ed 401 presentation increasing learner motivation

INCREASING MOTIVATION AND LEARNING BY IMPLEMENTING INNOVATIVE

INSTRUCTIONAL METHODS

ED 401: CLASSROOM MANAGEMENTby

Dr. Hayal KÖKSAL

teacher candy-dates

Table of Content• Content • Who are We?• Gantt Chart• Chapter Review• Fishbone Diagram• Matrix Diagram• Statement of the Problem• Literature Review• Survey & Results• Suggestions• References• Thanks

teacher candy-dates

Increasing Motivation & Learning

teacher candy-dates

http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-lollipop-fastboot-flashable-native-lollipop-illusion-roms-1473868

Şule Betül Aşıkoğlu Pelin Aydın

Asuman Gez

Merve Özçelik

Atilla Kocabalcıoğlu

teacher candy-dates




Our motto is…

UNCHAIN YOUR BRAIN!

http://www.china.org.cn/opinion/2011-02/16/content_21934282.htm

teacher candy-dates


Gannt ChartSTEPS October

19,2015October 21,2015

October 23,2015

October 24,2015

October 25,2015

October 26,2015

Plan

Determination of the problem

Literature review targets

Do Determination of the main causes

Collecting and preparing data

Check

Checking data

Suggestions

Act

Project preparation

Presentation

EXPECTED OBSERVED

teacher candy-dates


Chapter Review

Personal Needs

Academic Needs

teacher candy-dates


Jones & Jones (2007)

Many students meet their personal needs by successfully completing classroom activities and assignments.

Other students find school to be anxiety-producing, frustrating setting and look elsewhere for the significance competence and power.

teacher candy-dates



Understanding the research on motivation and its relationship to student academic needs enables teachers to implement instruction that results in virtually all students’ obtaining feelings of worth within the school setting.

https://www.understood.org/en/learning-attention-issues/signs-symptoms/academic-readiness/academic-skills-your-child-needs-for-first-grade

teacher candy-dates



FORMULA OF MOTIVATION

Climate

Expectation

MOTIVATIONValue

teacher candy-dates



As with personal needs, understanding and response to student’s academic needs are central factors determining whether we as educators can create communities in which learning is viewed as desirable

teacher candy-dates



STUDENT’S ACADEMIC NEEDS

• Understand and value learning goals• Understand the learning process• Be actively involved in the learning process• have learning goals related to their own interests and choices• Receive instruction matched to their learning styles and strengths• See learning modeled by adults as an exciting and rewarding process• Experience success• Have time to integrate learning • Receive realistic and immediate feedback that enhances self-efficacy• Be involved in self-evaluating their learning and effort• Receive appropriate rewards for performance gains • Experience a supportive, safe, well-organised learning environment

teacher candy-dates



1. Understand and value learning goals

• Objective(s)• Reason(s)• Activity(ies)• Assesment

This not only provides students with an opportunity to examine and discuss the learning goals but also helps students to understand the learning process.

teacher candy-dates



2.Understand the learning process

• Functional definition of learning • How to study effectively • Cognitive maps

teacher candy-dates



3. Be actively involved in the learning process

• Cooperative learning• Active involvement, choice and meaningful

activity• Developing lifelong skills• Real-world problem solving

teacher candy-dates



4. Have learning goals related to their own interests and choices

Studies suggest that students prefer instructional methods supportive of their special interests and needs (Davidson, 1999), and that when these are implemented, students who have a history of somewhat low achievement can be very successful.

teacher candy-dates



Cultural Mismatch Whirlpoolsteacher candy-dates



4. Have learning goals related to their own interests and choices Cont’d

• Utilizing thematic units • Place-based education • Involving students in academic goal setting

teacher candy-dates



5. Receive instruction responsive to their learning styles and strengths

• Teachers can increase students’ motivation and success by responding effectively to students’ learning styles.

• Teachers who use the same instructional methods with every student or who use a limited range of instructional activities will create a situation in which some students become frustrated, experience failure, and respond by misbehaving.

teacher candy-dates



- Adjusting environmental factors to meet students’ learning needs

teacher candy-dates



Howard Gardner’s work on multiple intelligences theory

teacher candy-dates



6. Learning modeled by adults as an exciting and rewarding activity

Teachers possess many characteristics that make their behavior likely to be modeled.

Teachers will be more effective when students observe them actively and enthusiastically engaged in the learning process.

teacher candy-dates



7. Experience Success

Nobody wants to fail.

Students may feel anxiety when they are given inappropriate tasks, which causes to divide their attention between the material and concern about failure.

teacher candy-dates



8. Have time to integrate learning

Students need time to internalize and process what they have learned.

If they do not have enough time, they may begin to feel confused and experience a sense of failure.

teacher candy-dates



9. Receive realistic and immediate feedback that enhances self-efficacy

Students need immediate, specific and proper feedback to assess their own learning process. otherwise they tend to judge their performance as unacceptable.

