2016 leading seagulls 7 teacher candy dates
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Transcript of 2016 leading seagulls 7 teacher candy dates
INCREASING MOTIVATION AND LEARNING BY IMPLEMENTING INNOVATIVE
INSTRUCTIONAL METHODS
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
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Increasing Motivation & Learning
Our motto is…
UNCHAIN YOUR BRAIN!
http://www.china.org.cn/opinion/2011-02/16/content_21934282.htm
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Increasing Motivation & Learning
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
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Increasing Motivation & Learning
Chapter Review
Personal Needs
Academic Needs
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Increasing Motivation & Learning
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
Increasing Motivation & Learning
Jones & Jones (2007)
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
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Increasing Motivation & Learning
Jones & Jones (2007)
FORMULA OF MOTIVATION
Climate
Expectation
MOTIVATIONValue
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Increasing Motivation & Learning
Jones & Jones (2007)
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
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Increasing Motivation & Learning
Jones & Jones (2007)
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
Increasing Motivation & Learning
Jones & Jones (2007)
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.
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Increasing Motivation & Learning
Jones & Jones (2007)
2.Understand the learning process
• Functional definition of learning • How to study effectively • Cognitive maps
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Increasing Motivation & Learning
Jones & Jones (2007)
3. Be actively involved in the learning process
• Cooperative learning• Active involvement, choice and meaningful
activity• Developing lifelong skills• Real-world problem solving
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Increasing Motivation & Learning
Jones & Jones (2007)
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.
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Increasing Motivation & Learning
Jones & Jones (2007)
Cultural Mismatch Whirlpoolsteacher candy-dates
Increasing Motivation & Learning
Jones & Jones (2007)
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
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Increasing Motivation & Learning
Jones & Jones (2007)
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.
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Increasing Motivation & Learning
Jones & Jones (2007)
- Adjusting environmental factors to meet students’ learning needs
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Increasing Motivation & Learning
Jones & Jones (2007)
Howard Gardner’s work on multiple intelligences theory
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Increasing Motivation & Learning
Jones & Jones (2007)
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.
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Increasing Motivation & Learning
Jones & Jones (2007)
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.
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Increasing Motivation & Learning
Jones & Jones (2007)
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.
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Increasing Motivation & Learning
Jones & Jones (2007)
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
Increasing Motivation & Learning
Jones & Jones (2007)
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
Increasing Motivation & Learning
Jones & Jones (2007)
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
Increasing Motivation & Learning
Jones & Jones (2007)
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
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Increasing Motivation & Learning
Jones & Jones (2007)
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?
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Increasing Motivation & Learning
Jones & Jones (2007)
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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 %
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Increasing Motivation & Learning
Percentages
1234
STUDENTS
TEACHER SYSTEM
MATERIAL
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22,7 %
24,5 %
22,7 %
30 %
Increasing Motivation & Learning
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
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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.
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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).
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Washback Influence on High-stakes Exams
• 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)
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Washback Influence on High-stakes Exams
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. “
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Washback Influence on High-stakes Exams
- 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.
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Washback Influence on High-stakes Exams
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.”
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Washback Influence on High-stakes Exams
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.
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Washback Influence on High-stakes Exams
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 %
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Washback Influence on High-stakes Exams
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 %
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Washback Influence on High-stakes Exams
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%
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Washback Influence on High-stakes Exams
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%
Washback Influence on High-stakes Exams
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
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Washback Influence on High-stakes Exams
–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
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Washback Influence on High-stakes Exams
LISTENING
Frequency of Listening Activities
NeverSeldomSometimesOftenAlways
25%10%
5%
60%
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Washback Influence on High-stakes Exams
WRITING
Frequency of Writing Activities
NeverSeldomSometimesOftenAlways25%
35 %
10 %30 %
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Washback Influence on High-stakes Exams
SPEAKING
Frequency of Speaking Activities
NeverSeldomSometimesOftenAlways
5 %
20 %
25 %
50%
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Washback Influence on High-stakes Exams
READING
Frequency of Reading Activities
NeverSeldomSometimesOftenAlways
5 %5%
50%
40 %
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Washback Influence on High-stakes Exams
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%
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Washback Influence on High-stakes Exams
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
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Increasing Motivation & Learning
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.
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Increasing Motivation & Learning
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.
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Increasing Motivation & Learning
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.
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Increasing Motivation & Learning
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
Special Thanks to Dr. Hayal Köksal teacher
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Increasing Motivation & Learning
https://www.facebook.com/photo.php?fbid=10153250298873108&set=a.452047908107.225606.703658107&type=3&theater
THANK YOU FOR YOUR ATTENTION
Sincerely yours,
teacher candy-datesIncreasing
Motivation & Learning