Role of teachers and parents in extrinsic motivation
•Download as PPTX, PDF•
2 likes•1,537 views
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Report
Share
Report
Share
Recommended
Formative Assessment Classroom Techniques using Bloom's Mastery Learning Model
Formative Assessment Classroom Techniques using Bloom's Mastery Learning ModelPeople's Trust Insurance Company
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154). Assessment of learning by lorna reyes et.al
The document discusses guiding principles for assessing learning. It states that assessment is an integral part of the teaching-learning process that allows teachers to evaluate how well learning objectives were attained and make adjustments. Formative assessments should be done frequently during instruction. Assessment tools should match learning objectives to be valid. Results must be provided to learners in a timely manner and consider different learning styles, abilities, and intelligences. Both positive and negative feedback should be given. Self-assessment and application of knowledge to real-world tasks should be emphasized over competition or standardized testing. Assessment occurs before, during, and after instruction to evaluate learning.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
Teaching
This document discusses teaching and the role of teachers. It begins by defining teaching as an interactive process between teachers and students aimed at achieving learning objectives. It describes teachers as facilitators who help guide students' learning. The document outlines several principles of effective teaching, including preparing lessons based on student needs, maintaining an engaging learning environment, using appropriate teaching methods, and providing feedback. It also discusses challenges teachers may face like shy or talkative students and potential strategies for addressing them. Overall, the summary emphasizes that teaching requires facilitating learning through guidance, feedback and creating an environment where students can actively participate in the learning process.
Formative Assessment Classroom Techniques (FACTs)
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Assignment Method
The document discusses the assignment method of teaching. It defines assignment method as allotting students theoretical or practical activities to complete individually or in small groups. The key points are:
- Assignments are divided into topics and allotted weekly/fortnightly/monthly depending on syllabus and time. Students must finish one before moving to the next.
- Assignments aim to realize teaching objectives while providing guidance for students. They develop skills like self-learning, writing, and report preparation.
- Benefits include recognizing individual differences, developing responsible habits, and giving students freedom in their work. However, it may not be suitable for all students and can promote cheating.
Assessing student learning
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
What works in schools marzano book review
This document summarizes key factors at the school, teacher, and student levels that affect student achievement based on Robert Marzano's book review of "What Works In Schools". At the school level, these include having a guaranteed and viable curriculum, setting challenging goals and providing effective feedback, and fostering parent/community involvement and a safe learning environment. At the teacher level, the important factors are instructional strategies, classroom management, and curriculum design. Finally, the student level factors that influence achievement are the home atmosphere, learned intelligence/background knowledge, and motivation. The document also outlines Marzano's framework for implementing changes to improve student outcomes through data-driven phases of examination, intervention, evaluation, and repetition.
Recommended
Formative Assessment Classroom Techniques using Bloom's Mastery Learning Model
Formative Assessment Classroom Techniques using Bloom's Mastery Learning ModelPeople's Trust Insurance Company
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154). Assessment of learning by lorna reyes et.al
The document discusses guiding principles for assessing learning. It states that assessment is an integral part of the teaching-learning process that allows teachers to evaluate how well learning objectives were attained and make adjustments. Formative assessments should be done frequently during instruction. Assessment tools should match learning objectives to be valid. Results must be provided to learners in a timely manner and consider different learning styles, abilities, and intelligences. Both positive and negative feedback should be given. Self-assessment and application of knowledge to real-world tasks should be emphasized over competition or standardized testing. Assessment occurs before, during, and after instruction to evaluate learning.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
Teaching
This document discusses teaching and the role of teachers. It begins by defining teaching as an interactive process between teachers and students aimed at achieving learning objectives. It describes teachers as facilitators who help guide students' learning. The document outlines several principles of effective teaching, including preparing lessons based on student needs, maintaining an engaging learning environment, using appropriate teaching methods, and providing feedback. It also discusses challenges teachers may face like shy or talkative students and potential strategies for addressing them. Overall, the summary emphasizes that teaching requires facilitating learning through guidance, feedback and creating an environment where students can actively participate in the learning process.
