The document summarizes chapter 11 of a textbook on teaching for academic learning. It discusses several topics related to student motivation, including motivation to learn in school, the TARGETT framework for motivation, teacher expectations, and strategies to encourage motivation and thoughtful learning. Specific strategies discussed include building confidence, focusing on task value, keeping students engaged in tasks, and applying motivation principles to real student scenarios.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
It is a presentation on Learning and Learner- Learner and Learning-Learning factors and learning- learner and learning factors-implicit and explicit learning
Topic: Factors in Test Administration
Student Name: Afsheen Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Definitions
Purpose
Needs
Characteristics
What caution should be kept while reporting child's progress
Kinds of portfolios
What should be included in portfolio
Traditional vs. Portfolio assessment
Advantages
Disadvantages
It is a presentation on Learning and Learner- Learner and Learning-Learning factors and learning- learner and learning factors-implicit and explicit learning
Topic: Factors in Test Administration
Student Name: Afsheen Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Definitions
Purpose
Needs
Characteristics
What caution should be kept while reporting child's progress
Kinds of portfolios
What should be included in portfolio
Traditional vs. Portfolio assessment
Advantages
Disadvantages
Effective adult facilitation skills
Topics include::
Presentation Skills
Using Visual Aids
Preparation
Instructor Mechanics
Adult Learning Model
Three Learning Styles
Team Dynamics in the Classroom
Managing Difficult Situations
http://www.celt.iastate.edu/elearning/?p=6088
Class Climate, the web-based course evaluation tool, helps measure an instructor’s achievements in teaching. To create well-designed, valid, reliable, and practical Student Evaluation of Teaching (SET) questionnaires the instruments should:
>> include open- and close-ended questions
>> include intentional measures of both general instructor attributes (e.g. enthusiasm or effectiveness) and specific instructor behaviors (e.g. listening, providing feedback)
>> use consistent scales (e.g., five-points, same direction, 1 = low, 5 = high) and a no-opinion option
>> produce useful feedback to instructors that can inform their teaching
>> can be completed thoughtfully within 10 to 15 minutes
When developing course evaluations consider:
>> How will the student evaluation information be used?
>> Is it important to re-ask demographic information?
>> What types of reports do we need for our department? for the College? for Promotion and Tenure?
>> What types of questions will help achieve professional, departmental, and College goals?
>> How will the findings help us departmentally to recruit students, and promote Iowa State University’s mission?
Once these objectives have been defined the creation of the questionnaire will be easier to accomplish.
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Ppt academic learning
1. Teaching for Academic Learning
Professor Bill Bauer
EDUC 202
Marietta College
Chapter 12
Copyright 2001 by Allyn and Bacon
2. Overview
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and
Thoughtful Learning
Copyright 2001 by Allyn and Bacon
3. Concept Map for
Chapter 11
Strategies for
Motivation &
Thoughtful
Learning
Motivation to
Learn in School
Motivation,
Teaching,
and Learning
Teacher
Expectations
Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
On TARGETT
for Learning
4. Motivation to Learn in School
Goals for students:
Productive involvement
State motivation
Trait motivation
Thoughtful learners
Copyright 2001 by Allyn and Bacon
5. On TARGETT for Learning
Task motivation
Autonomy
Rewards
Grouping
Evaluation & feedback
Time for learning
Teacher expectations
Copyright 2001 by Allyn and Bacon
See Table 11.2, Woolfolk, p. 404
6. Tasks for Learning
Task operations: risk & ambiguity
Task value
Attainment value
Intrinsic or interest value
Utility value
Authentic tasks
Problem-based learning
Copyright 2001 by Allyn and Bacon
8. Supporting Autonomy and
Recognizing Accomplishments
Supporting student choices
Bounded choices
Student choice on feedback
See Figure 11.2, Woolfolk, p. 409
Recognizing accomplishment
Authentic praise
Personal improvement
Cautions for use of rewards!
Copyright 2001 by Allyn and Bacon
9. Grouping, Evaluation, & Time
Goal structures
Competitive
Cooperative
Copyright 2001 by Allyn and Bacon
STAD
TGT
Individualistic
Effects of evaluation
Effects of time pressure
10. Teacher Expectations
Pygmalion in the classroom
Self-fulfilling prophecy
Sustaining expectation
effect
Sources of expectations
IQ tests
Sex differences
Reputations
Copyright 2001 by Allyn and Bacon
12. Teacher Behaviors and
Student Reactions
Instructional strategies
Teacher comments about expectations
Teacher-student interaction differences
Quality and quantity of questions
Amount of time to answer
Number of teacher interruptions
Nonverbal behaviors
See Table 11.4, Woolfolk, p. 418, and
Guidelines, p. 420
Copyright 2001 by Allyn and Bacon
13. Reflection Questions
Think of a teacher that was particularly
encouraging for you. What motivation
strategies did that teacher employ?
