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Lesson Prep- KWL

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Lesson Prep- KWL

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Lesson Prep- KWL

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STP - Chapter 6

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- Executive functioning guides our thoughts and behaviors.
- Executive functioning relates to the working memory, shifting and inhibition.
- Pupils with lower executive functioning may have more distraction in inhibition and shifting.
- Executive functioning is related to learning – related behaviours
a) Higher levels of involvement To improve levels of involvement
o    --Break tasks up into chunks and give breaks.
Give students adequate time to complete each tasks and rest in between to prevent undue stress on the executive functions.
b) Sequential learning behaviours o ?? c) Disengagement from the classroom
o Give students adequate time to complete tasks and rest in between.
o Consider learner’s profiles to suit the learning environment needed by pupils.
Chapter

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Executive Functioning in Classrooms

-       Helps to manage our cognitive resources and overseas the overall operations of the brain.

-       Executive Functioning (E.F for short) develops with age.

-       Core functions: Working Memory, Shifting and Inhibition

-       Important role in learning for both mathematical outcomes and literacy skills. (Example given in reading)

-       E.F have been linked to learning related behaviours such as

1.     Higher levels of involvement

2.     Sequential learning behaviours

3.     Disengagement from the classroom

Assessing Executive Functioning in Classrooms

-       Gathering information from a variety of sources e.g. standardised tests (helps to compare individual student’s performance to a large sample) and observations from teachers and parents.

Examples of standardised tests:

1.     Questionnaires and checklists

2.     Paper-and-Pencil Tests

3.     Computerised Tests

Improving Executive Functioning in Classrooms

-       The used of computerised training/computer games which is a popular online tool. However, there is limited transfer of training to other skills.

-       Consider the used of martial arts and mindfulness practices for example the effectiveness of TKD in improving and executing functioning skills.

-       Classroom curricula (e.g. Tools of the Mind)

Possibility of Executive Functioning in Classrooms

-       Students having trouble remembering.

-       Students showing difficulty in switching between tasks.

-       Students get distracted easily.

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Personal Goal Orientations

-       Students have different reasons for learning and these reasons are closely reated to how they gain competence.

-       Approach focus:  approaching success

-       Avoidance focus: Avoiding failure

-       Goal orientations are generally positive and tend to motivate students.

-       There are different ways to measure goal orientations and one widely-used measure is the Patterns of Adaptive Learning Scales (refer to notes).

Goal Structures

-       There are other factors such as class and learning environments that may influence students learning motivation.

-       The effects of competitions and non-competitions also played an important role in students’ motivation and goal orientations.

-       In general, research findings from Asian countries suggest that classroom competition goal structure is not recommended as motivational strategies for students learning whereas classroom task goal structure is recommended.

-       Strong focus on classroom competition goal structure tends to exacerbate the relations between personal performance-avoidance goals and a number of student outcome measures (e.g. engagement).

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Chapter 7 : Motivation To Learn: A Need-Based Perspective To Understand Factors That ‘Fuel’ Students’ Engagement In Learning

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Chapter 7 : Motivation To Learn: A Need-Based Perspective To Understand Factors That ‘Fuel’ Students’ Engagement In Learning

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Maslow’s Hierarchy of Needs

·         Five Basic Human Needs

·         Expanded Hierarchy of Needs

·         Implications for Practice

Self-Determination Perspective of Motivation

·         Intrinsic and Extrinsic Motivation

·         Types of Extrinsic Motivation

·         Amotivation

·         Autonomy-Supportive Motivating Style

·         Implications for Practice

Two need-based perspectives of motivation: (a) Maslow’s (1968) hierarchy of needs and (b) Deci and Ryan’s (2000) self-determination theory of motivation

Maslow

Need is an internal force or drive to attain or avoid a certain state or object

1.     Biological and physiological needs

2.     Safety needs

3.     Love and belongingness needs

4.     Esteem needs

5.     Self-actualization needs

2. Self-Determination Theory

2.1. Intrinsic and Extrinsic Motivation

Intrinsic motivation takes place when a person finds performing a behaviour or engaging in a task is satisfying, enjoyable, and pleasurable

extrinsic motivation occurs when a person performs a behaviour or engages in an activity in order to attain some separable outcomes

2.2. Types of Extrinsic Motivation

2.2.1. External Motivation

2.2.2. Introjected Motivation

2.2.3. Identified Motivation

2.2.4. Integrated Motivation

2.3 Amotivation

2.4 Autonomy-Supportive Motivating Style

·         Need for competence: the desire to feel competent, have control over desired outcomes, and understand “how to do”.

·         Need for relatedness: the desire to feel socially connected and experience warm and genuine social relationships with others.

·         Need for autonomy: the desire to feel that one has control to choose tasks or activities aligned with one’s interests and preferences.

