I'm student from Zakho University English department, as any other students I had my own presentation in ELT (English Language Teaching) about Student Motivation, then when I got excellent for my presentation I decided to shared it with everyone.
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
This is a workshop to demonstrate how riveting motivating students in the interlearning process is. Just some aspects to be considered in the classroom management
motivation skills for teachers. it will help to the young teachers for success in the field of education and training. it gives the student engagement,motivation for good learning environment.
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
School Discipline and Classroom ManagementR.A Duhdra
After studying this unit, the trainee teachers can be able to
*Define school discipline and classroom management
*Appreciate the needs and importance of positive schools discipline
*Indicate the principles and techniques for classroom management.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
5 Tips To Maintain A Proper Teacher-Student Relationship Portia Stevens
The PPT provides you with proper guidance to maintain a proper teacher-student relationship. For more information you can visit: http://www.past-transgressions.com/
School Discipline and Classroom ManagementR.A Duhdra
After studying this unit, the trainee teachers can be able to
*Define school discipline and classroom management
*Appreciate the needs and importance of positive schools discipline
*Indicate the principles and techniques for classroom management.
Teopista Birungi Mayanja Commissioner, International Commission on Financing Global education opportunity
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
5 Tips To Maintain A Proper Teacher-Student Relationship Portia Stevens
The PPT provides you with proper guidance to maintain a proper teacher-student relationship. For more information you can visit: http://www.past-transgressions.com/
Dr Annette Foley, "The value of adult teaching and learning practices: A stor...AdultLearning Australia
This session looked at a recent Ballarat University funded project using narrative analysis which involved interviewing 20 young students between the ages of 16 and 21 years enrolled in alternative out of school programs, namely the ‘young mums program’ located in the Wendouree Community Centre, ‘The Stepping Stones Program’ located in Daylesford, and ‘The Link-Up program’ and ‘Youth Works’ both located in Ballarat.
Engaging students, shaping services: the changing face of student engagement ...Sarah Pittaway
Paper presented at UKSG, April 2016
Student / customer / library engagement roles are relatively new in the sector and Worcester is one of the first universities to recruit to this area. Rather than focusing on the relationship between engagement and learning, this role seeks to engage with students as partners and change agents who are actively involved in evaluating, developing and delivering our library service. This paper will outline some of our initial successes and impacts, which are already changing the way we interact with our student population. It will also cover some of the challenges faced along the way, particularly in delivering service change in the context of the radical new service model of the Hive.
150723 inspiring next generation career successv6ME+
Businesses are spending heavily on recruiting and developing young talent through direct entry graduate schemes and other early careers programmes, yet 25% of companies have unfilled positions due to graduates having a lack of employable skills.
Whilst the transformation in Further Education funding has increased the focus of universities on employability, this is failing to engage a large number of students and provide the personalised support in their moment of need. Many young people are feeling overwhelmed as they take their first steps on their career resulting in high numbers of employees being disengaged and uninspired in their work.
So, who's doing anything about it?
There's a gaping divide in who owns the problem, with employees looking for their employers to take the lead and provide visibility of their future careers options and businesses looking for individuals to take control.
ME+® fills the gap, putting people in control of their own careers and guiding them to achieve their ambitions.
Attitudes and motivation toward learning l2 in internet based informal contextonaliza
A FULL THESIS ON ATTITUDES AND MOTIVATION TOWARD LEARNING A SECOND
LANGUAGE IN AN INTERNET-BASED INFORMAL CONTEXT:
PERCEPTIONS OF UNIVERSITY ESL STUDENTS
Joshua 1:1-9. Ten Keys To Success.
A. LISTEN TO GOD
B. DO AS GOD SAYS (
C. REALIZE WHAT GOD HAS GIVEN YOU
D. RECOGNIZE THAT GOD IS WITH YOU
E. TRUST GOD
F. BE STRONG AND COURAGEOUS
G. BE TOTALLY COMMITTED
H. KEEP GOD'S WORD IN YOUR HEART
I. MEDITATE ON GOD'S WORD
J. DO NOT FEAR
Case of the Disengaged Learner: New Designs for Learning ConferenceKarl Kapp
In the academic world, the terms game, gamification and engagement are becoming hot topics. But is it hype or can “thinking like a game designer” actually enhance instruction and motivate learners? In this interactive, evidence-based session, participants will engage in an instructional event that demonstrates how to pull learners into the content and help them gain the knowledge required to be successful. Along the way, they will explore the definition of gamification, the research evidence supporting its use, and how gamification compares and contrasts with active learning. Come play a polling game and discover firsthand how this approach engages learners, increases learning, and leads to desired academic outcomes.
