the IDEAL structure of a lesson
Students will be motivated if they are intrigued/attracted/curious/engaged by the subject. This means both the relevance of the content and the quality and connectedness of the delivery. Students love genuinely challenging work, where they can engage the problem and overcome it. They love things that are fun/cool/unique. The love things that relate to where they are at in the world emotionally/mentally/politically/economically.
Conversely if the challenge is even a little too hard students can quickly be demotivated.
Students are also motivated by their relationship with the teacher - with a good relationship - students trust that the experience will be safe and worthwhile, desire to please the teacher, desire to prove themselves.
Students are motivated if their gift/tallents lie within the subject area - they love doing something they know they are good at, or that they are naturally at home with. So different tallents/intelligences will need to be catered for to get the full benefit of this driver.
Conversly with a bad relationship between teacher and student the student might be unmotivated to achieve because they 'can't be bothered', because they are not confident to take risks, because they do not feel safe.
Students are motivated by personal feedback - particularly from people they respect, and also from people they don't like. Feedback from friends is less valued.
Students are motivated by deadlines, standards, completing course outcomes. At the lowest level this is a weak motivator, as students may only 'put in' enough to pass, rather than soaring into the task for its own sake.
Students are motivated by their peer group - they will follow the key network people in the class because they value their approval. This means if the 'cool people' are not interested or bored then a lot of other students will be also unmotivated. Conversley if the 'cool people' are engaged, then others will be indirectly motivated as well.
Students have their own 'conscious and unconscious' needs - they are complex and have complex external relationships - mother/father/siblings/peers - These have to be recognised and factored in.
Rich tasks - challenging tasks and goals - These are carefully designed tasks that are intended to engage students at all levels - they are connected to where the student is at, they allow for collaboration, they have a 'real world' connection, they are often open ended to allow students to go as far as they want. They work at multiple levels - direct outcomes, group outcomes, emotional, spiritual, political.
The down side of developing rich tasks is that they take a lot more work to assemble. Expert teachers may be 'automatic' enough to generate them without undue stress, but for myself it is a daunting job. Also many of the more interesting tasks that come to mind are potentially too long, or require equipment or facilities which we don't have or cannot afford - particularly for larger groups (eg 30 students)
Glasser: we can only control how we think and act, but not how we feel. Students seek
Lesson structure:
links:
Motivating students http://www.nwrel.org/request/oct00/motivate.html
Conversely if the challenge is even a little too hard students can quickly be demotivated.
Students are also motivated by their relationship with the teacher - with a good relationship - students trust that the experience will be safe and worthwhile, desire to please the teacher, desire to prove themselves.
Students are motivated if their gift/tallents lie within the subject area - they love doing something they know they are good at, or that they are naturally at home with. So different tallents/intelligences will need to be catered for to get the full benefit of this driver.
Conversly with a bad relationship between teacher and student the student might be unmotivated to achieve because they 'can't be bothered', because they are not confident to take risks, because they do not feel safe.
Students are motivated by personal feedback - particularly from people they respect, and also from people they don't like. Feedback from friends is less valued.
Students are motivated by deadlines, standards, completing course outcomes. At the lowest level this is a weak motivator, as students may only 'put in' enough to pass, rather than soaring into the task for its own sake.
Students are motivated by their peer group - they will follow the key network people in the class because they value their approval. This means if the 'cool people' are not interested or bored then a lot of other students will be also unmotivated. Conversley if the 'cool people' are engaged, then others will be indirectly motivated as well.
Students have their own 'conscious and unconscious' needs - they are complex and have complex external relationships - mother/father/siblings/peers - These have to be recognised and factored in.
Rich tasks - challenging tasks and goals - These are carefully designed tasks that are intended to engage students at all levels - they are connected to where the student is at, they allow for collaboration, they have a 'real world' connection, they are often open ended to allow students to go as far as they want. They work at multiple levels - direct outcomes, group outcomes, emotional, spiritual, political.
The down side of developing rich tasks is that they take a lot more work to assemble. Expert teachers may be 'automatic' enough to generate them without undue stress, but for myself it is a daunting job. Also many of the more interesting tasks that come to mind are potentially too long, or require equipment or facilities which we don't have or cannot afford - particularly for larger groups (eg 30 students)
Glasser: we can only control how we think and act, but not how we feel. Students seek
- safe and secure place where they belong
- to be loved and valued (and to love and value)
- to have power
- to have freedom
- to have fun and learn things
Lesson structure:
- opening - teaser - place lesson in context of where students are at/interested in (constructivist grounding)
- present background information and challenge
- group activity - evidence of learning collected
- critical reflection
- summarise, place back in context
links:
Motivating students http://www.nwrel.org/request/oct00/motivate.html
posted by Josh the Hammer at 6:15 PM
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