2.4.1. Nurturance of motivational resources

2.4.2. Language Use

2.4.3. Communication of Values and Rationale of Tasks

2.4.4. Acknowledgement of and Response to Students’ Negative Affect

2.5. Implications for Practice

To promote the satisfaction of students’ competence needs:

Believe that all children have the potential to learn and grow

Praise students for the improvement and mastery they make

Give recognition for effort

Provide informative and instructional feedback

Set optimally challenging tasks for different students through differentiated instruction

Encourage peer sharing and teaching

Encourage students to set goals that allow for success to be measured by improvement

Offer progress-enabling hints (scaffolding) when students seem stuck

To promote the satisfaction of students’ relatedness needs:

Create a warm, supportive, and safe learning environment

Understand students’ feelings and thoughts concerning the task

Get to know students personally

Show genuine concern for students’ well-being

Show respect, trust, and appreciation for students

Use instructional strategies that allow students to work as a team (e.g., cooperative learning, project work)

Listen attentively and carefully

Communicate a clear acknowledgement of students’ perspectives

Respond to students’ questions and comments

(See also Pedagogical Practices: Chapter 1 Establishing Interaction and Rapport, and Chapter 4 Building Trust)

To promote the satisfaction of students’ autonomy needs:

Use phrases such as “you can”, “you might”, “if you choose”, and “if we ask you to”, instead of phrases such as “you should”, “you have to”, “you’d better”, or “you must”

Provide rationale for activities

Provide alternatives involving different levels of difficulties

Prepare a few tasks of varying difficulty and allow students to select activities appropriate for themselves

Allow students opportunities to be involved in decision making

Get students to volunteer to present their work to the whole class

Get students to assess their own work using a rubric

Encourage self-directed and independent learning

Train self-regulatory skills in learning

(See also Pedagogical Practices Chapter 5 on Empowering Learners)

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CHAPTER 8 ACHIEVEMENT GOALS: PERSONS, CLIMATE AND THEIR INTERACTIONS

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CHAPTER 8 ACHIEVEMENT GOALS: PERSONS, CLIMATE AND THEIR INTERACTIONS

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1. Personal Goal Orientations

Students may have different reasons for learning and these reasons are closely related to how students gain competence through their interpretation of achievement related test scores. The competence can be gained through three ways as listed in Table 1.

·         Reasons for learning

·         How to gain competence

·         Goal orientation and the standard
used to interpret achievement

1.1  Components of goal orientations

1.2  Types of goal orientations

1.3  Consequences of goal orientations

1.4  Measures of goal orientations

2. Goal Structures: Classrooms, Schools and Societies

2.1  Competition and non-competition

2.2  Consequences of goal structures

3. Person and Climate Interactions

·         Task design should be varied, diverse, challenging but reasonable in terms of students’ capabilities. Focus on meaningful aspects of learning activities.

·         Recognize student efforts. Be mindful when highlighting top students’ good performance in class or when showing the poor work done.

·         Focus on individual improvement, learning, progress and mastery.

·         Provide task-referenced and progress-referenced qualitative feedback for their work to draw students’ attention on how to improve and learn better. Marks may not be an effective way of feedback to promote motivation.

·         Avoid ranking and social comparison if possible.

·         Strive to make evaluation private, not public. Help students see mistakes as opportunities for learning.

·         Pay attention to students with avoidance goal. They are more vulnerable to competitive climate.

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1-5 vs 1-3
1-5 Pupils:
- Do not ask questions to clarify
- Do not know even if you give the wrong spelling word.
- Need alot of reminders to stay focused.
- Often forget to bring LSP booklet / LSP bag
- Many discipline issues / disruptions
-Tend to complain about others without first checking about themselves

1-3: Quick to ask questions to clarify
Alert in class, only 1 or 2 day dreamers
Familiar with routine, keeps to routine strictly.
More vocal

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Chapter 8 Achievement Goals
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Chapter 6 & 7

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Chapter 8 & 9

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Reflection
Topic for this term is on Motivation.  This is more of pupils' motivation to learn and how they could have gotten the motivation to learn.  As I've reflected on the past reactions of my pupils toward lessons, I realized that a major part of their drive to learn results from intrinsic motivation, specifically self-esteem.

The class also shows more inclination toward Self-Determination theory by Ryan (2000).  This is in line with the goal of nurturing self-regulated children.  Children who are driven to learn and find out more on their own.  There definitely stumbling blocks along the way which requires patience from the teacher.

Nevertheless, I still move on and keep to the road of self-regulated pupils.  This is with the belief that they should be nurtured right from the start.  I started off self-regulated behavior with math online website - Koobits.  Got them to do online homework regularly on weekends.  This was started since late March and I'm quite happy that, at least 15 pupils in the class were trying Math questions in the website especially Daily Challenges without me telling them too.  Some may not have access to Internet therefore had been consistently reported as nil return.

The blue bar indicates whether the pupils' are on their way to being self-regulated learners.  This will monitored closely towards the goal of kids being self-regulated learners.

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I am not quite sure how to motivate the LSP pupils who are low progress. So, I looked up the internet and found an interesting video.

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Primary 1 PLC Reflection Journal_Maths 1-3

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in template format

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Cycle 2