Formative Assessment Classroom Techniques (FACTs)
The document discusses strategies for formative assessment to evaluate student learning. It defines formative assessment as a way to check student understanding along the way and modify instruction if needed. The goals of the workshop are to help faculty explore various formative assessment tools and become proficient in online assessment options. Bloom's mastery learning process and providing just-in-time feedback are discussed as important strategies for formative assessment. The document provides examples of formative assessment ideas like quizzes, concept maps, essays, and portfolios.
Assignment Method
The document discusses the assignment method of teaching. It defines assignment method as allotting students theoretical or practical activities to complete individually or in small groups. The key points are:
- Assignments are divided into topics and allotted weekly/fortnightly/monthly depending on syllabus and time. Students must finish one before moving to the next.
- Assignments aim to realize teaching objectives while providing guidance for students. They develop skills like self-learning, writing, and report preparation.
- Benefits include recognizing individual differences, developing responsible habits, and giving students freedom in their work. However, it may not be suitable for all students and can promote cheating.
Assessing student learning
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
What works in schools marzano book review
This document summarizes key factors at the school, teacher, and student levels that affect student achievement based on Robert Marzano's book review of "What Works In Schools". At the school level, these include having a guaranteed and viable curriculum, setting challenging goals and providing effective feedback, and fostering parent/community involvement and a safe learning environment. At the teacher level, the important factors are instructional strategies, classroom management, and curriculum design. Finally, the student level factors that influence achievement are the home atmosphere, learned intelligence/background knowledge, and motivation. The document also outlines Marzano's framework for implementing changes to improve student outcomes through data-driven phases of examination, intervention, evaluation, and repetition.
Week 1 unit 3 ~ intro and theories of formative and summative assessment
This is a copy of my resources for Unit £ enabling Learning and Assessment on the DTLLS course. Enjoy
Marzano’s 9 instructional strategies
The document summarizes research from Classroom Instruction That Works on 9 instructional strategies that are effective in the classroom. It provides details on each strategy, examples of how they can be applied, and cites research supporting their effectiveness. The strategies are similarities and differences, summarization, note taking, reinforcement, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback.
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
Mastery learning
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
Guiding principles in the assessment of learning
The document outlines 12 guiding principles for assessing learning. The principles state that assessment should be an integral part of the teaching-learning process, tools should match objectives, results should be fed back to learners, teachers should use varied assessment methods, both positive and negative feedback should be given, self-assessment should be emphasized, bell curves abandoned, assessment never used punitively, parents regularly updated, real-world application favored over drills, formative assessment used to ensure learning, and multiple sources used to ensure reliability.
Assessment Of Student Learning
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
Assessment of learning
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Modern trends in Educational Assessment
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Importance of evaluation
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
Mastery learning
Mastery learning is an educational theory developed by Benjamin Bloom which proposes that students must master a topic before moving on. It is assessed through formative tests and students receive corrective activities if they do not master a topic or enrichment activities if they do. The goal is to help all students achieve a level of mastery of the material before moving to new topics.
Assessing for Improvement: learning outcomes assessment for library instruction
Presentation on learning outcomes assessment for library instruction; Duke University Libraries, November 2009.
Quality assurance
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
Criteria for assessment instruction
This document discusses two approaches to instruction: the generative approach and the supplantive approach. The generative approach views learning as student-directed and sees the teacher as a facilitator. It focuses on allowing students to make their own connections and develop strategies. The supplantive approach sees the teacher as providing explicit direction and explanations. It breaks down skills into subskills that are directly taught to students. The document provides details on the underlying beliefs, common practices, and situations each approach works best for.
