Personal Development Coaching. Motivation in second-language learning. Second Language Acquisition Theories as a Framework for Creating Distance Learning Courses. Eileen N.
Ariza and Sandra Hancock Florida Atlantic University, USA Abstract Moore and Kearsley (1996) maintain distance educators should provide for three types of interaction: a) learner-content; b) learner-instructor; and c) learner-learner. According to interactionist second language acquisition (SLA) theories that reflect Krashen’s theory (1994) that comprehensible input is critical for second language acquisition, interaction can enhance second language acquisition and fluency. Effective output is necessary as well. How Tapping Into a Youth’s Identity Can Excite an Interest in Learning. Excerpted from the book “Participatory Culture in a Networked Era: A Conversation on Youth, Learning, Commerce and Politics” by Henry Jenkins, Mizuko (Mimi) Ito and danah boyd, published by Polity.
Why Identity and Emotion are Central To Motivating the Teen Brain. By Emmeline Zhao For years, common experience and studies have prescribed that humans learn best in their earliest years of life – when the brain is developing at its fastest.
Recently, though, research has suggested that the period of optimal learning extends well into adolescence. The flurry of new findings may force a total rethinking of how educators and parents nurture this vulnerable age group, turning moments of frustration into previously unseen opportunities for learning and academic excitement. New evidence shows that the window for formative brain development continues into the onset of puberty, between ages 9 and 13, and likely through the teenage years, according to Ronald Dahl, professor of community health and human development at the University of California, Berkeley.
Dahl spoke at a recent Education Writers Association seminar on motivation and engagement. “Adolescence is a perfect storm of opportunities to align these changes in positive ways,” Dahl said. Why Understanding These Four Types of Mistakes Can Help Us Learn. By Eduardo Briceño This article was first published in the Mindset Works newsletter.
We can deepen our own and our students’ understanding of mistakes, which are not all created equal, and are not always desirable. After all, our ability to manage and learn from mistakes is not fixed. We can improve it. Here are two quotes about mistakes that I like and use, but that can also lead to confusion if we don’t further clarify what we mean: “A life spent making mistakes is not only most honorable but more useful than a life spent doing nothing” – George Bernard Shaw “It is well to cultivate a friendly feeling towards error, to treat it as a companion inseparable from our lives, as something having a purpose which it truly has.” – Maria Montessori.
7 Wonderful YouTube Channels for Motivational Videos to Use in Class. December 22, 2015 Motivation is the motor of learning.
It is an essential element in our growth as teachers, educators and students. Motivation drives us to seek out new paths of learning and explore unfamiliar lands. It’s true, there are different forms of motivation but all motivated people have one thing in common: they are goal oriented. In educational psychology, motivation is intricately related to achievement and rewards which are the two main factors that reinforce motivational behaviour. 6 Golden Rules For Engaging Students - 6 Golden Rules For Engaging Students by TeachThought Staff If the mind of a student isn’t engaged, understanding and content mastery don’t stand a chance; If the mind and heart together aren’t engaged, long-term retention and transfer of understanding and content mastery are unlikely as well.
The accompanying graphic does a good job of representing both of these sides of “engagement.” As she has become well-known, Sylvia Duckworth has taken a useful bit of content, and made it even more useful with a little ink and color. In this case, she’s taken ‘6 Golden Rules For Engaging Students” by Nicolas Pino James and given it the Duckworth treatment, and the results are predictably positive. We’re sharing the graphic with you while adding some strategies teachers might use to realize each rule. 1.
How to Determine if Student Engagement is Leading to Learning. Excerpted from the book, “UnCommon Learning: Creating Schools That Work for Kids,” by Eric Sheninger, published by Corwin, 2015.
Engagement Does Not Always Equate to Learning No matter where I am, whether it is a physical location or virtual, I am always hearing conversations about how technology can be used to engage students effectively. This is extremely important as the majority of students spend six to eight hours a day in schools where they are completely disengaged. I for one can’t blame today’s learner for being bored in school when I all have to do is observe my own son at home playing Minecraft to see firsthand his high level of engagement. His Minecraft experiences provide meaning and relevance in an environment that is intellectually stimulating but, more importantly, fun. Psycholinguistics. Directed Motivational Currents. A 'Directed Motivational Current' (DMC) is an intense motivational drive - or surge - which is capable of stimulating and supporting long-term behaviour, such as learning a foreign/second language (L2).
Integrating aspects of several mainstream motivation theories in psychology as well as current strands of motivational thinking in Applied Linguistics, such as the L2 Motivational Self System, language learning vision and Dynamic Systems Theory, DMCs form a multipurpose construct with compelling motivational capabilities: they can act as a fundamental organiser of motivational impetus in general and, as such, have considerable potential as a specific tool to motivate learners in the language classroom. This is a novel area of research and I will post new developments related to the concept on this page. Relevant publications Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014) 'Directed Motivational Current': Energising language learning through creating intense motivational pathways.
In D. Brain-Based Foreign Language Learning. Resources on Learning and the Brain. Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation.
Lombardi - Practical Ways Brain-based Research Applies to ESL Learners. The Internet TESL Journal Judy Lombardijudy.lombardi [at] csun.eduCalifornia State University Northridge (Northridge, CA, USA) Introduction These are exciting times for ESL teachers.
We are in the midst of a revolution in new teaching and learning strategies, i.e.