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TFM

17Jun2011
by

xavier turon

on 17 June 2011

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Transcript of TFM

motivation why? how? what? methodology theory observation


enquiry


contrast with theory social, emotional and cognitive aspects map of microsystem
(map of interactions) vak-b (nlp) tutors / teachers' board learners types of intelligences
areas of interest
learning evolution
... own conclusions
(objective scenario) tools? teacher's vak-b input + adaptation (lesson plan) interactions teacher
learner
content piaget's constructivism motivation integrative instrumental (Gardner, Tremblay & Masgoret, 1997) (Dörnyei, 2001) qualitative quantitative lenght, persistence, activity, level of arousal patterns of thinking associated + learner's engagement trends self-determination theory neurobiological model task motivation intrinsic motivation
extrinsic motivation 5 stimuli (novelty, pleasantness, goal significance, coping ability and compatibility with self and social image) (Noels et al, 2003) (Schumann, 2001) (Dörnyei, 2003) task execution
appraisal
action control tools affective filter hypothesis nlp (Krashen, 1985) 1. Mind and body are interconnected: They are parts of the same system, and each affects the other.
2. The map is not the territory: We all have different maps of the world.
3. There is no failure, only feedback...and a renewed opportunity for success.
4. The map becomes the territory: What you believe to be true is either true or becomes true.
5. Knowing what you want helps you get it.
6. The resources we need are within us
7. Communication is non-verbal as well as verbal.
8. The nonconscious mind is benevolent.
9. Communication is nonconscious as well as conscious.
10. All behaviour has a positive intention.
11. The meaning of my communication is the response I get.
12. Modelling excellent behavior leads to excellence.
13. In any system, the element with the greatest flexibility will have the most influence on that system. (Revell and Norman, 1997) curriculum LEC (Decret 142/2008)
key competences
cefr abilities! acces to knowledge
engage in conversations
acknowledge other cultures
accept anxiety and reach strategies to overcome inadequacy
... "Individuals who are truly motivated not only strive to learn the material but also seek out situations where they can obtain further practive" (Gardner, 1985) motivation
self-confidence
anxiety (Affective Filter Hypothesis) acknowledge learners' stage of development biological
social
emotional
cognitive motivation fear of failure/anticipation of shame
pleasantness
goal significance
coping ability success intrinsic emotions group management attitude discipline (1bat vs 1eso) locus of control teacher discourse internal
external vak-b
human communication principle #3
there is no failure, only feedback...
and a renewed opportunity for success abilities weaknessess respect oral exams "Teachers should be aware of the impact that comments, marks and grades can have on learners' confidence and enthusiasm and should be as constructive for both learning and motivation" (assessment for learning: principle #5; arg, 2002) principle #7
communication is non-verbal
as well as verbal non-verbal (vak-b) vs. verbal message principle #8
the non-conscious mind is benevolent learner's way of dealing with conflict: fight or flight proposal: private discussion
(extrinsic into intrinsic motivation) principle #13
in any system, the element with the greatest flexibility will have the most inlfuence on that system adaptation of content and exposure to items (1eso water example) adaptation of lesson plans (japan crisis, donetsk') learners' feedback + - conflict provides input extrinsic
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