Assessment-Related Principles
The document discusses principles of assessment-related learning. It states that assessment should be an integral part of the teaching and learning process to evaluate learning objectives. It also notes that the assessment tool used should match the performance objective and that assessment results should be provided as feedback to learners. The document recommends considering learners' styles, intelligences and using various assessment methods. It promotes emphasizing self-assessment and communicating results regularly to parents.
Learning and assessment
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Characteristics of classroom assessment By Dr. Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Action research d&a (azrenah hj yakub)2
The document discusses teacher self-evaluation standards for achieving SPN 21 standards in Malaysia. It includes 7 key components of professional teacher standards: instructional planning, teacher concerns for student learning, teaching strategies, student assessment, classroom management, professional growth, and professional knowledge. A survey was conducted of 10 primary school teachers to evaluate themselves based on these standards. Overall, teachers with more experience scored higher in most components except instructional planning and professional knowledge. The document provides analysis of survey results for each component and suggestions for areas of improvement.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Guiding your child on their career decision making
This presentation provides perspective for parents to understand the career development of their child and how they get involved in their child's career development.
How do i motivate my students white paper
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
Motivation in teaching
This document discusses motivation in teaching and learning. It outlines that fostering students' intrinsic motivation is essential for creating a positive classroom environment. Motivation can come from natural interest, teachers, or success in tasks. Research shows that intrinsic motivation decreases over years in education, so teachers must be aware of how extrinsic methods can foster intrinsic motivation instead. Tasks should be appropriately challenging to elicit motivation. The document then discusses key elements of intrinsic motivation, extrinsic motivation, and expectations for success.
More Related Content
What's hot
Week 1 unit 3 ~ intro and theories of formative and summative assessment
This is a copy of my resources for Unit £ enabling Learning and Assessment on the DTLLS course. Enjoy
Marzano’s 9 instructional strategies
The document summarizes research from Classroom Instruction That Works on 9 instructional strategies that are effective in the classroom. It provides details on each strategy, examples of how they can be applied, and cites research supporting their effectiveness. The strategies are similarities and differences, summarization, note taking, reinforcement, homework and practice, nonlinguistic representations, cooperative learning, setting objectives and providing feedback.
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
The document discusses assessment for learning (AfL) and its purposes. It defines AfL as using assessment to help teachers modify their teaching to differentiate instruction for individual students. The goal is for teachers to gain insights into how students learn in order to target teaching effectively. Assessment as learning focuses on developing student metacognition so students can self-assess their learning. Assessment of learning confirms student learning against standards. The document emphasizes balancing these purposes of assessment and shifting more responsibility for assessment to students.
Mastery learning
Mastery learning is an educational approach that breaks content into units with clear objectives. Students must demonstrate mastery of content at a high level, typically 80%, before advancing to new material. It is based on the work of Benjamin Bloom, who found that with adequate time and instruction, most students could achieve high levels of learning. Mastery learning contrasts with traditional pacing by regularly assessing students and providing remediation until objectives are met before students advance. Research shows mastery learning leads to 5 months of additional learning per year compared to traditional methods, though effects vary widely by implementation.
Guiding principles in the assessment of learning
The document outlines 12 guiding principles for assessing learning. The principles state that assessment should be an integral part of the teaching-learning process, tools should match objectives, results should be fed back to learners, teachers should use varied assessment methods, both positive and negative feedback should be given, self-assessment should be emphasized, bell curves abandoned, assessment never used punitively, parents regularly updated, real-world application favored over drills, formative assessment used to ensure learning, and multiple sources used to ensure reliability.
Assessment Of Student Learning
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
Assessment of learning
The document discusses various types and purposes of assessment in education. It describes traditional assessment as occurring at the end of a unit and involving individual testing on knowledge through tools like multiple choice questions. Constructivist assessment focuses on the learning process and is formative, aiming to improve student learning through discussion and questioning. The document outlines the roles of teachers in traditional versus constructivist classrooms. It also discusses dimensions of learning, including attitudes, acquiring knowledge, extending knowledge, using knowledge meaningfully, and developing thinking habits. Different types of assessment are described, such as for learning, of learning, and as learning. The relative merits and demerits of assessment for and of learning are compared.
