The document discusses motivation and motivational theory in education. It defines motivation and describes John Keller's ARCS model of motivational design. The ARCS model comprises attention, relevance, confidence and satisfaction as key factors for motivating students. The document also discusses goal setting theory, self-regulation theory and strategies for motivating students, such as using the ARCS model, teaching students to set SMART goals and self-discipline.
Leadership And Competence of Some Private Bank Instructor In Jakartainventionjournals
The competition of some private Bank in Indonesia is very competitive today, they try to grab customer in many ways. Some of Private Bank try to create strategy in short and long term, they try to enhance their performce by develop cmpetencies of knowledge and expertise. Customer is very demanding today, they face so many competitor in many area of business. They compete in interest rate, service quality and customer relationship management. With this research will will investigate the effect of leadership and competence toward motivation of Private Bank Instructor in Jakarta, in the fact all opf the hypothesis is positively.
An Examination of Constructive Feedback, Trust towards Leaders and Self-Effic...Universiti Sains Malaysia
...This quantitative descriptive study aimed to identify the influence of trust towards leaders on the relationship between constructive feedback and self-efficacy of teaching. In particular, the objective of this study was to identify whether the affective- and cognition-based trust towards leaders to become a mediator in the relationship between constructive feedback and self-efficacy of teaching. A total of 411 lecturers randomly selected from the five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), McAllister (1995), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that trust towards leaders influence positively and significantly on constructive feedback and self-efficacy of teaching. Trust towards leaders acts as a mediator on the relationship between constructive feedback and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in fostering the trust among his followers to ensure that the feedback received and used effectively in developing the followers’ potential.
Leadership And Competence of Some Private Bank Instructor In Jakartainventionjournals
The competition of some private Bank in Indonesia is very competitive today, they try to grab customer in many ways. Some of Private Bank try to create strategy in short and long term, they try to enhance their performce by develop cmpetencies of knowledge and expertise. Customer is very demanding today, they face so many competitor in many area of business. They compete in interest rate, service quality and customer relationship management. With this research will will investigate the effect of leadership and competence toward motivation of Private Bank Instructor in Jakarta, in the fact all opf the hypothesis is positively.
An Examination of Constructive Feedback, Trust towards Leaders and Self-Effic...Universiti Sains Malaysia
...This quantitative descriptive study aimed to identify the influence of trust towards leaders on the relationship between constructive feedback and self-efficacy of teaching. In particular, the objective of this study was to identify whether the affective- and cognition-based trust towards leaders to become a mediator in the relationship between constructive feedback and self-efficacy of teaching. A total of 411 lecturers randomly selected from the five polytechnics which successfully obtained an overall excellent performance including academic standards and quality management through the recognition of the polytechnic ratings. Data for this survey were collected through a questionnaire which was adapted from an instrument used by Steelman, Levy, and Snell (2004), McAllister (1995), and Tschannen-Moran and Hoy (2001). The results of multiple regression analysis showed that trust towards leaders influence positively and significantly on constructive feedback and self-efficacy of teaching. Trust towards leaders acts as a mediator on the relationship between constructive feedback and self-efficacy of teaching. In terms of the implications of this study show the role of the middle leader is especially important in fostering the trust among his followers to ensure that the feedback received and used effectively in developing the followers’ potential.
Presentation to illustrate a discussion of the following article:
Leng, N. W. (2008). Transformational leadership and the integration of information and communications technology into teaching. The Asia-Pacific Education Researcher 17 (1), 1-14.
What is good action research? Glenn Craneglenncraneuk
This is a summary of;
What is good action research? - Some Criteria by John Elliot 1995.
For Nottingham Universities Masters in Educational Leadership & Management.
PBI
Presentation to illustrate a discussion of the following article:
Leng, N. W. (2008). Transformational leadership and the integration of information and communications technology into teaching. The Asia-Pacific Education Researcher 17 (1), 1-14.
What is good action research? Glenn Craneglenncraneuk
This is a summary of;
What is good action research? - Some Criteria by John Elliot 1995.
