Teaching methodology motivating students
•
0 likes•608 views
This document discusses student motivation and how teachers can encourage intrinsic motivation. It identifies three main categories of student motivation: intrinsic motivation focused on personal development, extrinsic motivation focused on means to an end like jobs, and amotivation where students avoid work. To encourage intrinsic motivation, teachers should provide good feedback, clear expectations and goals, assessment that measures understanding rather than recall, an appropriate workload, and teach generic skills. The assessment system should also encourage conceptual understanding over rote learning through techniques like problem solving and case studies. Overall, teachers can influence student motivation through good teaching practices and creating a positive learning environment.
Report
Share
Report
Share
Download to read offline
Recommended
Teaching philosophy
The document discusses what a teaching philosophy consists of and how to write one. A teaching philosophy is a 1-2 page narrative that conveys a teacher's core beliefs about teaching and learning in their discipline. It uses specific examples to illustrate how the teacher's goals and values will be achieved in the classroom. A teaching philosophy typically includes a teacher's concept of learning and teaching, goals for students, teaching methods, interaction with students, approach to assessment, and plans for continued professional growth.
Philosophy Of Teaching Statement
Zoe Brown's teaching philosophy focuses on facilitating learner-centered and self-directed learning. She believes learning occurs throughout life both formally and informally. As an educator, her role is to guide, support, and coach students. Her goals are to help students build competency, make meaning, and develop a sense of community. She plans to implement her philosophy using methods like scenario-based learning, authentic projects, collaboration, and self-reflection. Brown also outlines a 10-year personal growth plan to continuously improve her teaching skills.
Srsd1
This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
Cognitive behavior approach and self regulation
This document discusses cognitive behavior approaches and self-regulation. It is a presentation assigned by Prof. Dr. Iftikhar Jafri and completed by Mahreen Ahsan. Cognitive behavior approaches focus on getting students to monitor and regulate their own behavior rather than letting it be controlled by external factors. Self-instructional methods teach students to modify their behavior through positive self-talk. The document also discusses the importance of self-regulatory learning and how teachers can help students become self-regulatory learners by using models and building self-efficacy.
Common formative assessments -sope creek
This document discusses common formative assessments and their benefits. It defines common formative assessments as short, collaboratively designed assessments administered to all students in a grade level or course. The benefits listed are that they provide regular feedback to teachers to guide instruction and meet diverse student needs, and promote consistency and agreed-upon proficiency levels across classrooms. The document provides guidance on the characteristics and design of effective common formative assessments.
Self regulated learning
a self directive process learners use to transform their intrinsic mental abilities into academic skills
Houle class session 3
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He identified three orientations to learning - goal, activity, and learning oriented. Goal oriented learners pursued education to achieve objectives, activity oriented found meaning in social activities, and learning oriented sought knowledge for its own sake. While all found learning enjoyable, their motivations and approaches differed. Others sometimes perceived their learning efforts negatively or as disparaged by family.
Assessment for learning
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
Recommended
Teaching philosophy
The document discusses what a teaching philosophy consists of and how to write one. A teaching philosophy is a 1-2 page narrative that conveys a teacher's core beliefs about teaching and learning in their discipline. It uses specific examples to illustrate how the teacher's goals and values will be achieved in the classroom. A teaching philosophy typically includes a teacher's concept of learning and teaching, goals for students, teaching methods, interaction with students, approach to assessment, and plans for continued professional growth.
Philosophy Of Teaching Statement
Zoe Brown's teaching philosophy focuses on facilitating learner-centered and self-directed learning. She believes learning occurs throughout life both formally and informally. As an educator, her role is to guide, support, and coach students. Her goals are to help students build competency, make meaning, and develop a sense of community. She plans to implement her philosophy using methods like scenario-based learning, authentic projects, collaboration, and self-reflection. Brown also outlines a 10-year personal growth plan to continuously improve her teaching skills.
Srsd1
This document discusses Self-Regulated Strategy Development (SRSD), an instructional approach for teaching writing. SRSD follows a 6-stage model where students are explicitly taught writing strategies and how to self-regulate the writing process. In the initial stages, instruction is supportive as students learn strategies, set goals, and practice collaboratively. Later stages focus on independent writing as support is faded. The approach aims to help students learn, use, and adopt the strategies of skilled writers across all grade levels and content areas.
Cognitive behavior approach and self regulation
This document discusses cognitive behavior approaches and self-regulation. It is a presentation assigned by Prof. Dr. Iftikhar Jafri and completed by Mahreen Ahsan. Cognitive behavior approaches focus on getting students to monitor and regulate their own behavior rather than letting it be controlled by external factors. Self-instructional methods teach students to modify their behavior through positive self-talk. The document also discusses the importance of self-regulatory learning and how teachers can help students become self-regulatory learners by using models and building self-efficacy.
