Jen H's List: issues - motivation and engagement using ICT

• Model. Model in your own teaching behavior the lessons you want the  students to learn. If you want your students to become careful thinkers,  demonstrate careful thinking. Students will study what you do even more than  what you say, so you would be wise to display the habits of fairness,  circumspection, balance, justness. Show that you understand with sympathy all  sides of a controversial issue. Show that the knowledge you are teaching has a  definite and useful impact on your life, attitudes and behavior.  

  And be sure to admit freely when you don't know the answer or when you have  made a mistake. Students report feeling increased rather than decreased respect  for professors who admit their ignorance. After all, students are not looking  for someone perfect; they are looking for someone human and genuine.

  • model the behaviour you want from them

• Illustrations can be drawn from fiction, music, film, cartoons, newspaper  articles, scripture, metaphors, personal experience, technology, art, polls,  in-class experiments, in-class ad hoc minidramas, nature, etc., etc.  

  Take the class outside to an anthill to teach them about society; bring an  apple to class to slice up and divide among everyone to teach the concept of  limited resources; have one student lead another blindfolded student around the  room to teach about faith; develop a field assignment that requires students to  go somewhere and discover something, interview someone, or find something and  then come back and report on it or write it up. In short, be creative. There are  hundreds of ways to make learning varied, dynamic, and exciting. 

  • make learning dynamic varied exciting fun

• Planning models and frameworks 

   

  The activities in the sample units provide examples of varied teaching and  learning approaches and contextx that meet individual learning needs of  students. This resource outlines some planning models and frameworks  including:

   
   
  • Problem-based learning  
  • Bloom's taxonomy  
  • Gardner's theory of multiple intelligences  
  • Thinker's keys  
  • Cognitive Research Trust technique (CoRT)  
  • Inquiry-based learning.
• Teaching and learning strategies  
   
  • Making a matrix for planning purposes  
  • Brainstorming  
  • Graphic organisers  
  • Questioning  
  • Collaborative learning  
  • Structures  
  • Establishing roles  
  • Collaborative learning strategies  
  • Personal learning  
  • Strategies to support personal learning  
  • Generic skills and competencies  
  • The Key Competencies  
  • Enterprise skills

• lists portfolios which were approved for a Teaching with Technology Certificate

• LEARNING HOW TO LEARN

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• Benefits of Formative Assessments for Teachers (Boston,  2002)

   

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  • Teachers are able to determine what standards students already know and to  what degree.  
  • Teachers can decide what minor modifications or major changes in instruction they need to makes so  that all students can succeed in upcoming instruction and on subsequent  assessments.  
  • Teachers can create appropriate lessons and activities for groups of  learners or individual students.  
  • Teachers can inform students about their current progress in order to help  them set goals for improvement.  
  • In 2008, Katy Bainbridge began work on Align Assess Achieve, a method of  teaching formative assessment to administrators and teachers.

• Benefits of Formative Assessments for Students

   

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  • Students are more motivated to learn.  
  • Students take responsibility for their own learning.  
  • Students become users of assessment.  
  • Students learn valuable lifelong skills such as self-evaluation,  self-assessment, and goal setting.  
  • Student achievement can improve from 21-41 percentile points.
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  • be part of effective planning of teaching and learning  
  • focus on how students learn  
  • be recognised as central to classroom practice  
  • be regarded as a key professional skill for teachers  
  • be sensitive and constructive because any assessment has an emotional impact   
  • take account of the importance of learner motivation  
  • promote commitment to learning goals and a shared understanding of the  criteria by which they are assessed  
  • enable learners to receive constructive guidance about how to improve  
  • develop learners’ capacity for self-assessment so that they can become  reflective and self-managing  
  • recognise the full range of achievements of all learners

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• In a fixed mindset, people believe their basic qualities, like their  intelligence or talent, are simply fixed traits. They spend their time  documenting their intelligence or talent instead of developing them. They also  believe that talent alone creates success—without effort. They’re wrong.

   

  In a growth mindset, people believe that their most basic abilities can be  developed through dedication and hard work—brains and talent are just the  starting point. This view creates a love of learning and a resilience that is  essential for great accomplishment. Virtually all great people have had these  qualities.

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• Benjamin Barber, an eminent sociologist, once said, “I don’t divide the world  into the weak and the strong, or the successes and the failures... I divide the  world into the learners and nonlearners.”