Modern trends in Educational Assessment
In the past, Since learning of basic knowledge was very important. The behaviourist approach was generally use as traditional instruction. In this instructional approach, knowledge is merely abstracted and the “learning” and “teaching” process is viewed as individual process, and “learning” is conceived as the accumulation of stimulus-response association. Drill and practice play an important role in this process. Also, the assessment practice is mainly based on testing, basic knowledge. Because, the proof of learning
generally is seen as changing the behaviors and increasing the right answer in test,
Importance of evaluation
Evaluation is important for teachers, supervisors, and administrators to guide teaching and learning and develop effective instructional materials and procedures. It also helps measure the validity and reliability of instruction, stimulates students to study, identifies student needs, enforces standards, fosters parent-teacher cooperation, and helps parents understand student growth. Evaluation additionally supports teachers and secures government support for schools.
Mastery learning
Mastery learning is an educational theory developed by Benjamin Bloom which proposes that students must master a topic before moving on. It is assessed through formative tests and students receive corrective activities if they do not master a topic or enrichment activities if they do. The goal is to help all students achieve a level of mastery of the material before moving to new topics.
Assessing for Improvement: learning outcomes assessment for library instruction
Presentation on learning outcomes assessment for library instruction; Duke University Libraries, November 2009.
Quality assurance
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
Criteria for assessment instruction
This document discusses two approaches to instruction: the generative approach and the supplantive approach. The generative approach views learning as student-directed and sees the teacher as a facilitator. It focuses on allowing students to make their own connections and develop strategies. The supplantive approach sees the teacher as providing explicit direction and explanations. It breaks down skills into subskills that are directly taught to students. The document provides details on the underlying beliefs, common practices, and situations each approach works best for.
Assessment-Related Principles
The document discusses principles of assessment-related learning. It states that assessment should be an integral part of the teaching and learning process to evaluate learning objectives. It also notes that the assessment tool used should match the performance objective and that assessment results should be provided as feedback to learners. The document recommends considering learners' styles, intelligences and using various assessment methods. It promotes emphasizing self-assessment and communicating results regularly to parents.
Learning and assessment
Learning and Assessment: Assessment, type of assessment- assessment for learning, assessment of learning and assessment as learning: definition, example, merits, demerits and role of teacher in assessment . Summative assessment. Formative assessment
Teaching phases
This document outlines the phases of teaching and maxims that teachers should follow. It discusses three phases: the pre-active planning phase which involves selecting content, organization, principles, and evaluation tools; the interactive execution phase; and the post-active evaluation phase which involves assessing results, identifying problems, and changing strategies. It also lists maxims for teaching such as going from known to unknown, simple to complex, and whole to parts.
Characteristics of classroom assessment By Dr. Shazia Zamir
The document outlines several key characteristics of effective classroom assessment:
1) Assessment should be aligned with educational standards and help students improve their learning.
2) It should be formative, focusing on student learning rather than evaluation, and provide feedback to help students.
3) Effective assessment considers learning as multidimensional, using diverse methods to provide a complete picture of student progress over time.
Action research d&a (azrenah hj yakub)2
The document discusses teacher self-evaluation standards for achieving SPN 21 standards in Malaysia. It includes 7 key components of professional teacher standards: instructional planning, teacher concerns for student learning, teaching strategies, student assessment, classroom management, professional growth, and professional knowledge. A survey was conducted of 10 primary school teachers to evaluate themselves based on these standards. Overall, teachers with more experience scored higher in most components except instructional planning and professional knowledge. The document provides analysis of survey results for each component and suggestions for areas of improvement.
Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Guiding your child on their career decision making
This presentation provides perspective for parents to understand the career development of their child and how they get involved in their child's career development.
What's hot (20)
Week 1 unit 3 ~ intro and theories of formative and summative assessment
Week 1 unit 3 ~ intro and theories of formative and summative assessment
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
Assessing for Improvement: learning outcomes assessment for library instruction
Assessing for Improvement: learning outcomes assessment for library instruction
Characteristics of classroom assessment By Dr. Shazia Zamir
Characteristics of classroom assessment By Dr. Shazia Zamir
Guiding your child on their career decision making
Guiding your child on their career decision making
Similar to Role of teachers and parents in extrinsic motivation
How do i motivate my students white paper
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
Motivation in teaching
This document discusses motivation in teaching and learning. It outlines that fostering students' intrinsic motivation is essential for creating a positive classroom environment. Motivation can come from natural interest, teachers, or success in tasks. Research shows that intrinsic motivation decreases over years in education, so teachers must be aware of how extrinsic methods can foster intrinsic motivation instead. Tasks should be appropriately challenging to elicit motivation. The document then discusses key elements of intrinsic motivation, extrinsic motivation, and expectations for success.
Effective Teaching
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Enhancingstudentsmotivationtolearn
The document discusses key aspects of effective classroom instruction and management. It states that instruction should be well-planned, relevant, engaging, and meet students' academic needs. It also emphasizes that understanding individual student's instructional needs allows teachers to create a positive learning environment where students feel respected and can succeed. Failure to do so can often lead to unproductive behavior and lack of learning.
UD -designing learner centered curriculum
This document discusses learner-centered and student-centered curriculum. It defines these concepts and outlines their key features and advantages according to various scholars like Kelly, Dewey, and the Progressive Education Commission. The main points made are:
1) A learner-centered curriculum focuses on students' needs, interests, and development rather than a fixed set of lessons.
2) Key aspects include allowing student interaction, teaching according to growth stages, and suiting interests/abilities.
3) A student-centered curriculum provides direct experiences like field trips and indirect experiences like media. It is flexible and puts the student at the center of learning.
4) Advantages include increased student motivation, participation, and functional learning skills. Limit
Teaching and learning methods
Peer teaching has benefits for both peer teachers and learners. As peers share similar experiences and backgrounds, they can provide relevant information to each other in an honest and meaningful way. Peer teaching improves academic achievement and engagement for students while also encouraging cooperation. It allows for individualized learning and frees up teacher time. Specific peer teaching methods like think-pair-share and reciprocal peer tutoring promote critical thinking as students discuss and explain material to each other. However, effective peer teaching requires support from teachers and administrators to implement properly in classrooms.
Teaching and learning methods
Peer teaching involves students teaching other students and has several benefits. It allows for a cooperative learning process where both the student teaching and learning actively engage in constructing knowledge. Peer teaching improves student achievement and engagement, encourages cooperation, supports struggling students, and gives teachers more time to focus on lessons while students receive individualized learning. However, effective peer teaching programs require time and support to implement and overcome potential resistance from parents and students.
Effective ed practices.pptx
This document discusses effective educational practices and benchmarks for quality teaching and learning. It outlines five national benchmarks: academic challenge, student interaction with faculty, active and collaborative learning, enriching experiences, and supportive campus environment. It also discusses seven principles for good practice: contact between students and faculty, reciprocity among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Resources are provided for implementing these principles effectively in the classroom.
Differentiated presentation
The document discusses gifted education and strategies for supporting gifted students. It explains that gifted students have special needs that require differentiated instruction, including increased complexity, depth, and pacing. It also discusses why gifted and underachieving students should receive gifted services, including finding success, receiving affective support, and maintaining motivation. The document provides tips for teachers, such as differentiating instruction, consulting gifted teachers, and using tiered lessons to meet varied student needs.