Gamification in ELT: Magic Bullet or Broken Sword?Graham Stanley
IATEFL LTSIG & TESOL CALL IS 2nd Web Conference - June 14th 2014
Can gamification be used effectively in language teaching? Or is it just another passing fad? Although at first glance, the 'adding of game elements to non-game contexts' using points, badges, and leader-boards, etc. seems to be an attractive proposition for teachers, there is more to gamification than first meets the eye. In this session we'll look at the meaning of fun and games, examine play and players and explore how different game elements might be used in the classroom and for what purpose.
Your role as an educator. Suggested timeline: countdown to course start. Pedagogical phases. The paradigm shift: migrating from teacher-centered to student-centered learning. What is student-centered learning? What's affected in the shift? Strategies for the shift. A word on using taxonomies. Instructional strategies for adult learners. Experiential learning. Assessments. The importance of feedback. Teaching in the diverse classroom. Ethics and protocol.
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docxmayank272369
Name: Chere’ Dove
Course: ELM 535 Strategies for Student Engagement
Date: 12/19/18
Instructor: Dr. Robbins
Learning Plan Template
Contents
2Part 1: Fostering Ownership of Learning
3Part 2: Learning Objectives Plan
4Part 3: Learning Objectives versus Educational Goals
6Part 4: Assessment Plan
7Part 5: Questioning and Feedback
Part 1: Fostering Ownership of Learning
Grade Level: Five
Math or ELA State Standard: Math Standard
Types of Instruction
Strategy Engaging Students in Learning
Strategy Guiding Students to Take Ownership of Their Learning
Strategy Tracking Data of Student Performance
References/Resources
Direct Instruction
Asking general questions during learning
Picking students randomly to answer the questions asked and helping each learner to correct mistakes
It is not necessary for you to track data during direct instruction. You will not have to track student performance during this part of instruction.
Learners’ textbook
Teacher’s guide
Guided Practice
Grouping the learners and giving them group work
Helping and guiding learners in their respective groups
Answering the group questions effectively
Learners textbook
Chats
Teacher’s guide
Independent Practice
Giving the learner a homework assignment
Assessing how the learner answered the questions
Marking the homework assignment questions and giving feedback
Learners’ textbook
Teacher’s guidePart 2: Learning Objectives Plan
Grade Level: Five
Math or English Language Arts Standard: Math Standard
Learning Objective:
Solve different mathematical problems and make correct calculations using various math formula
Strategies to Communicate the Learning Objective (Collaborative Learning)
1. Listing various math formula on the board
2. Writing on the board some mathematical problems
3. Explaining methods of solving mathematical problems
Strategies to Check for Understanding (Self-Directed Learning)
1. Asking the learner to write any mathematical formula
2. Giving some mathematical questions to the learner
Strategies Summary
The strategies chosen can establish an environment of learning in different ways. Directly involving the learner during the discussion fosters a good learning by bringing close the attention of the learner. The learner would not divert his/her attention. This would establish a good teacher-learner relationship. Giving tasks and assignments helps to establish a favorable learning environment. The learner would be eager to learn different ways of answering a particular question. In this way, a leaning environment is established. (Jonassen & Land, 2012) highlights different ways in which a teacher can establish not just a learning environment but a favorable learning environment for a learner to be in a position to understand what he/she is being taught.
The process of sharing objectives with students can help to create a culture of self-directed learning. When a student gets to understand the objectives, he/she is able to set for himself/herself person.
Creating the environment for learning. This is for an effective teacher-student relationship. To encourage students to discover their potential by assisting them to the learning process through an effective learning environment.
OverviewCreate a 5 page report on teaching strategies that will .docxkarlhennesey
Overview
Create a 5 page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.
Note: Assessments in this course build on each other and must be completed in sequential order.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 1: Appraise the influence of learner's culture, gender, and experiences on teaching and learning.
. Explain how selected strategies will help to maintain diverse learners' motivation.
. Explain how selected strategies will help overcome learning barriers in the anticipated audience.
· Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.
. Evaluate appropriate teaching strategies for an educational topic and audience.
· Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.
. Describe learning outcomes for a course.
· Competency 4: Integrate best practices for classroom management
. Describe evidence-based strategies for managing potential barriers to learning in a classroom.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.
. Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.
Assessment Instructions
Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 5 page report on teaching strategies you can apply in the course you are designing.
Optional Preparation
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.
Instructions
· Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
· Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
· Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
Additional Requirements
· Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
· Length: 5 pages, plus a title page and a references page.
· Use correct APA format, including ...
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.
