Motivation &

Demand High Teaching

Santiago Teachers’ Seminar

16th May 2015

Emma Walton

Emma.walton@ef.com

Director of Academic Development

EF Education First

A New Landscape

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

What motivates you?

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

Demand High – Challenging students

The students abroad

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

Out of the comfort zone – stretching and motivating our students and us!

Demand High – Challenging students

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 – Challenging students

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

Thank you and any questions?