Teaching strategies
Motivation is crucial for learning and teachers can use various strategies to engage students. These strategies include developing personal relationships with students, creating a pleasant classroom environment, accepting mistakes, encouraging collaboration, making lessons interesting and relevant, using rewards and grades appropriately, and providing regular feedback and opportunities for success. Realizing that students are individuals and motivating them through different techniques is also important.
Shannan and Erica's Edutopia Powerpoint
This document discusses several important aspects of classroom management and student motivation. It recommends building strong relationships, establishing clear rules and routines, and creating a safe learning environment. It also emphasizes the importance of consistent expectations, positive reinforcement of good behavior, maintaining student dignity, and looking for the underlying causes of misbehavior. Additionally, it discusses developing a growth mindset in students by praising effort, reframing mistakes as learning opportunities, and being a trusted source of support and encouragement.
Learning log of Arcel Marie Emeliano
This document discusses strategies for effective teaching. It addresses how to get students actively engaged in learning through techniques like well-structured questions and think-pair-share activities. The document also discusses maintaining smooth lesson flow by avoiding unrelated tangents and keeping student attention focused. Additionally, it provides tips for communicating clear expectations to students and building personal relationships. These include using achievement contracts, treating students respectfully, and sharing personal anecdotes. The document also offers advice for dealing with resistant students, such as avoiding arguments and not holding grudges. Overall, the document emphasizes preparing engaging lessons, maintaining focus, setting clear expectations, and building rapport to improve teaching effectiveness.
ERA-MOTIVATION_TO_LEARN-16-12-14.ppt
This document discusses motivation and how it relates to learning. It defines motivation and explains the difference between intrinsic and extrinsic motivation. Intrinsic motivation comes from internal desires to learn for its own sake, while extrinsic motivation involves external rewards or punishments. The document also describes how motivation affects learning behaviors like effort, persistence, and performance. Finally, it provides strategies for teachers to build intrinsic motivation in students, such as making lessons relevant, providing choices, optimizing challenge levels, and establishing high expectations.
Learning
The document provides guidance on developing student independence and motivation. It emphasizes cultivating intrinsic motivation by fostering student curiosity, passion for learning, and sense of progress. Teachers are advised to plan activities that give students choice and control over their learning. Developing independence requires direct instruction on how to learn as well as opportunities for self-reflection and peer assessment. While confidence is important, students should not feel their ability is fixed or that success is guaranteed without effort.
Great lessons
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Great lessons
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Flexible Learning & Technologies
This document discusses strategies for motivating online learners and reducing attrition. It outlines common causes of attrition such as lack of time, support, or motivation. It then provides recommendations for keeping learners engaged through clear course design, meaningful materials, learner support, and intrinsic motivation. Gagne's nine events of instruction are also summarized as an instructional design model for online learning, including gaining attention, stating objectives, stimulating recall, presenting content, and assessing performance.
Flexible Learning & Technologies
This document discusses strategies for motivating online learners and reducing attrition. It outlines common causes of attrition such as lack of time, support, or motivation. It then provides recommendations for keeping learners engaged through clear course design, meaningful materials, learner support, and intrinsic motivation. Gagne's nine events of instruction are also summarized as an instructional design model for online learning, including gaining attention, stating objectives, stimulating recall, presenting content, and assessing performance.
Student Engagement: A Key to Educational Excellence
Importance of Student Engagement: 1. Enhanced Learning Outcomes 2. Positive Classroom Environment 3. Development of Critical Skills 4. Increased Motivation 5. Preparation for Future Challenges
Edu04 BCC.pptx
The document discusses different views of learners, learning, teachers, and classrooms from behaviorist, cognitivist, and constructivist perspectives. From a behaviorist view, the learner is passive and shaped by environmental stimuli and reinforcement. The teacher controls the classroom and determines what is right. In cognitivism, learning involves internal mental processes and reorganizing knowledge. The teacher facilitates understanding through questioning. Constructivism posits that learners actively construct knowledge through experiences; the teacher guides discussion and supports self-directed learning through modeling, coaching, and scaffolding.
