to interact
well?
Involvement What can I do to enhance their
engagement?
Collaboration How can I encourage the to share their
ideas to others?
23. Elements and Sub-
elements
Meaningful Process Questions
EMBRACE
Acceptance What else can I do to improve that I am
not biased?
Positive approach How can I win their attention to share?
Communication How can I encourage them to speak their
mind?
PRAISE
Appreciation How can I best relay my joy in their
accomplishment?
Confirmation What can I do to sustain their
involvement?
Sincerity How will I encourage them to remove
their bias feelings?
24. Elements and Sub-
elements
Meaningful Process Questions
LISTEN
Attentiveness What can I do to enhance their focus?
Openness How will encourage them to be
accommodating?
Patience What will I provide to develop their
control of anger over unresolved problem?
YIELD
Affirmation How will I refrain from habitual
disagreement?
Agreement What will I do to appreciate their negative
comments?
Alliance Is there a way to collaborative them?