Common formative assessments -sope creek
This document discusses common formative assessments and their benefits. It defines common formative assessments as short, collaboratively designed assessments administered to all students in a grade level or course. The benefits listed are that they provide regular feedback to teachers to guide instruction and meet diverse student needs, and promote consistency and agreed-upon proficiency levels across classrooms. The document provides guidance on the characteristics and design of effective common formative assessments.
Self regulated learning
a self directive process learners use to transform their intrinsic mental abilities into academic skills
Houle class session 3
Cyril Houle studied 22 lifelong learners to understand why they continued learning. He identified three orientations to learning - goal, activity, and learning oriented. Goal oriented learners pursued education to achieve objectives, activity oriented found meaning in social activities, and learning oriented sought knowledge for its own sake. While all found learning enjoyable, their motivations and approaches differed. Others sometimes perceived their learning efforts negatively or as disparaged by family.
Assessment for learning
This document outlines an agenda for a staff development session focused on assessment for learning. It begins with establishing a shared understanding of assessment for learning and reflecting on current classroom practices. Participants will then work on developing student skills and modifying programs to better incorporate assessment for learning approaches. The goal is to help students become more self-regulated and responsible for their own learning. Key concepts that will be explored include the research supporting assessment for learning, challenges to implementing it, and strategies for clarifying learning intentions and providing effective feedback.
Motivation & learning_bb
This document discusses theories of human learning and motivation as they relate to effective instruction. It covers several topics:
- Educational psychology as the scientific study of teaching and learning processes, and how psychological theories can be applied to instructional decision making.
- Different theories of learning like behaviorism, cognitive learning, and motivation theories.
- Factors that influence individual differences in learning like personality, gender, culture and peers.
- The importance of understanding students' backgrounds and perspectives to create culturally relevant pedagogy and avoid misunderstandings from cultural differences.
- How students build their self-perceptions and develop a sense of identity over time based on various influences.
Class 5 mezirow's tl theory adlt 671
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
Student motivation
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Teachers motivation leads to student motivation
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
Writing a teaching philosophy statement
The document provides guidance on developing a teaching philosophy statement. It explains that a teaching philosophy statement clarifies a faculty member's purpose in course design, interactions with students, and approach to ongoing self-assessment and development. It should be 1-2 pages, use first-person, and include elements such as learning objectives, teaching activities, and how the faculty member contributes to student learning and the university's mission. Developing a strong teaching philosophy statement provides benefits for the faculty member, students, and evaluators for tenure and promotion reviews. The document encourages attendees to draft portions of their own statement.
Mmr and rq v kamalodeen (1)
This slideshow takes the reader through key concepts in mixed methods research and illustrates how good research questions are asked aligned to core designs.
My Teaching Philosophy
Patricia Diaz believes in incorporating soft skills like self-reliance, collaboration, and communication into her teaching philosophy. She ensures learners understand expectations through detailed course outlines and bases coursework on real-world situations whenever possible. Diaz also believes technology discussed in courses should be used in assignments and that learners should participate in developing and analyzing content. Her goal is to make learning fun and relevant to help students gain skills needed for constant updating in the IT field.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Team Project work on Critical Thinking Infographic
Team Five Star created an infographic for third-level lecturers to help teach critical thinking. The infographic will contain data on critical thinking research, definitions, tools, learning styles, leading thinkers, and a timeline. It is based on literature about using infographics as learning objects and principles of accessibility, usability, and cultural-historical activity theory. The infographic will have a Sherlock Holmes visual style and incorporate Victorian and steampunk aesthetics.
Class session 6 march 14, 2019
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Instructional Rounds Overview
This document provides an overview of instructional rounds for administrators and teachers. It explains that instructional rounds are a research-based process modeled after clinical rounds in medicine where teams of educators briefly visit classrooms to observe and collect data around an identified problem of practice in order to accelerate instructional improvement. The document outlines the four steps of instructional rounds: defining a problem of practice, observation of practice, observation debrief, and identifying next steps. It emphasizes that rounds are descriptive, not evaluative, and focus on patterns of practice rather than individual teachers. The overall goal is collective learning to continuously improve teaching and learning.
Teaching eliii
This document discusses teaching methods and strategies for emerging leaders. It outlines direct and indirect teaching methods, with direct being teacher-centered and indirect being more student-centered. Experiential education is described as inquiry-based learning through problem-solving and interacting with the real world. The document also discusses Bloom's taxonomy, considerations for planning instruction like standards, strategies, motivation, accommodation, management, media/materials, assessment, and grouping.
Intro to pyp (1)
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
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.
