Week #5: The Surprising Science of Motivation

It’s so sad to realize we have been doing the wrong thing. This approach can be used for us to understand what happens in our educational system. We have been making decisions based on assumptions that are outdated, unexamined and rooted more on folklore than in science. Now, we stand in the rubble of the “educational collapse”.

To get out of this mess, as the speaker says, we have not to do more of the wrong things. We have, rather, to offer opportunities for students to be intrinsically motivated.

This new approach has three pillars: Autonomy, Mastery and Purpose. Autonomy meaning the urge to direct our own lives; Mastery is the desire to get better and better at something that really matters and Purpose is the yearning to do what we do in a service larger than ourselves.

How can this work in the language class? I think many things would have to change in the educational system. It’s not only implementing ideas. It’s convincing teachers teaching goes beyond teaching, which can happen anytime anywhere not necessary inside the classroom during the lesson.

I think learning takes place when there is the intrinsic motivation for both teachers and learners… And teachers should do things having Autonomy, Mastery and Purpose in mind!

Helô 

Week #5: WebQuests: The Sage on the Stage X The Guide on the Side

WebQuests can be a way of involving both the teacher and the students. I started one yesterday with an Advanced Teen 1 group. We had a great time during class trying to come up with a topic. Although I had one idea before class, one student convinced all of us her idea would be more interesting and they would be more motivated.

I have to confess I have been having rapport problems with that group. Some students don’t participate in class and they seem to be uninterested in what I say. That’s why I thought  the WebQuest experience could involve us more. They bought the idea right away. Some have already had the experience at their schools.

When I finished the lesson I said, “So, MY homework is to come up with the page and provide you with the papers with the questions and post your links…” And that was an interesting feeling. I had to do something…

Their homework was to send me the links for the first readings. To my surprise, one particular student that had seemed so indifferent in previous classes, was the first to send me the e-mail with her suggestions. And she did it right after class. Another one surprised me too. She sent the links and the questions she was supposed to come up with for the book discussion activity we are having next Monday.  She was supposed to prepare 5 questions and she had 19!    

This experience is so rewarding… I think learning takes place when there is the intrinsic motivation for both teachers and learners… And teachers should do things having Autonomy, Mastery and Purpose in mind!

Helô 

Week #5: Turning from Traditional Methods to Project-Based Instruction

Project-Based Learning activities would be just perfect!

My main concern, though, is the feasibility of the idea at the school where I work. 

Unfortunately, not all the teachers are interested in working extra hours and dedicating their time to activities outside the classroom. 

A project like the one described in "Less Teaching and More Learning" is really inspiring! 

I'll read more on WebQuests and I'll see what I can come up with! 

Helô 

Week # 5: Rubrics and Alternative Assessment

When I learned we were supposed to come up with the rubrics, the first thing I did was read about it. As I was reading on Alternative Assessment, I realized this would be the ideal situation when assessing students. Unfortunately, this is not what happens at the place where I teach. We have those traditional formal quizzes, midterm written and oral exams. Even the online exam is in the old "format", with multiple choice questions and fill in the blanks. The only situation when students interact in a meaningful way is during class, when we talk about the issues and take a stand. Students are assessed on the occasion and are granted what we call "Class Grade". This grade is neglected, though.  They put more effort on the "exams". 

I really like the idea we should provide students with tasks that will lead to communication for meaningful purposes. I think if we offer activities that replicate challenges they will face in real life situations, maybe they will see the importance and relevance of the activity and, consequently, participate more. 

After reading on this fantastic approach, I started thinking about the rubric I would have to put together. First thing I did was grab the folder with the "Holistic Scoring Rubrics for Compositions" we use in the Advanced Writing 2 course.  Then, I thought: “I’ll have to spend a lot of time adapting these rubrics to what I consider reasonable now that I have more information on the issue”.

I tried RubiStar for the first time. To my surprise, I found exactly what I needed! And the best part of it: it took me less than 10 minutes to come up with a much more practical and fair breakdown score.”

From now on, I’ll use it and I’ll devote the time saved to other activities!

Helô