内容教案5月转发essay slides from class

1、Outline of class 9What motivates you to learn?Peer feedback on microteachingPractice microteaching sessionsWhat motivates you to learn?Expectancy-value theoryWhy am I doing this? + Will I be successful?=Level of student motivationExpectancy-value theoryTwo factors that support student motivation:It

2、has to be important; it must have some value to the learner.The learner needs to expect success when engaging in the learning task.Biggs and Tang 2011:35 ValueWhat the e producesExtrinsic motivationWhat other people valueSocial motivationThe opportunity for ego enhancementAchievement motivationThe p

3、rocess of doing somethingIntrinsic motivationWhich is the academic ideal? Biggs and Tang 2011:35 ExpectationsExpectations of success or failure can be linked to:Self-efficacyTeacher messagesTeacher feedback Increasing student motivationSome generalisations about motivationDesign principlesWhen peopl

4、e expect to, or believe they can do well, they tend to try hard, persist, and perform better.Clear and accurate feedback focusing on the development of competence, expertise and skillDesign tasks that offer opportunities to be successful but also challenge students.Students who believe they havemore

5、 personal control of their own learning and behaviour are more likely to do well and achieve at higher levels.Provide feedback that stresses the process nature of learning, including the importance of effort, strategies and potential self-control of learning.Provide some opportunities to exercise ch

6、oice.Build a supportive community of learners.Some generalisations about motivationDesign principlesHigher levels of interest and intrinsic motivation motivate students.Provide a variety of interesting and challenging tasks, activities and materialsProvide content and tasks that are personally meani

7、ngful and interestingDisplay and model your own interestHigher levels of value motivate studentsProvide tasks, materials and activities that are relevant and useful, allowing for some personal identification with learning.Focus on importance, relevance and utility of materialsSome generalisations ab

8、out motivationDesign principlesGoals motivate and direct studentsUse organisational and management structures that encourage personal and social responsibility and provide a safe, comfortable and predictable environment.Use cooperative and collaborative groups to provide opportunities to attain soci

9、al and academic goalsFocus on mastery rather than performance (understanding rather than ability).Adpated from Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. Review the

10、 FBE204 course notes on student motivation and engaging students.Review the reading for class 9 by Gross Davis (2009)Addressing student motivation in your microteaching planMicroteaching practiceReviewersRead the review questions carefully.Participate in the teaching activity and take notes on each

11、question.Facilitate a short feedback session with your group after the teaching activity.Send written reviews directly to your reviewee through the peer review box on iLearn. Check the assessment schedule for the due date. Submit a copy of your review to Turnitin.Feedback guidelinesScan the QR code

12、or see the peer feedback guidelines in the FBE204 course notesReview questionsWhat was the most effective part of the activity and why?Pick one part of the activity that did not run smoothly. What would you have done differently to avoid or resolve this situation?Do you have any suggestions on how t

13、o increase student engagement in this activity?ReviewersStart the feedback session by inviting the presenter to debrief on the activity.Encourage others in your group to follow the feedback guidelines.Make sure that your reviewee has a chance to respond to and discuss feedback.Be ready to report bac

14、k to the class with comments on question 1.Reflecting on your practice teachingSome points to consider when reflecting on your teachingWhat did students do during your teaching activity?What were your aims in having them do this?What level of learning behaviour did they engage in?What did you do wit

15、h what students did? How did this help students build their understanding of the topic?Lesson reflection for Assessment task 3Question:Critically reflect on your microteaching session, drawing on your knowledge of learning and teaching principles developed in FBE204.Reflect on your practice and final microteaching sessions.Use the points on this slide and the 5 Rs of reflection in the FBE204 course notes when writing your lesson reflection.Submit your lesson reflection at the end of semester.Reminders AFTER CLASSComplete tutorial 9. This