Similar to Role of teachers and parents in extrinsic motivation (20)
Student Engagement: A Key to Educational Excellence
Student Engagement: A Key to Educational Excellence
More from Atul Thakur
Bloom’s Taxonomy of Educational Objectives.pptx
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
Programed instructional material: Reproduction in Plants
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Principal languages of India
This module provides information about the principal languages spoken in different Indian states. It lists the main language spoken in each state, including Assamese, Bengali, Gujarati, Kannada, Malayalam, Manipuri, Oriya, Punjabi, Tamil, Telugu, Bodo, Maithili, Hindi, Dogri and Kashmiri. The module aims to teach the learner to identify the major languages of each state and understand their importance. Multiple choice questions are included to test comprehension.
Programed instructional material: Electricity
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Numbers
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Rational Numbers
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material:Integers
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Sense organs
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: ratio
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Angles
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: circle
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Do Good Have Good
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: A dog Loves cake
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Water
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Percentage and it's applications
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Arithmetic mean
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Natural resources
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Blood
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Agriculture
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Natural resources
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
More from Atul Thakur (20)
Programed instructional material: Reproduction in Plants
Programed instructional material: Reproduction in Plants
Programed instructional material: Principal languages of India
Programed instructional material: Principal languages of India
Programed instructional material: Rational Numbers
Programed instructional material: Rational Numbers
Programed instructional material: Do Good Have Good
Programed instructional material: Do Good Have Good
Programed instructional material: A dog Loves cake
Programed instructional material: A dog Loves cake
Programed instructional material: Percentage and it's applications
Programed instructional material: Percentage and it's applications
Programed instructional material: Natural resources
Programed instructional material: Natural resources
Programed instructional material: Natural resources
Programed instructional material: Natural resources
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneJemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Role of teachers and parents in extrinsic motivation
- 1. Role of parents and teachers in extrinsic motivation Jammu University 2 Year B.Ed. Paper 202 Sem: II Unit: I This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- 2. Role of teachers in extrinsic motivation Give frequent, early positive feedback that supports beliefs that they can do well Ensure opportunities for students success by assigning tasks that are neither too difficult nor too easy Help students to find personal meaning and value in the teaching material Create an atmosphere that is open and positive. Help students feel that they are valued members of a learning community. Teacher’s Enthusiasm
- 3. Relevance of What is Being Taught: Level of Understanding of the topic Active Involvement of the students Rapport Between Teacher and Students Use of Appropriate Concrete and Understandable Examples Holding Of High but Realistic Expectation from Students
- 4. Helping students Achieve Goals by Themselves Telling students what they need to do succeed in the course Strengthening students self motivation Avoidance of creating intense competition among students must feel comfortable with themselves, their pupils, and their subject matter must believe in their students' capacity and tendency for appropriate classroom conduct
- 5. must ensure that their instructional activities are interesting and relevant. must match their instructional activities with their pupils' capabilities. must involve their pupils in setting up "the rules" must make certain that their pupils know and understand "the routine."
- 6. Using maxims of teaching Known to Unknown Simple to Complex Concrete to Abstract Analysis of synthesis Particular to General Empirical to Rational Induction to Deduction Psychological to Logical
- 7. Actual to Representative Near to Afar Whole to Part Definite to Indefinite
- 8. Role of parents in extrinsic motivation Provide a warm, accepting home environment Give clear directions and feedback Create a model for success Build on the student's strengths Relate schoolwork to the student's interests Help build a family structure that fosters consistent work towards the goal. Help the student to have some control over how and when he learns
- 9. Emphasize the child's progress rather than his or her performance in comparison to the other students in the class or family Remember to reinforce the behavior wanted Use reinforcers wisely intrinsic motivation works best Follow a child's interests, rather than spending time building elaborate reward systems