Hook, link and sinker strategies for motivation

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<ul><li> 1. Hook, line and sinker strategies for motivationhttp://lizfotheringham.wordpress.com lizfotheringham1@yahoo.co.uk </li> <li> 2. The challengeIt is attitude rather than aptitude that causes mostfailure. Having a commitment to learning is one ofthe main reasons why people succeed. QCDA 2 </li> <li> 3. Consequences.. 3 </li> <li> 4. Why this is important for us.When evaluating the quality of teaching in theschool, inspectors consider: the extent to which teachers enthuse, engage and motivate pupils to learn and foster their curiosity and enthusiasm for learning Ofsted: The Framework for School Inspection from January 2012A teacher must:1. Set high expectations which inspire, motivate and challenge pupils DFE: Teachers standards in England from September 2012 (p 6) </li> <li> 5. What is motivation.Motivation is the driving force that makes us do the Chambers, Gary (Ed). 2001 Reflectionsthings we do. on motivation. London: CILTMotivation in second language learning is a complexphenomenon. It has been defined in terms of twofactors: On the one hand learners communicative needs And, on the other, their attitudes towards the second language community Lightbown, Patsy/Spada, Nina. 2006 How languages are Learned (3rd Ed) Oxford: Oxford University Press </li> <li> 6. Some thoughts . motivation on </li> <li> 7. The impact of TL culture on motivationThe swallow is rememberedas a yn Bird from the NORTH Flying across the waters (dots) With a stalk ( ) of grass ( ) In its mouth </li> <li> 8. Motivated learners? I liked the work on Euro 2008. I hated the school topic We got really creative and because I did not find it made posters.interesting and I will probably never need it again. I enjoyed doing the work on the Olympics the most. I I didnt like the pencil case loved putting my French skills items because it wasnt to the test and learning aboutinteresting or very relevant to the mascots. It made me me. realise how much French I knew. I didnt like doing the timebecause I had already done it I prefer working outside the at primary school. text book because you have more freedom so it is fun </li> <li> 9. Barriers to motivation Content Resources Prior experience SecondaryPrimary school Higher school education </li> <li> 10. Factors affecting motivation having a goal Purpose Personal? Future goals? Qualifications? </li> <li> 11. The motivational cycle Getting theTowards self conditions motivation right Drawing Getting them them in - hooked maintaining stimulatingmotivation motivation </li> <li> 12. Hooking them in.. through culture It all started with English lessons in school. One day the teacher told us: Bring a bowl to class tomorrow as we are going to have a British breakfast. That turned out to be Cornflakes and a glass of orange juice, which was a shocking concept to my 11 year old self. It wasnt what we had at home and opened my eyes to the fact that there were people in the world with different habits, obeying different rulesRoland Mouret On being an Anglophile at heart interview Times Saturday magazine 26.04.08 </li> <li> 13. Le carnaval en France a son origine dans la religion. Cest la priode entre le 6 janvier (lpiphanie ou la fte des Rois) et le mercredi des Cendres. Le carnaval symbolise aussi le passage de lhiver au printemps.LE CARNAVAL DE DUNKERQUE http://www.flickr.com/photos/benoit_d/5507545596/ benoit_d Pendant la priode du carnaval on se maquille et se dguise pour les bals et les dfils dans les rues; ces dfils sappellent des bandes. Pendant les bandes on chante et danse dans les rues et il y a une tradition quon porte un parapluie http://www.flickr.com/photos/benoit_d/330455817 mont sur une canne pche. 4/ benoit_d </li> <li> 14. Hooking them in through exposure to TL culture Food Music and danceSculpture Language Art and calligraphy Religion and philosophyGestures Festivals Architecture Colours Sports and games Superstition </li> <li> 15. Hooking them in through exposure to TL culture authentic resources </li> <li> 16. Stimulating motivation direct experience of TL country I think this trip is an amazing opportunity and gives a great insight and understanding to Chinese culture. I enjoyed every second of the trip and the staff and volunteer students have been exceptionally welcoming and giving in every way humanly possible. When I leave China, I leave knowing that I am always welcome. </li> <li> 17. Stimulating motivation the CLIL approach </li> <li> 18. The classroom environment promoting a sense of achievement High level (difficult) Cognitive challenge how?Context/content what?Boring, dull Interesting and meaningful Low level (easy) </li> <li> 19. Helping learners to help themselves - equipping learners with the strategies to be successful language learnersSome Examples Indentifying patterns in language and making connections Memorisation techniques Using knowledge of mother tongue or another language Using reference materials e.g. dictionary skills Taking notes Reading out aloud e.g. knowledge of phonics Working out meaning by using previous knowledge Evaluating and improving on their performance Increased learner autonomy Increased intrinsic motivation </li> <li> 20. The role of the teacher in stimulating and maintaining motivation Conveys enthusiasm for language and learning it to learners Conveys positive attitudes towards the TL country (countries) Maintains a good learning environment Creates a supportive, collaborative learning environment (importance of good relationships) </li> <li> 21. Role of the teacher. Gets to know the learner as an individual Reduces anxiety of the learner Sets standards for behaviour Ensures the learner experiences success .but above all boosts learners confidence </li> <li> 22. Maintains motivation building learner confidence Confidence has a strong link with motivation. Motivation comes from reasonable hope of success. The more confident you are, the more you are able to hope for success and the more motivated you will be. Promoting Positive Thinking Build childrens self esteem, confidence and optimism: Glynis Hannell Fulton publishers 2004 (page 20) </li> <li> 23. Building confidence in speaking Encouragement and empathy Practice Pairwork Information gap Guessing Games Mini cards ICT - voki/audacity Phonics </li> <li> 24. Building confidence in listening Pre- task activities prediction/vocab work Give the transcript Dictation Slow the audio recording down Teach phonics Use songs Use videos Encourage independent listening work </li> <li> 25. Building confidence in writing Give them the tools grammar and dictionary skills Picture stimuli Brainstorming and mind mapping Set clear success criteria Encourage self and peer assessment Use ICT Modelling Sentence building </li> <li> 26. Le weekend Jadore avec ..Le samedi Jaime mes copainsPendant la rcr Je Jaime assez bien mon frreAprs lcole Jaime Je naime pas ma soeurLe soir Jaime jouer Je dteste mes parents Jaime jouer au foot mais et Le weekend jaime jouer au foot quand Le weekend jaime jouer au foot avec mes copains Le weekend jaime jouer au foot avec mes copains sur le terrain de sport Le weekend jaime jouer au foot avec mes copains sur le terrain de sport etsur le terrain de sport lire.. faire.. la cantine faire .. du sport parce que cest/ceau centre sportif couter. des courses nest pas.en ville regarder. de la natation intressant aller gnial au basketball il pleut jouer. ennuyeux au tennis il y a du soleil super au rugby il fait froid fantastique au badminton </li> <li> 27. Building confidence in reading Pre- task activities prediction/vocab work Use pictures/headline as clues to predict content Use highlighters Break text down High frequency vocabulary and tenses Skills of skimming and scanning Dictionary skills </li> <li> 28. Beibei Dans lart traditionnel chinois, les reprsentations de poisson et deausymbolisent lale cerf-volant kite prosprit. Ses cheveux boucls rappellent les vagues stylises despeintures traditionnelles chinoises. Beibei est forte en sports aquatiques et refltelanneau olympique bleu. forest la fortJingjing Jingjing, le panda, strong le souhait de bonheur. Les fleurs de lotus qui fort(e) transmetencadrent sonentrelac interlinked visage sont inspires des peintures sur porcelaine de la dynasti...</li></ul>