Class session 4 sdl
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Adult learning transactions presentation
This document discusses various instructional models for adult learning, including both traditional and non-traditional models. It describes Bloom's Taxonomy, the ADDIE model, ARCS model of motivation, and the action mapping model. These models can be used in both classroom and online environments. The document emphasizes that instructional models should align with Knowles' principles of adult learning and encourage critical thinking.
Assessment Chapter 1
This document discusses key concepts related to outcome-based education, assessment of student learning, measurement, and evaluation. It defines important terms and outlines procedures for implementing outcome-based education, including identifying educational objectives, listing learning outcomes, and drafting assessment procedures. The document also distinguishes between immediate and deferred learning outcomes and discusses the purposes and methods of educational measurement and evaluation.
Types of assessment and studies based on them
This document discusses different types of assessments used in education. It describes baseline assessment, which is used to determine what learners already know about a topic before instruction. Diagnostic assessment checks students' needs, abilities, and readiness to acquire new knowledge and skills. Formative assessment provides feedback during instruction and can positively impact summative assessment results. Summative assessment evaluates learning at the end of an instructional period. Continuous assessment uses internal school assessments throughout the year to contribute to final grades. Systematic assessment effectively monitors learner progress and achievement over time through qualitative and quantitative data collection and review.
Sedere Recent Trends in Assessment in Higher Education
Examines the The Learning Framework and Expectations of the 21st Century and the Knowledge Economy and How present tests based assessment would change
Academic advising in the university
The document discusses the role of academic advising in universities. It outlines the responsibilities of academic advisors, such as helping students develop educational plans, monitoring their progress, and referring them to other resources when needed. It also presents the presenter's personal views on advising, which include showing concern for students and engaging in developmental advising. The presenter believes in taking a holistic approach and drawing from multiple theories to best understand and help each student succeed, given that no single theory can explain all student issues. Theories discussed include those relating to student development, motivation, and advising models.
0- session 11 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
This document provides an overview of student motivation in education. It begins by defining motivation and listing the unit objectives, which are to define motivation, identify types of motivation, explain theories of motivation, and strategies to increase motivation.
It then discusses definitions of motivation from various sources and describes the types of motivation as positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Behavioral theory focuses on reinforcement, humanistic theory discusses fulfilling needs, and cognitive theory addresses attribution, goals, and self-efficacy.
The document concludes by outlining factors influencing student motivation, implications for different approaches, applications of motivation in education, and strategies teachers can use
More Related Content
What's hot
Motivation & learning_bb
This document discusses theories of human learning and motivation as they relate to effective instruction. It covers several topics:
- Educational psychology as the scientific study of teaching and learning processes, and how psychological theories can be applied to instructional decision making.
- Different theories of learning like behaviorism, cognitive learning, and motivation theories.
- Factors that influence individual differences in learning like personality, gender, culture and peers.
- The importance of understanding students' backgrounds and perspectives to create culturally relevant pedagogy and avoid misunderstandings from cultural differences.
- How students build their self-perceptions and develop a sense of identity over time based on various influences.
Class 5 mezirow's tl theory adlt 671
The document provides an overview of Mezirow's transformative learning theory. It discusses that learning can be formative in childhood based on authority, but as adults we can see distortions in our own beliefs through critical reflection. Mezirow defined transformative learning as using a prior interpretation to create a new interpretation to guide future action. Key aspects of the theory include that meaning structures like points of view, habits of mind, and frames of reference shape our understanding and can be transformed through critical reflection. True transformative learning involves revising these meaning structures to be more inclusive and open to different perspectives. The ideal role of an adult educator is to support this type of transformative learning.
Student motivation
Dr. Jennifer Irwin discusses student motivation in education. She notes that motivation is a shared goal between teachers and students, not solely the responsibility of teachers. The document then provides an overview of theories of motivation including behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, goals orientation theory, and flow theory. It also discusses the teacher's role in motivation using the ARCS model of gaining student attention, relevance, confidence and satisfaction. Intrinsic versus extrinsic motivators are compared, and the relationship between anxiety and performance is addressed. The importance of teacher expectations on student motivation is emphasized.
Teachers motivation leads to student motivation
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
Writing a teaching philosophy statement
The document provides guidance on developing a teaching philosophy statement. It explains that a teaching philosophy statement clarifies a faculty member's purpose in course design, interactions with students, and approach to ongoing self-assessment and development. It should be 1-2 pages, use first-person, and include elements such as learning objectives, teaching activities, and how the faculty member contributes to student learning and the university's mission. Developing a strong teaching philosophy statement provides benefits for the faculty member, students, and evaluators for tenure and promotion reviews. The document encourages attendees to draft portions of their own statement.
Mmr and rq v kamalodeen (1)
This slideshow takes the reader through key concepts in mixed methods research and illustrates how good research questions are asked aligned to core designs.
