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Exploring Motivation

CLESOL - October 2012
by

Sharon Kiely

on 4 October 2012

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Transcript of Exploring Motivation

Exploring Motivation Flexible learning spaces “...life-long learners through positive learning experiences...the curriculum supports and empowers all students to learn and achieve personal excellence....” (Ministry of Education 2007: 8) Sharon Kiely 'Brad'
- 17
- Korean
- Year 13 'James'
-16
-Korean
-Year 12 Demographic
Motivation
Possible Selves
Open Learning Spaces Motivational differences between year levels Influence of parents/families Power of praise Teachers as role models Pedagogy of interaction
and open spaces What students don't want How many years in NZ? James - “I was crying in the morning
not wanting to come to school”. Communicative Need ESOL or English? Year Level Motivational
differences
between
year
levels Overall Motivation Influence of parents/family Placement Decision Who motivates you the most? 'What I'm doing now is
mostly for my own future' 'There is a job I want to do that requires me to study at school' 'Going to university is
very important to me' Possible self vs Ought to self Ideal Ought Who has influenced
your ideal possible self? What are you most
motivated by? “Because it shows that you have succeeded. It's like growing a crop, tending to it, and when you succeed, you get a vegetable" - Yr 13 How confident
are you? Some studies have suggested that, rather than always being positive motivators, rewards can at times undermine rather than enhance self-motivation, curiosity, interest, and persistence at learning tasks (Deci et al., 2001: 2). Power of praise Teachers as role models Do you have a
role model? 'Because I do not always like everything that a certain person does for example they way they act, speak and treat other people and the same goes for why I like multiple people, not just one specific person 'Role model'. 'I think if you did well, doing your best for everything, you can be you own role model. Because everyone have their own story or different way to change or been good or bad' Who? Learners with vivid mental imagery possess more motivational power, so possible selves lacking on the imaginative and visual front may not stir up the same motivational response (Dörnyei 2009: 19). Do you have
an image of
your ideal
possible self? Who has influenced
your ideal possible self? 'Consider who we are as teacher, and who we are as people. The closer we are in the classroom to who/how we are outside of it, the more genuine we can be in the presence of our students...Its common for teachers to put on a 'mask', removing it only when they have left school for the day. Being a more genuine person/teachers leads to higher trust, and an improvement in communication where participants are actively listening' - Oprandy 'I was not brave enough to show my writing to my students. I felt enormous tension because I was asking my students to do something that I was not willing to do myself' - Russell (2002) Pedagogy of interaction and open spaces Do you enjoy
the open
learning
spaces? Open =
higher motivation? Motivating
ways to work? 'Teachers could begin by intervening with, and closely observing, strategies that engage students with each other as they learn' - Kitchen (2009) Which
spaces? Motivational differences
between year levels Ideal possible selves
not enough for Yr 13's Influence of parents/families They are the students highest source of motivation, biggest influence on ideal possible self -
yet know the least Power of praise Make it genuine and specific Teachers as role models Walk the talk Pedagogy Interact and explore Listen and feed the sheep What students don't want Role models 61%
Overall motivation 56%
Self motivation 52% Brad - 'Systems in Korean are harder, but systems don't motivate' Explore formative assessment Awareness of their possible selves
The varying degrees to which possible selves are created
Relationship between the ideal and ought-to-be self
The role of the learning environment as a
motivating factor
Deci, L., Koestner, R., Ryan, R. & Cameron, J. (2001). Extrinsic rewards and intrinsic motivation in education. Review of Educational Research, 71(1), 1.

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.

Gardner, R. (1985). Social Psychology and Second Language Learning. London: Edward Arnold.

Gibbons, P. (2009). English learners academic literacy and thinking. Portsmouth, NH: Heineman.

Kitchen, M. (2009). Is Asia represented in secondary school curricula? Curriculum Matters, 5, 60-76.

Ministry of Education, (2007). The New Zealand Curriculum. Wellington: Learning Media Limited.

Norton, B., Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(1), 307-322.

Oprandy, R. (1999). Making personal connections to teaching. In J. Gebhard & R. Oprandy, Language teaching awareness: A guide to exploring beliefs and practices (pp 123-145). Cambridge: Cambridge University Press.

Solomon, A. (2012). What influences students at Albany Senior High School to choose the subjects they do?
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