For Nottingham Universities Masters in Educational Leadership & Management.
PBI
Brightpoint Health Leaders Address US Conference on AIDS on the need for Inte...lsolomon212
At the recent US Conference on AIDS, three leaders from Brightpoint Health: President and CEO Paul Vitale, Chief Clinical Officer Barbara Zeller, MD and Jessica Diamond, SVP Organizational Culture and Quality, discussed Brightpoint's evolution from an AIDS residential facility to a Federally Qualified Health Center; how health care models are being reinvented to drive efficiency and accountability and how Brightpoint has succeeded in tackling some of toughest challenges: how do we best implement change and how do we pay for it?
Reflect on a facilitated training session you experienced that affec.docxlaurieellan
Reflect on a facilitated training session you experienced that affected you either positively or negatively. Describe the methods, tools, or strategies from the session that you would like to emulate, if the experience was positive, or avoid, if the experience was negative. Analyze the facilitated session in terms of the characteristics of adult learning and effective facilitation that you have learned about in the course and course readings. Then, explain the role the training played in improving your individual performance and whether or not the learning objectives and design supported overall organizational improvement.
Your initial post should be 250 to 300 words. Use this week’s lecture as a foundation for your initial post. In addition to the Blanchard and Thacker (2013) text, use at least one additional scholarly source to support your discussion.
Week Lecture to use for information
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15).
Three things every trainer should know about learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).
Adult learning styles
[Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
Written Word
- Knowled.
The effects of using game in cooperative learning strategy on learning outco...Eva Handriyantini
The game in learning can be used to increase the learning motivation of students, and having a contribution to development of students learning outcome. Research design used in this research is factorial non-equivalent control group design, where the research subject is students at 4th grade at SDN Lowokwaru III, Malang. Moderator variables in this research are learning motivations, grouped into high learning motivation and low learning motivation. Data analysis technique used in this research is ANCOVA ( Analysis of Covariance ) rank two 2x2. The instruments used in the learning motivation in this research adopting from Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et. al., 1990). A scale of measurement a motivation in MSLQ contains 3 a major component indicators: (1) Intrinsic Goal Orientation; (2) Extrinsic Goal Orientation; (3) Task Value; (4) Control Beliefs; (5) Self-Efficacy; (6) Test anxiety. Based on data analysis, research outcome can be summarized as follows: (1) there is difference between average learning result of student group which use game-assisted cooperative learning strategy and average learning result of student group which use cooperative learning strategy without game; (2) there is difference between average learning result of students whohave low learning motivationand average learning result of students who have high learning motivation at all treatment groups; (3) there is significant difference of average learning result based on interaction between treatment group with game-assisted cooperative learning strategy and treatment group with non-game-assisted cooperative learning strategy, and learning motivation (low and high).
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
Week 5 - Weekly LectureWeek Five LectureImplementation .docxmelbruce90096
Week 5 - Weekly Lecture
Week Five Lecture
Implementation
In previous weeks, you learned how to conduct an effective training needs assessment and initial steps of designing training, especially designing outcome-oriented learning objectives that become the road map for the next phases of training. You read the Domtar case and how Raymond Royer, the CEO, took initiative to develop employees; how he focused on developing strategic direction and specific goals that focused on (a) return on investment and (b) customer service. You also learned about appropriate training methods selection in the design and development phases.
The delivery methods and implementation of training are critical for the success of training in terms of employees’ engagement and motivation to learn. It is important to understand individuals’ learning styles to decide what methods are appropriate for a particular group of learners. To be more effective, training should include multiple training methods (e.g. lectures, brain storming, group work, discussions, role play, case analysis, simulations and games) and activities to motivate learners who have different types of learning styles, preferences, learning goals and personal expectations. Learner engagement is the key to learning. There are various methods you can use to engage and motivate learners for better results, such as role play, discussion, on-the-job training, simulation, self-directed learning, business games, case studies, team work, behavior modeling, etc.
Styles of Learning
People have different styles of learning. These learning styles help them to acquire new information and knowledge. There are many different learning styles but for simplicity they can be broken down into four major categories.