My Teaching Philosophy
Patricia Diaz believes in incorporating soft skills like self-reliance, collaboration, and communication into her teaching philosophy. She ensures learners understand expectations through detailed course outlines and bases coursework on real-world situations whenever possible. Diaz also believes technology discussed in courses should be used in assignments and that learners should participate in developing and analyzing content. Her goal is to make learning fun and relevant to help students gain skills needed for constant updating in the IT field.
Class 4 knowles principles of andragogy rev
The document discusses Knowles' principles of andragogy, which focus on adult learning assumptions that differ from pedagogy. It compares the assumptions of pedagogy and andragogy, such as adults being self-directed and experience being a rich learning resource. The document asks how andragogical principles apply to medical education and how they would affect designing learning experiences. Attendees are encouraged to reflect on how to improve learning design using andragogical factors.
Team Project work on Critical Thinking Infographic
Team Five Star created an infographic for third-level lecturers to help teach critical thinking. The infographic will contain data on critical thinking research, definitions, tools, learning styles, leading thinkers, and a timeline. It is based on literature about using infographics as learning objects and principles of accessibility, usability, and cultural-historical activity theory. The infographic will have a Sherlock Holmes visual style and incorporate Victorian and steampunk aesthetics.
Class session 6 march 14, 2019
This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
1. An overview of Mezirow's original 10 steps for how transformative learning occurs through a disorienting dilemma, self-examination, critical reflection, relating to others' experiences, exploring new roles, building competence in new roles, planning a new course of action, acquiring skills to implement it, trying new roles and assessing them, and reintegrating with a new perspective.
2. A discussion of different theoretical perspectives on how transformative learning occurs, including cognitive/rational, beyond rational/extra-rational, and social critique approaches.
3. The major outcomes of transformative learning like
Instructional Rounds Overview
This document provides an overview of instructional rounds for administrators and teachers. It explains that instructional rounds are a research-based process modeled after clinical rounds in medicine where teams of educators briefly visit classrooms to observe and collect data around an identified problem of practice in order to accelerate instructional improvement. The document outlines the four steps of instructional rounds: defining a problem of practice, observation of practice, observation debrief, and identifying next steps. It emphasizes that rounds are descriptive, not evaluative, and focus on patterns of practice rather than individual teachers. The overall goal is collective learning to continuously improve teaching and learning.
Teaching eliii
This document discusses teaching methods and strategies for emerging leaders. It outlines direct and indirect teaching methods, with direct being teacher-centered and indirect being more student-centered. Experiential education is described as inquiry-based learning through problem-solving and interacting with the real world. The document also discusses Bloom's taxonomy, considerations for planning instruction like standards, strategies, motivation, accommodation, management, media/materials, assessment, and grouping.
Intro to pyp (1)
The Primary Years Programme (PYP) is an international, trans-disciplinary program designed by the International Baccalaureate (IB) to foster the development of the whole child. The PYP focuses on the total growth of students, including their social, physical, emotional, and academic development. It uses structured inquiry and six transdisciplinary themes to help students construct meaning. The program aims to help students develop important attributes and dispositions outlined in the IB learner profile, such as being inquirers, thinkers, risk-takers, and caring.
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.
Class session 4 sdl
This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
Adult learning transactions presentation
This document discusses various instructional models for adult learning, including both traditional and non-traditional models. It describes Bloom's Taxonomy, the ADDIE model, ARCS model of motivation, and the action mapping model. These models can be used in both classroom and online environments. The document emphasizes that instructional models should align with Knowles' principles of adult learning and encourage critical thinking.
Assessment Chapter 1
This document discusses key concepts related to outcome-based education, assessment of student learning, measurement, and evaluation. It defines important terms and outlines procedures for implementing outcome-based education, including identifying educational objectives, listing learning outcomes, and drafting assessment procedures. The document also distinguishes between immediate and deferred learning outcomes and discusses the purposes and methods of educational measurement and evaluation.
Types of assessment and studies based on them
This document discusses different types of assessments used in education. It describes baseline assessment, which is used to determine what learners already know about a topic before instruction. Diagnostic assessment checks students' needs, abilities, and readiness to acquire new knowledge and skills. Formative assessment provides feedback during instruction and can positively impact summative assessment results. Summative assessment evaluates learning at the end of an instructional period. Continuous assessment uses internal school assessments throughout the year to contribute to final grades. Systematic assessment effectively monitors learner progress and achievement over time through qualitative and quantitative data collection and review.
Sedere Recent Trends in Assessment in Higher Education
Examines the The Learning Framework and Expectations of the 21st Century and the Knowledge Economy and How present tests based assessment would change
Academic advising in the university
The document discusses the role of academic advising in universities. It outlines the responsibilities of academic advisors, such as helping students develop educational plans, monitoring their progress, and referring them to other resources when needed. It also presents the presenter's personal views on advising, which include showing concern for students and engaging in developmental advising. The presenter believes in taking a holistic approach and drawing from multiple theories to best understand and help each student succeed, given that no single theory can explain all student issues. Theories discussed include those relating to student development, motivation, and advising models.