Do you have any biases or behaviors that
may send messages to students that they
lack competence?
How will you monitor possible biases that
you may have?
Copyright 2001 by Allyn and Bacon
14. Strategies to Encourage Motivation
and Thoughtful Learning
Copyright 2001 by Allyn and Bacon
15. Necessary Classroom Conditions
Organized classroom
Free from interruptions
Safe-to-fail environment
Challenging but reasonable work
Authentic, worthwhile tasks
Copyright 2001 by Allyn and Bacon
17. Building Confidence & Positive
Expectations
Match tasks to student ability level
Move in small steps
Clear, specific, attainable learning goals
Stress self-comparison
Communicate that academic ability can be
improved
Model good problem solving
Copyright 2001 by Allyn and Bacon
18. Seeing the Value of Learning
Younger students: intrinsic/interest value
Older students: utility value
Attainment value: achievable
Intrinsic value
Tie class activities to student interests
Arouse curiosity
Make learning fun
Use novelty and familiarity
Copyright 2001 by Allyn and Bacon
19. Seeing the Value of Learning:
Instrumental
Explain connections
Provide incentives
and rewards if needed
Authentic tasks:
Ill-structured
Real world problems
Copyright 2001 by Allyn and Bacon
20. Staying Focused on the Task
Frequent opportunities to respond
Have students create finished products
Avoid heavy emphasis on grades and
competition
Reduce task risk without oversimplifying
the task
Model motivation to learn
Teach particular learning tactics
Copyright 2001 by Allyn and Bacon
21. Beginning Teachers &
Motivation Approaches by Rank
Reward/punishment
Attention-focusing
Relevance
Confidence-building
See Figure 11.5, Woolfolk, p. 425
Copyright 2001 by Allyn and Bacon
23. Student Views of Motivation
Copyright 2001 by Allyn and Bacon
Know YOUR
students
Expect developmental
differences
Expect individual
differences
Use TARGETT to
help meet the needs
of YOUR students
24. Honest Enthusiasm Is Contagious
Western Michigan University Men’s Basketball Coach, 1975
Copyright 2001 by Allyn and Bacon
25. Scenarios
The next three slides
highlight three scenarios
based on real students.
Reflect on each scenario.
How will you apply the
principles of motivation
to help each student
succeed?
Copyright 2001 by Allyn and Bacon
26. Heidi : 1st Grade
Very quiet: shy
Will not speak out loud in class
Will not maintain eye contact
Poor reading skills
Draws beautifully
Writes poetry
Copyright 2001 by Allyn and Bacon
27. Josh : 4th Grade
ADHD
Child of divorce
Monday depression
Dad is ex-Marine drill sergeant
15% homework handed in
Loves class discussions
Copyright 2001 by Allyn and Bacon
28. Adam : Junior High
Low grades
Physically big & athletic
Vandalism with police record
Interview: honest, intelligent, & witty
Helpful with other students
No homework handed in
Copyright 2001 by Allyn and Bacon
29. Reflection Questions
What are ways of soliciting information
about what motivates your students?
If several members of the French Club are
in your math class, how could you tie their
interests in French with your math content?
In your discipline, how will you connect
content with real world, authentic tasks?
Copyright 2001 by Allyn and Bacon
30. Summary
Motivation to Learn in School
On TARGETT for Learning
Teacher Expectations
Strategies to Encourage Motivation and
Thoughtful Learning
Copyright 2001 by Allyn and Bacon
31. Review Questions
Define motivation to learn.
What does TARGETT stand for?
How do tasks affect motivation?
What does it mean for students to
“negotiate a task”?
What are the three kinds of task value?
Distinguish between bounded and
unbounded choices.
Copyright 2001 by Allyn and Bacon
32. Review Questions
How can recognition undermine motivation
and a sense of self-efficacy?
What determines whether a goal structure
is cooperative, competitive, or
individualistic?
How does evaluative climate affect goalsetting?
What are some effects of time on
motivation?
Copyright 2001 by Allyn and Bacon
33. Review Questions
What are some sources of teacher
expectations?
What are the two kinds of expectation
effects and how do they happen?
What are the different avenues for
communicating teacher expectations?
What are four conditions that must exist in
a classroom before any motivational
strategies can be successful?
Copyright 2001 by Allyn and Bacon
34. Review Questions
What else can teachers do to motivate
students?
What are the most commonly used
motivational strategies of beginning
teachers?
What can we learn from students about
motivation?
Copyright 2001 by Allyn and Bacon