Watch these videos on Adult Learning Styles.
4MAT 4Business. (2010, July 15). Three things every trainer should know about learning styles[Video file]. Retrieved from https://www.youtube.com/watch?v=BhqtaYy-mIs
KroofConsulting. (2013, October 7).Adult learning styles [Video file]. Retrieved from https://www.youtube.com/watch?v=6eT44OlGdLk
1. Written Word - Knowledge is acquired best through the written word. Reading is the preferred way of gaining knowledge.
2. Auditory - Listening to presented information and retaining the major portion of what has been heard.
3. Visual - Seeing pictures, diagrams, and illustrations enables the learner to grasp the concepts being presented.
4. Kinesthetic/Tactile - Involves touch and manipulative activities. Requires eye-hand-body coordination.
As you select a delivery method you need to keep in mind that by varying the methods you will be focusing on the different learning styles of your participants.
The outputs of the development phase serve as inputs to the implementation phase. The implementation phase’s output is the trainees’ response to training, the trainees’ learning, their behavior back on the job, and its effect on key organizational outcomes. These out.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. What is motivation and motivational theory? Definition: “Motivation is defined as an internal drive that activates behavior and gives it direction. The term motivation theory is concerned with the processes that describe why and how human behavior is activated and directed” (Romando, 2007, para. 1).
3. Why do we need motivated students? Motivated students will eventually become entrepreneurs or work for an employer. These motivated employees help organizations survive. Motivated employees are more productive (Lindner, 1998).
4. How do we motivate our students? Research show that setting objectives is an effective way of helping students learn and recall information. It is important for students to set not only long term goals of the project, but the short term goals as well. ( Briggs, Gustafson, & Tillman, 1992, p. 110 ).
5. ARC’s Model ARC’s Model (Attention, Relevance, Confidence, and Satisfaction) encourages successful achievement of objectives ( Branch & Fitzgerald, 1999, p. 89).
9. Self-Regulation through Learning Definition: “Self-regulation is the process by which people attempt to constrain unwanted urges in order to gain control of the incipient response.” (Baumesiter & Vohs, 2007, p. 2, 3). Simply put: self regulation involves changing ones behavior.
10.
11.
12. Reference List About-E-learning Resource. (2010). Learning and Motivation. Retrieved from http://www.about-elearning.com/motivation.html Baumeister, R.F.,& Vohs, K. (2007). Self-Regulation, Ego Depletion, and Motivation. [Abstract]. Social and Personal Psychology Compass, 2-4. Branch, M.B. & Fitzgerald, M.A (1999). Educational Media and Technology Yearbook. Retrieved from http://books.google.com/books?hl=en&lr=&id=ScG4TZE4h_EC&oi=fnd&pg=PA89&dq=apply+instructional+design+to+motivate+students&ots=3s1sx1k1fO&sig=0V_nFayXXe7a5cWTW4c6xINMQI0#v=onepage&q&f=false Briggs, L., Gustafson, K., & Tillman, M. (1992). Instructional Design Principles and Applications. Implementation (2 nd edition) . Retrieved from http://books.google.com/books?hl=en&lr=&id=ScG4TZE4h_EC&oi=fnd&pg=PA89&dq=apply+instructional+design+to+motivate+students&ots=3s1sx1k1fO&sig=0V_nFayXXe7a5cWTW4c6xINMQI0#v=onepage&q&f=false Learning Theories Knowledgebase (2010, September). ARCS Model of Motivational Design (Keller) at Learning-Theories.com. Retrieved September 24th, 2010 from http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html Lindner, J. (1998). Understanding Employee Motivation. ( ISSN No 1077-5315) [Abstract]. Journal Editorial Office. 36(3). Retrieved from http://www.joe.org/joe/1998june/rb3.php Mindtools.com (2010). Locke’s Goal Setting Theory . Retrieved from http://www.mindtools.com/pages/article/newHTE_87.htm Romando, R. (2007, January 8). Motivation Theory. Ezine Articles. Retrieved from http://ezinearticles.com/?Motivation-Theory&id=410700
