EXAMINATION ED4238 Question 2.

EXAMINATION ED4238
Question 2.

The best classes are those where students are motivated to learn. Such lessons have included in their learning structure the best learning theories.
How would you structure a lesson so that students are really engaged in their learning? Explain the learning theories that would underpin your approach.



Students will be motivated if they feel safe, secure, and that they belong (Hanson 1998)

A central tenant of Glasser’s Choice Theory is the belief that we are internally, not externally motivate. According to Glasser, we are driven by five genetic needs: survival, love and belonging, power, freedom, and fun. Glasser’s 'hierarchy of needs' is a useful starting point for thinking about what may be motivating student's behaviour, also leading us to look at what is happening in the classroom rather than at the individual student's behaviour. Motivation in education and student behaviour will come about through changing the way classrooms function rather than trying to change the students' behaviour. Lessons can potentially become boring if students are not engaged and at the same time expected not to misbehave. Glasser says this is like asking someone who's sitting on a hot stove to sit still and stop complaining. I like the way Glasser suggests that a key way of changing the traditional classroom function is to move away from "boss" teaching to "lead" teaching, giving students much more responsibility, independence and choice about the things they do (eg what they study and how).
Glasser’s approach recognizes that each student is different and will therefore have different learning styles; each student is an individual who has free choice. This helps teachers change their outlook on how to motivate student effectiveness as it helps teachers see students as individuals. For example, if a student is lacking power, devise classroom strategy that addresses this deficit. A lack of fun could call for a greater sense of play in the classroom.
The main focus of Rudolf Dreikurs’ educational theory was on establishing a learning environment which would be democratic in nature and give students a sense of belonging. Mutual trust between student and teacher was emphasized, evolving from a variety of practices, including group discussions about class concerns; a democratic classroom and teaching style; helping students gain a sense of belonging and social interest: a condition in which students come to see that it is to their advantage to contribute to the welfare of a group.

Dreikurs model is an ideal one for enhancing student empowerment and motivating students. Dreikurs’ model promotes a democratic classroom that has a friendly and inviting nature, opportunities for leadership, co-operation, acknowledgement, guidance, encouragement and shared responsibilities; helping students become self-disciplined.

Classroom management is a key ingredient for creating a positive learning environment. In regard to techniques for best results, personal motivational forces and actual behavior are very important- the only way to know how motivated your students are is to observe and manage their behavior. Knowing your students is essential to a successful lesson, including prior knowledge of what students have learnt.

Howard Gardner has identified different kinds of intelligence we possess. This has particularly strong ramifications for structuring lessons, if we can identify children's different strengths among these intelligences, we can accommodate different children more successfully according to their orientation to learning. Gardeners multiple intelligences can be catergorized into 3 broad domains-Analytic Domain, Interactive Domain ,Introspective Domain. Every lesson should include engaged and meaningful contact with a broad spectrum of classroom methods and activities.

In 1956, Benjamin Bloom lead a team of educational psychologists who developed a classification of levels of intellectual behaviour important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level. Bloom's 5 levels of taxonomy aim to order cognitive activity from very simple to highly complex. When using Bloom’s taxonomy we aim for the top- synthesis and evaluation; asking key questions which lead to higher order thinking.

Vygotsky introduced us to the Zone of Proximal Development-ZDP. Vygotsky said : “Full development of the ZPD depends upon full social interaction. The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone.”
Each lesson must begin with something that will engage all students so it is essential for the teacher to find out what their interests are and make sure you have something to engage them. We must connect to the students. This sets up a working relationship between student and teacher and brings the student into a social relationship with the class. This helps them have a sense of belonging- they must be included and be given attention. Vygotsky (1978) states: “All the higher functions originate as actual relationships between individuals." (p57). It is important to make sure group work is included in the lesson. Think, pair, share; Jigsaw; and Grafetti methods are all relevant.

Piaget tells us that students construct their own knowledge. Piaget’s theory suggests teachers must plan a developmentally appropriate curriculum that enhances their students' logical and conceptual growth. Teachers must emphasize the critical role that experiences and interactions with their surrounding environment play in student learning. For this reason teachers must include activities which are constructive.

It is the task of the teacher to design learning experiences and develop effective leadership strategies that promote motivation for all learners. Teachers must acquire verbal encouragement techniques that reduce student risk and reinforce student effort. By discovering how meaningful work and achieving goals supports all types of learners, teachers will be much better placed to motivate students. Teachers can give affirmation, take time for reflection – Hattie believes feedback to students is a key to motivation.

The social theory developed by Durkhiem and Bourdieu concede that motivation to learn is also influenced by habitus -'those aspects of culture that are anchored in the body; or, daily practices of individuals, groups, societies and nations. It includes the totality of learned habits said to "go without saying" for a specific group.' - Marcel Mauss. This includes school culture.


Finally, be sure to include Board of Studies requirements when planning a lesson. Every lesson should be embedded to address the 3 areas of outcomes: knowledge, skills, values and attitudes, and that all outcome are being addressd.

Resources:
Developing the Lesson, by Alan Coman