What's hot (20)
Team Project work on Critical Thinking Infographic
Team Project work on Critical Thinking Infographic
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
Lorna Earl Rethinking Classroom Assessment With Purpose In Mind
Sedere Recent Trends in Assessment in Higher Education
Sedere Recent Trends in Assessment in Higher Education
Similar to Teaching methodology motivating students
0- session 11 .pdf
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
This document provides an overview of student motivation in education. It begins by defining motivation and listing the unit objectives, which are to define motivation, identify types of motivation, explain theories of motivation, and strategies to increase motivation.
It then discusses definitions of motivation from various sources and describes the types of motivation as positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Behavioral theory focuses on reinforcement, humanistic theory discusses fulfilling needs, and cognitive theory addresses attribution, goals, and self-efficacy.
The document concludes by outlining factors influencing student motivation, implications for different approaches, applications of motivation in education, and strategies teachers can use
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (1).pptx
The document provides an overview of student motivation in education. It defines motivation and lists its objectives. It describes different types of motivation including positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Factors influencing student motivation are discussed. The importance of motivation in education is highlighted and implications for different approaches are outlined. Examples of supportive teacher behaviors are requested. Overall, the document serves as a guide for understanding motivation in educational contexts.
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (2).pptx
This document provides an overview of student motivation in education. It defines motivation and identifies different types, including intrinsic and extrinsic motivation. Several theories of motivation are explained, such as behavioral, humanistic, and cognitive perspectives. Maslow's hierarchy of needs and Rogers' motivation theory are discussed under the humanistic perspective. Achievement motivation and Weiner's attribution theory are covered under the cognitive perspective. The document also explores factors that influence student motivation and implications for different approaches to motivation.
Unit 2 part one
This document discusses key concepts in the philosophy of education, including the nature and purpose of education. It addresses several questions:
- What is education and how does it relate to schooling? Education involves developing knowledge and understanding through various means, not just formal schooling.
- What is the purpose of critical thinking in education? Critical thinking skills allow students to challenge assumptions, avoid biases, and apply knowledge to solve problems. These skills are important for functioning in today's world.
- How can critical thinking be developed as a core function of education? Approaches include teaching generic problem-solving and reasoning skills that can be applied across disciplines.
- What knowledge should schools promote? Schools could promote knowledge for
Motivation ppr edm703
This document discusses various theories and concepts related to motivation. It begins by defining motivation and discussing the types of motivation, including intrinsic and extrinsic motivation. It then covers topics like goal setting, goal orientations, needs and their influence on motivation based on Maslow's hierarchy of needs. Other sections discuss attribution theory, self-efficacy, building motivation in schools, the role of emotions like interest, curiosity and anxiety. Overall, the document provides an overview of the key factors that influence human motivation and ways to enhance motivation in educational contexts.
Supporting student success in first year symposium presentation
The document describes a peer mentorship program designed to support first-year student success at York University. The program is situated within core first-year courses. Senior and peer mentors meet biweekly with groups of 6 students to provide academic support, foster engagement, and develop leadership skills. Evaluation found the program improved student awareness of resources and engagement. It also increased mentors' leadership abilities. The program aims to address student transitions and engagement through a highly structured mentorship model grounded in educational theory.
Being more reflective in your teaching and learning
Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
SLIDEshow SRL Supports - What is out there
SLIDEshow Erasmus+ Project
Workshop Presentations
Teacher Educator Training (C1)
Vienna 17-19 Oct. 2018
Website: www.slideshowproject.eu
eTwinning: twinspace.etwinning.net/65871
Exploring formative assessment
This document provides an overview of formative assessment and its benefits. It discusses how formative assessment involves sitting with the learner and providing feedback to help them close learning gaps. Formative assessment directly impacts student growth, while summative assessment only measures outcomes. Research shows formative assessment, when implemented through feedback, student involvement, teaching adjustments, and self-assessment, can significantly improve learning. The document explores convergent and divergent assessment models and provides resources for learning more about effective formative practices.
Supervision training for volunteers and novis supervisors
Mostly visual backdrop to define best practise Clinical Supervision for novises in the filed, peer supervision, new supervisees, rethinking best practise in clinical supervision. This applied tyraining in a youth charity.
