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Students do not want to involved in mundane, trivial, boring
Transcript of Students do not want to involved in mundane, trivial, boring
They need to be challenged and engaged in their learning in order to develop into independent, self-motivated and productive learners (Prensky, 2005).
Knowing and understanding what motivates and engages students is as essential as it is challenging for 21st Century secondary school teachers (Australian Professional Standards for Teachers, 2012; Toshails & Nakkula, 2012).
HOWEVER, each challenge poses multiple opportunities!
As teachers work to engage and educate this generation of students they face the following challenges:
A survey conducted by Wilms, Frieson and Milton (2009) reported that students today want to interact with people within and beyond the schooling environment.
This research also found that students want stronger relationships with each other, with teachers and their community locally
The challenge for teachers is to learn how to learn ALONGSIDE students, to help them actively construct their own learning experiences (Claxton, 2007).
An example of a 21st Century teacher capitalizing on student-student interactions would be a year 10 drama class in which students were asked to perform a play to one of their peers. The pair then critiqued and marked each others performance so that they could improve their work.
21st Century teachers face the challenge of making learning
RELEVANT, MEANINGFUL & AUTHENTIC
through making connections to students lives and to real life scenarios (Willms, Friesen & Milton, 2009).
Working with authentic problems or community issues to help students make connections is essential as engagement is determined by the personal purpose within the task.
Teachers need to capitalize on opportunities to ask students to present similarities between their own life and their learning.
Making new content meaningful and connected rather than foreign.
This can also help students feel appreciated and relevant.
Within a year 10 Physical Ed. class, a teacher creates relevancy towards a topic by asking students to each present an example of a motor skills within the sports they participate in.
Teachers are also challenged with designing student learning experiences that require:
_ and has intellectual rigor
MULTIMEDIA & TECHNOLOGY
When it is not possible to get out of the classroom to interact with different experts across fields , technology gives 21st Century teachers the opportunity to help students interact globally with people and events (Brown, 2000).
Using technology helps to engage students in their learning, exploration and construction of knowledge.
However, the opportunity of technology faces 21st century teachers with the challenge of effectively incorporating technology into autonomous learning activities while also ensuring time is devoted to information literacy, high order and critical thinking skills.
Students today are intensely social and interactive learners!
INSTRUCTION & DELIVERY
As you enter a classroom ask yourself this question: "If there were no students in the room, could I do what I am planning to do?" If your answer to the question is yes, don't do it.
Gen. Ruben Cubero, Dean of The Faculty, United States Air Force Academy
ONE EXAMPLE: FLIP CLASSROOM
This pedagogical model reverse's the traditional lecture and homework elements to teaching using the technological advances in the 21st century.
"Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about
what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves." (Chickering
& Gamson, 1987)
Instructional Engagement Strategies
involving students in well structured Q & A sessions in lecture classes
individual think and write exercises, such as the pause technique or one minute papers
pairing activities such as "think, pair, share"
There are numerous way to evoke an engaging learning environment for 21st century learners
For example, re-present information in different ways
- Visual aides (pictures, videos, etc.)
- Written content (worksheets)
- Spoken words (discussion, interaction, questions)
- Physical activities (movement, involvement, exercises, etc.)
Here is an example of a teacher that implements several learning strategies for his students, most of which involve physical activities designed to engage and motivate
Teachers are often told that they can manipulate a student's engagement through the introduction of rewards.
However, research has shown that students will revert back to their original behaviour when the rewards stop
(Organisation for Economic Co-operation and Development, 2000, p. 28)
It is the empowerment of
group learning and entwined technology that allows students to...
learn more and explore more!
Teachers must find a way to bridge
the gap between what they know
about good instruction and what they
do in the classroom
Organisation for Economic Co-operation and Development. (2000). Motivating students for lifelong learning. What works in innovation education. 28.
Instructional Strategies Motivate and Engage Students in Deeper Learning. (2013). Retrieved from: http://publications.sreb.org/2013/13V06w.pdf
Australian professional Standards for teachers. (2012). Retrieved from Australian Institute for Teaching and School Leadership
Claxton, G. (2007). Expanding young peoples capacity to learn. British Journal of educational studies, 55(2), 1-20.
Prinsky, M. (2005). Engage me or enrage me: What today’s learners demand. Retrieved from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Toshalis, E., & Nakkula, M.J. (2012). Motivation. engagement and student voice. Retrieved from http://www.studentsatthecenter.org/papers/motivation-engagment-and-student-voice
Willms, J.D., Friesen, S., & Milton, P. (2009). What did you do in school today?: transforming classrooms through social, academic and intellectual engagement. (First National Report) Toronto: Canadian Education Association. Retrieved 8th October: http://www.ceaace.ca/media/en/WDYDIST_National_Report_EN.pdf
Educators have to reach a balance in the emotions of engagement, finding the balance between Fear, Attention, Comfort and Boredom in order to communicate instructions effectively
21st Century teachers face an ever increasing
problem in how to deliver their lessons and they how they approach giving instructions. In order to keep your students engage there are many things you need to think about;