Motivation &
Demand High Teaching
Santiago Teachers’ Seminar
16th May 2015
Emma Walton
Director of Academic Development
EF Education First
How do we make it memorable? How do we make it special?
Personalising
Inclusive
Fun
Humour
Hands on
SMART
Real
What motivates me?
Being given freedom and ownership Being challenged Working with people who share the
same values as me Affecting change Growing people Praise SMART tangible goals
Defining Motivation
How do you define Motivation? Internal drive that pushes someone to
do something “state of cognitive arousal” leading to
a decision to act The strength of motivation depends on
how much value the individual places on the outcome he or she wishes to achieve
Factors affecting Motivation
Many factors affect a given student's motivation to work and to learn (Bligh, 1971; Sass, 1989):
perception of its usefulness general desire to achieve, self-confidence and
self-esteem patience and persistence approval of others overcoming challenges interest in the subject matter
Types of Motivation Intrinsic
A student who is INTRINSICALLY motivated undertakes an activity "for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes" (Mark Lepper 1988).
Types of Motivation Extrinsic
An EXTRINSICALLY motivated student performs "in order to obtain some reward or avoid some punishment external to the activity itself," such as grades, stickers, or teacher approval (Lepper).
Key to motivating your students
Listen & support
Train
Guide
Inspire
Empathize
Set goals
Show recognition
Give feedback
Provide structure
Give flexibility
Give freedom
Have fun
Demand High
http://www.youtube.com/watch?v=GPeeZ6viNgY&noredirect=1
DISC – Personality Test
• Talkative • Enthusiastic • Spontaneous • Optimistic • Persuasive
• Peaceful • Loyal • Listener • Sincere • Patient
• Productive • Dominant • Aggressive • Direct • Competitive
• Systematic • Detailed • Orderly • Cautious • Contemplative
Active & Outgoing
Task Oriented
Passive & Reserved
People Oriented
Influencer
Steady Compliant
Driver
Motivating personality types
Talkative Enthusiastic Spontaneous Optimistic Persuasive
Productive Dominant Aggressive
Direct Competitive
Active & Outgoing
Task Oriented People
Oriented
Influencer Driver
Set goals Make fast decisions Talk simple Give task responsibility Talk being the best
Make a leader Delegate team building
responsibility Put in the spot light Bring into meetings Involve in decision making
Motivating personality types
Peaceful Loyal Listener Sincere Patient
Systematic Detailed Orderly
Cautious Contemplative
Task Oriented
Passive & Reserved
People Oriented
Steady Compliant
Be structured Focus on detail Allow time Assign responsibility for
projects Show recognition on
relevant areas
Focus on mentoring capabilities Give team building
responsibilities Use as go to for listening to the
drums Be relaxed Allow time
Why travel abroad?
Confidence Independence Creativity and innovation Initiative Curiosity Flexibility and resilience Collaboration and communication across cultures Passion Students gain valuable in the multinational
classroom Classroom interaction builds for any situation
outside
Group Travel
Shared experience that will stay with the students forever
Motivating others in the group Confidence in numbers Leader with you at all times Leader training centrally School support Pre organised activities tailored to the group Pedagogical tasks looped back into classroom Possibility to become an ambassador
Demand High – What is it all about?
This was a proposal put forward by Jim Scrivener and Adrian Underhill to seek to improve learning for students. They asked the following questions:
Demand High – Questions to ask yourself
Have the tasks and techniques we use in class become rituals and ends in themselves?
How can we stop “covering material” and start focusing on the potential for deep learning?
How can I shift my focus from “successful task” to “optimal learning” ?
Am I under challenging my students, are they capable of much more?
Would my students learn more if I demanded more of them? How could I do that
What small tweaks and adjustments can we make to shift the whole focus of our teaching towards getting more learning happening?
Demand High – Challenging students
Demand High asks teachers to move away from affirming or disagreeing with student answers and to move towards challenging students to think deeply about “Why?”
Demand High – Challenging students
Think of an example when you saw a teacher challenging a student… What was the student doing? What was the teacher doing?
Demand High – Challenging students
After monitoring an activity for sentence errors, a teacher writes this sentence on the board and asks
for correction:
I can’t believe this shirt costs so many money
The student tells you the correct sentence is:
I can’t believe this shirt costs so much money
What do you do?
Demand High – Challenging students
Say the sentence again Say the sentence silently in your head
Listen to me saying it Now say it again
Try saying it again, but faster Say the sentence from memory
Which words are stressed? Say only the stressed words
Say the sentence replacing all the syllables with “ba” Are there any vowels in the sentence that have the same sound
Make the sentence into a question
Demand High – Challenging students
What other words can replace “costs so much money” Say the sentence using those words
Does it work? Can you say the sentence using “It’s unbelievable”
Say it in a different way Say it in another different way
What does your face look like when you say the sentence Are you happy/unhappy, surprised/shocked
Is there a reason to say it happily? Say it happily
Say it with a sad face Say it in a different way
Say it in another different way
Demand High – Shifts in the classroom
Received Contemporary Demand High Materials centred Learning centred Ritualised methodology Everyone interacts Abdicated facilitation Active interaction Little upgrade Lots of upgrade Fun is added on Engagement integral Language work devolved Hands on language work Praise all learner attempts Give precise feedback Questions test right answers Questions uncover process Correct answer closes question Stay with answers and improve Accept first answers Push for more
Demand High – Some strategies A student gives an accurate answer. The teacher doesn’t say “Good” and close the matter but rather says: “Can you say that faster so it sounds more fluent?” The teacher does not just collect answers from the first 2 or 3 students who volunteer, but puts questions to a range of people around the class, adjusting the difficulty to what she knows of each student The teacher gets students to listen and comment on each other’s answers, rather than designating any as correct or incorrect, at least until it is useful to do so The teacher withholds saying “excellent or very good” the first time a learner tries to say something, and instead gives precise feedback showing how they might upgrade some aspect of what he said and make a tangible improvement