Not all feedback is effective in improving students’ performances. Studies show that hostile or extensive criticism creates negative attitudes and lowers achievements, creativity, and classroom control.

teacher candy-dates



10. Be involved in self-evaluating their learning and effort

Students evaluating and recording their own work tend to develop an internal locus of control and monitor their progress based on their own efforts.

Providing students with specific data that show their progress is probably the most effective motivational strategy

teacher candy-dates



11. Receive appropriate rewards for performance gains

Rewards are essential for increasing effort rather than improving quality of performance. Therefore, it is better to use them when the goal and strategy is clear.

teacher candy-dates



12. Experience a safe, well-organized learning environment

Classroom should be pleasing, spacious, and properly lit. Learners should feel physically and emotionally safe.

http://www.alsson.com/about/facilities/primary-facilities

teacher candy-dates



System Student

MaterialTeacher

- Course books mostly based on grammar exercises - Test books mostly based on reading skills- Inadequate visual materials

- Content and method mismatch - Instruction type - Corrective feedback

- Curriculum prepared according to exam-oriented system

- Highstakes exams - Washback effect

- Content and interest mismatch - Having difficulty in valuing the task - Not knowing one’s goals

WHY DOES STUDENTS’

MOTIVATION GET NEGATIVELY

AFFECTED IN EFL CLASSES IN TURKEY?

teacher candy-dates



http://www.slideshare.net/Presentationsat24point0/fishbone-diagram-powerpoint-slides


Matrix Diagram

STUDENTS SYSTEM MATERIAL TEACHER

Şule Betül Aşıkoğlu 4 7 5 6

Pelin Aydın 4 7 5 6

Asuman Gez 7 6 5 4

Atilla Kocabalcıoğlu 5 6 4 7

Merve Özçelik 5 7 6 4

Percentages 22,7 % 30 % 22,7 % 24,5 %

teacher candy-dates


Percentages

1234

STUDENTS

TEACHER SYSTEM

MATERIAL

teacher candy-dates

22,7 %

24,5 %

22,7 %

30 %


Statement of the Problem• Among the factors

influencing learner’s motivation, we have decided on the Education System. To specify furthermore, we have focused on the negative washback effect of high-stakes EFL exams on EFL learners.

http://www.philipchircop.com/post/40604773093/our-educational-system-the-bird-made-it-to-the

teacher candy-dates

Washback Influence on High-stakes Exams

LITERATURE REVIEWWhile doing literature research about the relationship between high-stakes testing and motivation, we have encountered that testing may have a negative influence on motivation.

teacher candy-dates

Washback Influence on High-stakes Examshttp://www.brainclinic.co.za/function.php

• One of the most relevant studies on this field is the work of Kellaghan et al. (1996).

• They concluded that students who take external examinations focus on performing goals rather than learning goals. Performing goals are shallower than learning goals, which leads surface learning (Deci and Ryan, 1985).

teacher candy-dates


• In the research field the influence of testing on learning and teaching process is defined as washback by Shohamy, Donits-Schmidt, Ferman (1996).

• Washback can be positive or negative according to the nature and implementation of examination (Adnan &Mahmood, 2014)

teacher candy-dates


Adnan et al. (2014) state;“Despite their beneficial or harmful washback, public exam and test have maintained their place because they hold a mirror to all the other activities going on under the umbrella term of teaching-learning process and other processes in education system. “

teacher candy-dates


- The case is not very different in Korea as well. Korean high school students take Korean Scholastic Aptitude test (KSAT) to enter universities. - Choi (2008) claims KSAT has greater washback effect on the Korean education than any other test. Regarding the EFL KSAT’s English section does not include speaking and writing tests. As a result, there is very little , if any, teaching of speaking and writing in high school. This also results in that many Koreans lack productive skills.- As students are prepared just to pass the exam, there is a huge gap between their English proficiency and exam scores. This shows the failure of multiple choice EFL test preparation to induce productive English skills.

teacher candy-dates


Shohamy et al.( 1999) suggest;“In settings where tests are used for scaling and standardizing an entire population, tests are viewed as the primary tools through which changes in the educational system can be introduced without having to change other educational components such as teacher training or curricula.”

teacher candy-dates


SURVEY

We have conducted a survey among twenty FLED students in our university, who studied in the foreign language department in high school. The survey includes six questions through which we expected to learn their last year experience of English classes in high school and reveal the effect of LYS 5 (National University Entrance Examination on Foreign Languages) on their motivation for English classes.

teacher candy-dates


1. How many hours of English class were you suppose to attend in the last year of high school?

English Class

10 hours of English12 hours of English14 hours of English16 hours of English 65 %

20 %5 % 10 %

teacher candy-dates


2. What was the medium of instruction in your English class in high school?

Medium of Instruction

TurkishMixed-Mostly TurkishMixed-Mostly EnglishEnglish

70 %

25 %

5 %

teacher candy-dates


3. How much of the class time did your English teacher spend to prepare you for

LYS-5?Time Allocation to LYS 5 Preparation

All of the classesMost of the classesSome of the classesNone of the classes

60 %

30 %

10%

teacher candy-dates


4. How much of the content presented in English class matched your interests and

choices?Content vs Interests

All of the ContentMost of the ContentSome of the ContentNone of the Content

70%

10 % 5 %15%


5. Please grade the given language skills according to time allocated in your English

classes in the last year of high school?

