2. Objective
Describe factors influencing student interest, attention
and motivation. Elaborate on methods for improving
each of these in the context of lesson planning and
classroom climate.
14. Self-Efficacy
Social model
Opinion of others
Feedback
Big fish in the little pond
Image credits to http://playitloudmusic.wordpress.com and http://quantifiedself.com
15. Transitions
Elementary to Middle Middle to High
Multiple teachers Multiple teachers
Factory like characteristics Same factory like characteristics
Larger, impersonal Larger, impersonal
Teachers exert more control Content focus
Less social support
16. Improving Self-Efficacy
Appropriate challenge level
Scaffold and zone of proximal development
Nurture success
Promote positive expectations
Peer models 1. Cooperative
Teach specific learning strategies learning
2. Interest
Capitalize on student interest
Choices
Frequent and focused feedback
Right attribution
18. Competition
A few individual must fail for others to succeed
Curve versus mastery
Publicizing grades
Conditions where Competitive learning may be appropriate
1. Simple review activities
2. Absence of evaluative criteria
3. Ability to observe competitor’s progress
4. Competition as a game
5. Equal opportunity to win
(Johnson and Johnson, 1974)
19. Cooperation
People work together to achieve a common goal
Teams
Peer tutoring
Use Cooperative Learning to promote
1. Problem solving
2. Creativity
3. Quality performance
4. Positive classroom interactions
5. Social skills
(Johnson and Johnson, 1974)
20. Characteristics of Effective
Cooperative Learning
Not all the time
Interdependence
Accountability
Individual and group
Social skills
Balance
Ability, gender, ethnicity
21. Promoting Interest
Text readings Lesson planning
Offering meaningful choices Variety
Relevant and vivid Relevance
Consider prior knowledge Consider prior knowledge
Encourage students to be Activity
active learners Appropriate challenge level
Provoke curiosity
Promote sense of control
22. Motivating Students
Model interest in learning
Model thinking and problem solving
Identify relevance
Reduce anxiety
Content deserves attentions
Promote curiosity and suspense
Include games
23. Objective
Describe factors influencing student interest, attention
and motivation. Elaborate on methods for improving
each of these in the context of lesson planning and
classroom climate.
Notas do Editor
Let’s begin with Medina’s 4th rule, “we don’t pay attention to boring things”The more attention the brain pays to a given stimulus, the more elaborately the information will be encoded – and retained (Medina, 2008).
Prior knowledge, knowledge that stems from previous experience.Access prior knowledge to begin a unit of learning, or lesson.
The brain pays attention to patterns and combines these with what you already know.
Beginning of the lesson, the hook
Emotionally arousing events tend to be better remembered than neutral events.
Memory records the gist before the details.Techniques for communicating the gist of your unit, lesson, activityConcept map to communicate the gist, overview. Used this concept map to describe your paper [click]Plan unit around concepts and connect characteristics of concept across lessons, connect across units [click]For example equality 1=1, 2+3=5, 0=0 inequality 3>2, equality and inequality as a social studies topic of topic in literature.
Typical activity, one task (shown in gray) interrupted by many little tasks. The uninterrupted task shows below.Multitasking means that you are actually shifting your attention from one task to another, and back again.
Focus on one thing at a time, in terms of the activities you guide students through and also in your delivery of content.Switching from one task to another is sequential and time consuming.Provide warm-ups
Most common mistake accompanying communication, too much information.Medina suggest a 10 minute rule that he uses for delivering lectures.Break up the delivery of information into 10 minute chunks, where each segment includes one core concept, that can be explained in one minute, add liberal repetition and tell where at in delivery of information.
Inverse relationship between grade and affinity for schoolStudents tend to like academic tasks les with each year in schoolLess interested in schoolReasons for decline
One reason for decrease in motivationPerceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. Such beliefs produce these diverse effects through four major processes. They include cognitive, motivational, affective and selection processes. Robert Bandura writer.Social model – seeing someone do something encourages students that they can do it too.Opinion of others – belief in teachers, teacher modelsFeedback – Big fish little pond – around lots of great students, feel less capable, around average, feel more capable
Expectancy value theory: Previous failure creates expectation of more failure, previous success creates expectation of more successNow let’s take a look at a couple of factors for improving self-efficacy, motivation, and interest that relate specifically to instruction and lesson planning [click] including….
When students succeed or fail, they explain their success or failure in different ways. Students attribute their achievement to what they believe to be causal factors and these factors are called attributions.It may be that students who do not try are avoiding the risk of failure so that they do not have to attribute their failure to their ability, says something about who they are and that they can’t change it.
Probably avoid competition.Elements of competition lower self-efficacy such as grading on a curve, some F, some A, and most everyone else C. Mastery learning to reach a standard.Some conditions under which competition is fine, according the two researchers Johnson and Johnson, experts on cooperative and competitive learning [click]
Characteristics of effective cooperative learning.
Pressley and McCormick (2007) suggest the following methods for making reading texts more interesting. However, I would also suggest that many of these methods apply to lesson planning in general.