Academic Recovery: Designing a Seminar to Support Students on Probation
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
Introduction to teaching - Unit 1
Introduction
Objectives
Definitions of Teaching
The concept of Effective Teaching
Role of Teacher for Conducive Learning Environment
Characteristics of an Effective Teacher
The Concepts of Teaching Methodologies, Strategies, and Techniques
Exercise
Self Assessment Questions
References
Motivation .pptx
This document discusses motivation in learners and strategies for motivating students. It defines motivation as interest generated in students through interesting topics or activities. Motivation can also mean progressing or moving forward to do something. Psychology influences motivation, such as being autonomous, inquisitive, or seeking affiliation, status, recognition, or power. Motivation can be intrinsic or extrinsic. Factors that affect motivation include modeling, clear expectations, socialization procedures, classroom climate, self-worth, concentration, and relating lessons to real life. The document provides strategies for motivating all students, such as utilizing various approaches, determining individual motivational types, and incorporating the six Ps: projects, people, praise, prizes, prestige, and power
Learning modules marketing messages.docx
1. The document discusses key messages and themes around assessment from several modules, including that 21st century skills like critical thinking, problem solving, communication and collaboration are essential for students. Feedback is important for student growth. Formative assessment helps both teachers and students understand learning progress.
2. It provides details on formative assessment, noting its positive impact on student achievement, especially for lower performing students. Both assessment of learning and assessment for learning are needed. Students and teachers use formative assessment to understand learning goals and close gaps.
3. When developing assessments, clear purpose, learning targets, sound design, communication of results, and student involvement are important. Assessment serves multiple purposes and users at different points to evaluate student
Dennis Pruitt: Student Affairs in the 21st Century
Dennis Pruitt: Student Affairs in the 21st CenturyUniversity of South Carolina Division of Student Affairs and Academic Support
This presentation provides an overview of student affairs and related topics. It begins with learning outcomes, which are to obtain contextual understanding of student affairs, frame current issues, and share views through discussion. It then discusses definitions of wisdom and viewing things with a "blank slate." The historical role of student affairs shifted from disciplinarian to educator. Student affairs is now a profession with standards and associations. Functional areas of student affairs are reviewed. Principles of good practice emphasize active learning and community. Assessment models like Astin's I-E-O are presented. Challenges facing higher education like funding and metrics are discussed. The presentation concludes with questions about the future of student affairs and collaboration with academic affairs.Motivation
Motivation is key to engaging students and driving learning. There are three main influences on motivation - behavioral, cognitive, and environmental. Behavioral influences include using rewards to reinforce positive behavior, though extrinsic motivators are controversial. Cognitive influences include developing self-efficacy and a growth mindset. Environmental influences include modeling behaviors and creating a supportive learning community. The ultimate goal is to help students develop intrinsic motivation and self-regulation of their learning. Teachers can stimulate motivation by making lessons interesting and relevant, setting achievable goals, managing emotions, and creating a learner-centered environment.
BPS DARTP London
This document discusses the impact of educational research on teaching practice. It notes that while a significant amount of pedagogical research is conducted, it is unclear how much makes its way to frontline teachers and what effect it has. The document also references studies that examine factors like teachers' workloads and what could improve teaching quality. It notes debates around evidence-based education and whether research undermines teachers' authority. Overall, the document examines questions around how educational research is accessed by and impacts teachers and students.
Dr. Dillon's Motivation presentation 2019
This document discusses motivation and its importance for student engagement in literacy learning. It defines motivation and explains attribution theory, which posits that students' perceptions of their abilities influence their motivation. The document outlines conditions that foster learning, such as immersion in texts, demonstrations, expectations, and feedback. It provides guidelines for effective praise that motivates students and focuses on effort. Overall, the summary emphasizes developing students' self-efficacy, orienting them towards effort and skill-building over ability alone, and creating an environment that provides choices, challenges, and opportunities for control and collaboration.
Similar to Teaching methodology motivating students (20)
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267.pptx
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (1).pptx
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (1).pptx
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (2).pptx
2d615034f8b0bf3e07c6cc13c0e2a2ba87174e68-1643084343267 (2).pptx
Supporting student success in first year symposium presentation
Supporting student success in first year symposium presentation
Being more reflective in your teaching and learning
Being more reflective in your teaching and learning
Supervision training for volunteers and novis supervisors
Supervision training for volunteers and novis supervisors
Academic Recovery: Designing a Seminar to Support Students on Probation
Academic Recovery: Designing a Seminar to Support Students on Probation
Dennis Pruitt: Student Affairs in the 21st Century
Dennis Pruitt: Student Affairs in the 21st Century
More from Shelly Santos
Sample semesterproject
This document summarizes John Doe's research on cholesterol treatment and management. Doe's thesis is that a low-fat diet and daily 30-minute exercise can lower cholesterol and reduce the need for medications like Lipitor. Doe's sources include the CDC website, a book on statin side effects advocating the Mediterranean diet, an article finding aerobic exercise lowers LDL cholesterol, a book with a diet and exercise plan to lower LDL without drugs, and a journal article recommending "functional" foods to lower cholesterol naturally.