• Listening• Writing• Speaking• Reading

teacher candy-dates


–never seldom sometime

soften always Total Average

–listening %25,005

%60,0012

%5,001

%10,00

2

%0,000 20 2,00

–writing %30,006

%25,005

%35,007

%10,00

2

%0,000 20 2,25

-speaking %50,00

10

%25,005

%20,004

%0,000

%5,001 20 1,85

–reading %0,000

%5,001

%5,001

%40,00

8

%50,0010 20 4,35

The table of frequency of language skills according to time allocated in English classes in the last year of high school

teacher candy-dates


LISTENING

Frequency of Listening Activities

NeverSeldomSometimesOftenAlways

25%10%

5%

60%

teacher candy-dates


WRITING

Frequency of Writing Activities

NeverSeldomSometimesOftenAlways25%

35 %

10 %30 %

teacher candy-dates


SPEAKING

Frequency of Speaking Activities


5 %

20 %

25 %

50%

teacher candy-dates


READING

Frequency of Reading Activities


5 %5%

50%

40 %

teacher candy-dates


6. How did the fact that there is no testing of listening , writing and speaking skills in LYS-5

influence your motivation to study these skills?LYS-5 Influence on Motivation

No influenceNegavite InfluencePositive Influence

15%

65%

20%

teacher candy-dates


Suggestions on the ProblemFor teachers:

• Lesson content should not be prepared solely according to the topics covered in the high-stakes exam.

• All language skills should be developed equally by implementing a variety of activities.

• Instead of grammar based instruction, communicative and collaborative learning should be promoted

teacher candy-dates


Suggestions on the ProblemFor students:

• Students can involve actively in the process of academic goal setting.

• Students can collaborate with the teachers to modify the national curriculum.

• Students should aim to develop other language skills than required for the high-stakes exam.

teacher candy-dates


Suggestions on the ProblemFor system:

• Teachers and students’ values, interests, and needs should be taken into consideration.

• Teachers and board of education should comprise on curriculum.

• Ministry of National Education should organize in-service training programs for teachers to create a positive washback.

teacher candy-dates


References• Imece circles by Hayal Köksal• Adnan, U., & Mahmood, M. A. (2014). Impact of Public Examination on Teaching of English: A Washback

Perspective. Journal of Education and Practice, 5(2), 132-139. Chicago• Choi, I. (2008). The impact of EFL testing on EFL education in korea. Language Testing, 25(1), 39-62. • Deakin Crick, R., & Harlen, W. (2003). Testing and motivation for learning. Assessment in Education:

Principles, Policy & Practice, 10(2), 169-207.• Deci, E. L. & Ryan R. M. (1985) Intrinsic Motivation and Self-determination in Human Behavior. Plenum: New

York.• Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support

and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.• Kellaghan, T., Madaus, G. & Raczek, A. (1996) The Use of External Examinations to Improve Student

Motivation. Washington DC: AERA.• Muñoz, A. P., & Álvarez, M. E. (2010). Washback of an oral assessment system in the EFL classroom.

Language Testing, 27(1), 33-49.• Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time.

Language Testing, 13(3), 298-317• Wynne Harlen & Ruth Deakin Crick (2003) Testing and Motivation for Learning, Assessment in Education.

Principles, Policy & Practice, 10:2, 169-207• Yildirim, O. (2010). Washback effects of a high-stakes university entrance exam: Effects of the english section

of the universiry entrance exam on future english language teaching in turkey. Asian EFL Journal, 12(2), 92-116.

teacher candy-dates


Web Resources• http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-lollipop

-fastboot-flashable-native-lollipop-illusion-roms-1473868

• http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-lollipop-fastboot-flashable-native-lollipop-illusion-roms-1473868

• http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-lollipop-fastboot-flashable-native-lollipop-illusion-roms-1473868

• http://www.alsson.com/about/facilities/primary-facilities• http://www.brainclinic.co.za/function.php• https://

www.facebook.com/photo.php?fbid=10153250298873108&set=a.452047908107.225606.703658107&type=3&theater

• http://www.slideshare.net/Presentationsat24point0/fishbone-diagram-powerpoint-slides








http://www.brainclinic.co.za/function.php



https://www.facebook.com/photo.php?fbid=10153250298873108&set=a.452047908107.225606.703658107&type=3&theater






Special Thanks to Dr. Hayal Köksal teacher

candy-dates



THANK YOU FOR YOUR ATTENTION

Sincerely yours,

teacher candy-datesIncreasing

Motivation & Learning