No-Cost Technology for Motivation
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What technology can you use to help motivate your students? Here are a few options.
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No-Cost Technology for Motivation
- 3. How could you use Socrative in class? In teams of three, discuss for five minutes and choose one to report on to the group.
- 5. FlowTheory Mihalyi Csikszentmihalyi “Flow is the optimal psychological state the people experience when engaged in an activity that is both appropriately challenging to one’s skill level, often resulting in immersion and concentrated focus on a task.This can result in deep learning and high levels of personal and work satisfaction.” http://www.learning-theories.com/flow-csikszentmihalyi.html
- 6. Flow and Bloom’sTaxonomy ■ Flow does NOT occur in lower levels of Bloom’sTaxonomy ■ The challenge must be slightly above a student’s skill level – thinkVogotsky’s Zone of Proximal Development).
- 7. To Achieve Flow in Education ■ The goals of a task/problem/activity must be clear (e.g., create a movie on the use of technology in the classroom. ■ Students must be able to achieve the goals – a little harder, but not too hard. If the challenge is too difficult, then anxiety develops. If it is too easy (within the current skill set), students get bored. ■ Students should get clear and immediate feedback. ■ http://www.edutopia.org/blog/student-engagement-elena-aguilar https://www.youtube.com/watch?v=8h6IMYRoCZw
- 8. Flow Benefits “Motivation, cognition, and affect are situational--…not decontextualized individual psychological processes.” Optimal flow comes when a person believes that she has the skills to overcome the challenge of a task. Too easy = boredom Too difficult = anxiety http://www.education.com/reference/article/flow-theory/
- 9. HowTeachersCan Encourage Flow “In classrooms where students reported high positive affect, efficacy and value of the material, teachers balanced levels of challenge and skill as well as (a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.” http://www.education.com/reference/article/flow-theory/”
- 10. How does technology use help? ■ Challenge + scaffolded skills ■ Tasks – Create a movie using vocabulary and grammar from a unit – Explain a learning theory by creating a blog or wiki – Create a screencast to explain “how-to” do something (e.g., use Google Scholar)
- 11. Stop MotionVideo Task:Create an exercise using the following sentences that require your students to choose the correct verb tense. I __________________ (arrive) in Singaraja yesterday. I ___________ never ____________ (never, be) here before. Singaraja _____________ (is) a beautiful city. Once that is done, have your students write their own sentences and make a stop motion movie. Share the motives on Instagram with the hashtag (#UNIDIKSHA2016tech)
- 13. Back to Bloom’s ■ Scaffolding is key!
- 14. Remembering Use memory to recall/remember. ■ Quizlet ■ Kahoot http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
- 15. Understanding Now compare or classify what you did on your ”understand” wiki or blog. How do two different theories or ideas relate? ■ Evernote – take notes on reading/listening ■ Mindmapping Apps (beginning to outline your understanding) – Padlet – Popplet Lite http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
- 16. Applying Using learned material to make a presentation, conduct and interview or simulation. ■ Wikispaces or PBWorks or Blogger – Use a wiki or a blog to explain a learning theory or grammar point. They are free and easy to use. ■ Screencast-o-Matic – create how-to tutorials http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
- 17. Screencast-o-Matic ■ Create a how-to video as you create your own Wikispaces wiki. Share onYouTube or save to your computer.
- 18. Analyzing Taking applying a step further, break your information down into separate parts to better understand it. Make inferences about how the parts are interrelated. Spreadsheets, charts, synthesis tables, diagrams, or graphic representations work well here. ■ Synthesis – Google Docs with tables ■ Mind-Mapping Software (more complex representation) – Mindmeister – Prezi http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
- 19. Creating a Google Doc ■ Great for collaboration. ■ Easy, limited bandwidth needed.
- 20. Evaluating Present and defend opinions. ■ Peer Reviews – Discussion Forums – Blog comments – Google Docs comments/peer review ■ Debates – 3 minute Pecha Kuchas (video-taped with smartphone) – FXGuru Breaking News http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
- 21. FXGuru Breaking Newscast (summarize article below and report on it with FXGuru. Share on Instagram. – http://www.thejakartapost.com/seasia/2016/06/05/1- dead-in-building-collapse-at-thai-island-resort.html ■ Share on Instagram (#UNIDIKSHA2016tech)
- 22. Creating Reorganize information into a coherent whole. How do the pieces fit back together? ■ Create a Movie that compiles all of the information you have collected – Smartphone video – Screencast-o-matic (with Prezi or PPT) ■ Infographics – Canva http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
- 23. Explore, Create, Learn, Have FUN!
- 24. Create a Canva Infographic Take a minute to look at and explore Canva. Choose an infographic template and begin to create a graphic on a topic of your choice. – Note: I would assign students a topic based on in-class scaffolding.