P point mistakes
This document outlines common PowerPoint mistakes to avoid, including putting too many words on slides which can lose audience attention, failing to spell check which looks unprofessional, using excessive bullet points which prevents key messages from standing out, using bad color schemes that can distract or cause health issues, including too much data at the risk of losing effectiveness, overusing animations so the audience focuses on those rather than content, and font choices that can negatively impact perception of the presenter. The document provides examples and advice for creating clear, effective presentations.
Using library resources
The document provides information on how to use library resources at a particular library. It discusses finding the library website and using the online public access catalog (OPAC) to search for and check the availability of items. It also describes over 30 library databases that contain full-text articles from various sources. It provides tips for searching databases, including using Boolean operators like AND, OR and NOT. Finally, it highlights several multidisciplinary and subject-specific databases like Academic Search Premier, Business Source Premier, Opposing Viewpoints in Context, and the general reference database Credo.
Bramson ort college_distance_learning_instructor_guide
This document provides policies and guidelines for instructors teaching distance learning courses at Bramson ORT College. It outlines instructor responsibilities such as maintaining up-to-date course content, checking email frequently, entering grades on time, and complying with college policies. It also provides guidance on using Blackboard, the learning management system, including how to post course content and assessments. Instructors are expected to support student success and direct students to available resources.
Blackboard training ppt (1)
This document provides an overview of the new features available in the redesigned Blackboard learning management system. It highlights the updated faculty interface which allows for contextual editing and control panels to simplify navigation. Notifications and customizable course home pages are introduced. New collaboration tools like virtual classrooms, blogs, wikis and journals are covered. Organizational features such as learning modules, lesson plans and ePortfolios are summarized. The document also briefly outlines mobile access, rubrics, notifications and support resources for Blackboard.
Teaching methodology five principles of teaching adults
Adults learn best when they understand the importance of learning something, have freedom in how they learn, can learn through experience, are ready to learn, and are in a positive learning environment. There are five principles of teaching adults: make sure they understand the purpose of learning; respect different learning styles like visual, auditory, and kinesthetic; allow experiential learning; teach when students are ready; and encourage students.
Teaching methodology through experience
This document outlines Patrick Jackson's methodology for teaching experience and philosophies. It discusses two common teaching philosophies: the funnel, where students receive the teacher's wisdom, and the pump, where students express their own creativity. It also outlines several best practices for instruction including peer review, individual conferences, clarity in assignments, active learning techniques, and creating an engaging atmosphere. The goal is to help students engage deeply with material and take responsibility for their own learning.
Methodology Through Experience
The document discusses assessing student learning through various methods. It addresses the purpose of assessment, which can be to transform knowledge or reproduce knowledge. Students and instructors sometimes have differing perceptions of assessment, with students seeing it more as grading and less about learning. The document outlines principles of assessment design like assessment for learning and embedding assessment in the curriculum. It also discusses approaches like deep learning versus surface learning and conceptual change versus information transmission. The goal of assessment and feedback is to support student learning by facilitating self-assessment, peer assessment, and defining good performance standards.
Classroom management presentation kristina deda
This document outlines guiding principles for classroom management from the perspective of Kristina Deda, a professor at Bramson Ort College. It begins with an overview of the presentation topics, including where the principles come from based on research in classroom management and student learning. The research shows that classroom management has the largest effect on student achievement. The document then discusses various classroom management challenges and responses before detailing the professor's two main principles: 1) Classroom management does not begin and end with the class period but requires continuous effort, and 2) Without effective teaching, classroom management is difficult. It emphasizes building relationships with students and adapting instruction to meet varied student needs.
Classroom management presentation srijan kumar bera
This document discusses classroom management techniques including adjusting class capacity, pacing lectures appropriately based on content and attendance, avoiding extremes, considering alternatives for students with learning obstacles, and ensuring the classroom functions as a cohesive unit between teacher and students. It also notes a presentation on "Comic Relief on Classroom Management" was given by John Diffley and Srijan Kumar Bera.
Classroom management presentation patrick jackson
The document discusses applying choice theory to classroom management. It argues that the goal of classroom management should be to improve student learning, not just control student behavior. It advocates for creating a safe and respectful learning environment through developing relationships with students, understanding behaviors as a form of communication, and respecting student diversity. The document also outlines how choice theory principles like survival, love and belonging, power, freedom and fun can be applied to classroom management strategies.
Classroom management presentation kevin ali
Classroom management provides security to students by sending a clear message that the teacher is interested in students' academic success and allowing students to know what to expect. An effective teacher with strong classroom management skills will have detailed lesson plans, present information creatively to engage students, ensure understanding is occurring, be passionate about student success, maintain structure by starting and ending on time and explaining rules clearly, and treat students fairly. These practices provide students security that allows learning to take place.
