strategies for teachers in motivating the underachievers

MAKATI HIGH SCHOOL

ENHANCEMENT SEMINAR FOR TEACHERS

December 9, 2011

APPROACHES TO LEARNING

1. BEHAVIOURAL2. COGNITIVE 3. HUMANISTIC

Lawry Mahon,

Victoria University

BEHAVIOURALa. PUNISHMENTb. REWARDS

The use of rewards and punishment are proven effective but

in short term.

COGNITIVETeaching, learning and assessment in schools should catch-up to the general needs of society.

COGNITIVEStandardized curriculum and examinations set by the school and government

COGNITIVETeachers recognize the need for the child to actively participate in the learning process by making personal decisions about the learning tasks.

COGNITIVEChildren are committed to the goals of the teachers

Children have self-discipline

There should be policy for appropriate courses of action

HUMANISTICHuman beings have the ability to understand – and to control – the world by careful application of their own rational faculties.

HUMANISTICTeacher should recognize the children’s goal by observing their behavior.

•Teacher should recognize the children’s goal by observing their behavior.

HUMANISTIC•Self-actualization

•Freedom to learn (Freire, 1972)

•Teacher should recognize the children’s goal by observing their behavior.

TYPES OF STUDENTS•Overachiever•Underachiever

UNDERACHIEVERThere is a significant gap between their ability and what they produce in school.

UNDERACHIEVERTeachers are challenged daily by students who don’t show interest in learning.

UNDERACHIEVERUnderachievement is a behavior and can be modified.

Technology is the great tool to engage and

empower students to heighten their attitude towards learning and

allow them to succeed.

STRATEGIES FOR TEACHERS IN MOTIVATING

UNDERACHIEVERS Maintain contact between home and school.Discourage the "Parent to the Rescue" syndrome.


UNDERACHIEVERS Emphasize goal setting, showing students how life success is linked to school performance.


UNDERACHIEVERS Encourage more reading and less TV, videos, computer games and surfing the Internet at home.


UNDERACHIEVERS Use concepts from the world of sports as analogies for goal setting in life.


UNDERACHIEVERS Hold students accountable for actions, behavior, materials and work.


UNDERACHIEVERS Help underachievers identify their areas of strength.


UNDERACHIEVERS Use whole group instruction, individualized study, heterogeneous grouping and cluster or ability grouping.


UNDERACHIEVERS Use various forms of assessment. Use the expertise and

experience of other teachers in deciding on strategies to use with your underachievers.


UNDERACHIEVERS Plan lessons that involve all of Gardner's Multiple Intelligences. Make sure your

lessons give the opportunity for students to use higher level thinking skills.


UNDERACHIEVERS Use outside resources and school staff to offer specialized courses based on student interests.


UNDERACHIEVERS Identify specific organizational skills your underachievers need to learn. Include classroom

activities that increase skill in memorization.


UNDERACHIEVERS Team each underachieving student with an achieving partner of equal ability.

Be intentional about teaching study skills.


UNDERACHIEVERS Have students discuss and think about success and failure.

Principles in Learning Assessment

Assessment of learning is an

integral part of the teaching –

learning process.

Assessment tool should match with

performance objective.

The results of assessment must be fed back to the

learners..

Teachers must consider learner’s, learning styles and multiple intelligence and come up with variety

of ways in assessing learning.

Give some positive feedback along with not so

good ones.

Emphasize on self-assessment.

Teacher’s task is to teach all students even

from those limited backgrounds must

have access to learning opportunities

Assessment of learning should

never be used as punishment or as a

disciplinary measure.

Results of learning assessment must be communicated

clearly and regularly to

parents

Teachers are continually faced with

the challenge of assessing the progress of students as well as

their own effectiveness as teachers (Santos, 2007).

ASSESSMENT could:1. Improve student

performance2. Guide the teachers in enhancing the teaching learning process 3. Assist policy makers in improving the

educational system.

What is ASSESSMENT for LEARNING?ASSESSMENT for LEARNING for learning is sometimes called “FORMATIVE” assessment – involves teachers and learners using assessment to improve learning.

What is ASSESSMENT for LEARNING?

It is about assessing progress and analysis and feeding back the outcomes of that assessment positively and constructively to:

Agree actions to help the learner improve

Adapt teaching methods to meet the learner’s identified needs.

ASSESSMENT FOR LEARNING

FEEDBACK TO LEARNER(S)

ACTION FOR TEACHERACTIONS FOR LEARNER(S)

ENHANCED LEARNING FOR ALL LEARNERS

FEEDBACK TO TEACHER

ASSESSMENT for learning is a continuous dialogue.

ASSESSMENT for learning demonstrates a particular view of learning – that all learners can improve and achieve their full potentials.

ASSESSMENT FOR LEARNING

FEEDBACK TO LEARNER(S)

ACTION FOR TEACHERACTIONS FOR LEARNER(S)

ENHANCED LEARNING FOR ALL LEARNERS

FEEDBACK TO TEACHER

METHODS FOR LEARNING

ASSESSMENTCheck learning and assess progress

Use range of approaches

Form a Question

METHODS FOR LEARNING

ASSESSMENTREVIEWING LEARNING: Looking backwards and

forwardsDeveloping a skill of reflectionGiving and

receiving feedback

Thank you!

MARILYN P. ALLANIGUE0927.6888.981 [email protected]

strategies for teachers in motivating the underachievers

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