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.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. The outline
Introduction
definition of motivation
types of motivation
influential factors
role of the teacher
role of the student
Motivating strategies
conclusion
references
3. Objections
By the end of this presentation
Students will be able to define motivation.
Students will be able to know the types of motivation.
Students will know their role in motivation.
Teachers will be able to know his or her role in motivation.
Students will know about the strategy of motivation.
4. Introduction
“We take the view that L2 motivation is one
of the most important factors that
determine the rate and success of L2
achievement: it provides the primary energy
to initiate learning the L2 and later the
driving force to sustain the long and often
tedious learning process” (Dornyei & Csizer,
1998, p. 203).
5. Definitions of Motivation
A student's willingness, need, desire and compulsion to participate in,
and be successful in, the learning process" (Bomia et al., 1997, p. 1)
Motivated students "select tasks at the border of their capabilities,
initiate action when given the opportunity, and utilize strong effort
and concentration in the implementation of learning tasks; they show
generally positive emotions during ongoing action, including
enthusiasm, optimism, curiosity, and interest" (p. 3).
Less motivated or disengaged students, on the other hand, "are
passive, do not try hard, and give up easily in the face of challenges"
(Skinner & Belmont, 1991, p. 4).
6. types of motivation
Extrinsic
Engaging in behavior to achieve a reward or
to avoid a punishment from an external
source.
Intrinsic
Engaging in behavior out of curiosity, sense
challenge and an internal sense of satisfaction.
Which one is better?
7. Influential factors
Student Factors
Interest
Perceived usefulness
General level of achievement motivation
Self-efficacy, Self-confidence, Observed Control
Persistence(continuing or repeating behavior)
Instructor Factors
The same
8. Teachers’ importance in motivation
While it is true that most students
have the ability to teach themselves,
it is important they have the
motivation to learn. This motivation
must come from a teacher.
9. What can teachers do to motivate students?
Or What are the roles of the teachers ? (S,T)
1. The teacher’s personality
2. Create a pleasant/ relayed atmosphere in the class
3. Decrease their anxiety
4. Promote motivation
5. Enhance attribution
6. Encourage students to set possible goals
7. Increase the attractiveness in course content.
8. Provide choices make lessons interesting
9. Promote learner autonomy
10. Identify why they are studying the task
11. Develop an expectation of success
10. .12. Set a personal example with their own behavior
13. Use positive emotions
14. Present the task properly
15. vary the task dimensions
16. Be energetic and enthusiastic about what they are teaching
17. Behave equally towards all of the students
18. Reward the students
19. Have students participate
20. Teach inductively (involving the action)
21. Satisfy students’ need and lastly make learning visual
11. The roles of the students
Initial motivation (the reason they started learning a language)
Their motivation during the course (and how to keep them motivated)
Long-term motivation
attitude toward culture,
expected benefits,
level of language proficiency,
amount of anxiety/confidence,
appeal of learning environment,
interactions with teacher and classmates. ( the relationship between the teacher and the students)
13. What is Motivating strategy?
Dörnyei (2001) defined
motivational strategies as
“techniques that promote the
individual’s goal-related
behavior,” (p. 28),
14. What are the scales of Motivation
Strategy?
Recognize students’ effort and celebrate their
success
Encouraging students’ confidence
Create a harmonious classroom climate
Explaining tasks clearly
Increase learners’ goal-orientation
Familiarize learners with L2-related values
Designing interesting learning opportunities
Encouraging autonomy.
15. .
Which strategies do you feel are
most effective to improve
motivation, and why?
(Discussion)
16. Institutional aspects that can lower
students motivation include factors:
large class sizes
Obligatory course
requirements
Standardized exams
17. Conclusion
“Without sufficient motivation, even
individuals with the most remarkable
abilities cannot accomplish long-term goals,
and neither are appropriate curricula and
good teaching enough to ensure student
achievement … on the other hand, high
motivation can make up for considerable
deficiencies both in one’s language aptitude
and learning conditions” (Dornyei and
Csizer, 1998, pp. 203-4).
20. References
-Texts
1- Cowie, N.& Sakui, K. (2012). Three tales of language teacher identity and student motivation. JALT
Journal, 34, 127-150.
2- Dörnyei, Z. (2001). New themes and approaches in second language
motivation research. Annual Review of Applied Linguistics, 21, 43-59.
3-Jeremy Harmer: How to Teach English, Longman, 1998
Ronald W. Luce (1990): Motivating the Unmotivated, http://honolulu.hawaii.edu
4-Zoltan Dornyei and Tim Murphy: Group Dunamics in the Language Classroom, Cambridge
University Press, 2003
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