APA Citation Examples
This document provides examples of how to format citations and references in APA style for a variety of source types, including print sources like books, encyclopedias, and periodicals as well as online sources like articles from databases, websites, and e-books. Examples are given for citing individual authors, works with two or more authors, works missing authorship data, and sources from across multiple volumes or editions. The examples cover the core information to include like author, date, title, and publication details depending on the source type.
APA style
The document outlines the key aspects of formatting a research paper in APA style: formatting the paper, using in-text citations, and creating a reference list. It discusses formatting the title page, abstract, body of the paper, and cover pages. For citations, it explains how to cite sources in-text and create a reference list with proper formatting for different source types such as books, articles, and websites. The goal is to identify and credit sources, and allow readers to locate them.
MLA style
This document provides guidelines for formatting a paper according to MLA style. It discusses formatting the document with 1-inch margins and double spacing. It describes formatting the first page with the author's name, course, instructor, and date in the top left corner and a header with the author's last name and page number in the top right. It also discusses formatting in-text citations, block quotes, and the Works Cited page.
MLA citation examples
This document provides examples of citations for various types of sources in MLA format, including books by single authors and multiple authors, edited books, articles from journals, magazines, newspapers, databases and e-journals, as well as web pages. Citations are provided for chapters from books, articles from reference books, and works from both print and electronic sources.
More from Shelly Santos (18)
Bramson ort college_distance_learning_instructor_guide
Bramson ort college_distance_learning_instructor_guide
Teaching methodology five principles of teaching adults
Teaching methodology five principles of teaching adults
Classroom management presentation srijan kumar bera
Classroom management presentation srijan kumar bera
Recently uploaded
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Teaching methodology motivating students
- 1. F I N D I N G T H E D R I V E MOTIVATION
- 2. WHAT IS YOUR MOTIVATION?
- 3. FAMILY?
- 4. ACHIEVEMENT?
- 5. A JOB?
- 6. WHAT IS THEIR MOTIVATION? ITS INFLUENCE IS DECISIVE
- 7. STUDENT MOTIVATION CATEGORIES • Main types of motivation • (i) Intrinsic (personal development) • Improving life skills. Reaching personal potential. Gaining knowledge for its own sake. • About 24% fall into this category • (ii) Extrinsic (means-to-an-end) • Improving standard of living. Improving chance of getting a job. • 66% of students fall into this category • (iii) Amotivation (Stopgap) • Avoiding work. Social life. • 10% of students
- 8. INSPIRING MOTIVATION • How do we, as teachers, do it? • How do we, as motivators, recognize it in them?
- 9. ENCOURAGING STUDENT MOTIVATION • TWO PRINCIPAL QUESTIONS ADDRESSED • 1) How can we avoid students becoming amotivated? • Evidence exists indicating what we do to students can lead to their becoming amotivated • Of particular importance to students losing their motivation is the feedback given both in terms of the mark awarded and the written feedback provided. • Poor feedback & support may promote mediocrity, even in those initially striving for more • Thus, one way of avoiding amotivation is giving full and appropriate feedback
- 10. ENCOURAGING STUDENT MOTIVATION • TWO PRINCIPAL QUESTIONS ADDRESSED • 1) How can we avoid students becoming amotivated? • 2) How do we encourage intrinsic rather than extrinsic motivation? • How to move away from a surface approach to studying, rote learning, simply to reproduce on an examination to a deep approach involving conceptual understanding & incorporation by the student into their existing knowledge
- 11. ENCOURAGING INTRINSIC OVER EXTRINSIC • While challenging, evidence has pointed to students’ perceptions of their learning environment as a strong indicator of learning outcomes • How can we influence this perception • (i) good teaching (useful/timely feedback, clear explanation, interesting); (ii) clear goals & standards (expectations); (iii) appropriate assessment (measure thinking & understanding rather than factual recall); (iv) appropriate workload (extent workload interferes with student learning); (v) generic skills (communication, collaborative teamwork, problem-solving)
- 12. ASSESSMENT SYSTEM • Another crucially important factor in students’ motivation is the Assessment System • the system should be one encouraging conceptual understanding as opposed to rote learning • achieved through increased use of problem solving, case studies, and the like • Knowledge is used rather than just learned.
- 13. SOME ACTIONS TEACHERS MIGHT TAKE • Handout excerpt from Paul R. Pintrich’s 2003 study A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts
- 14. WHERE DO THEY GO FROM HERE “The expert in anything was once a beginner.” - Helen Hayes “A journey of a thousand miles begins with a single step.” - Lao Tzu “Failure will never overtake me if my determination to succeed is strong enough.” - Og Mandino