Beyond motivation: engaging students (online and offline) Pablo - - PowerPoint PPT Presentation

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Beyond motivation: engaging students (online and offline) Pablo - - PowerPoint PPT Presentation

Feb 24, 2023 338 likes •1.2k views

Beyond motivation: engaging students (online and offline) Pablo Toledo Whats your passion ? Whats on the menu for today? Understanding motivation From motivation to engagement Motivation and engagement in language learning

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Pablo Toledo

Beyond motivation: engaging students (online and offline)

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“What’s your passion?”

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  • Understanding motivation
  • From motivation to engagement
  • Motivation and engagement in language learning

What’s on the menu for today?

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“Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals; nor are appropriate curricula and good teaching enough to ensure student achievement on their own.”

The TESOL Encyclopedia of English Language Teaching (2018, John Wiley & Sons, Inc.)

Meet Zoltán Dörnyei

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“You can be the most motivated learner in the world, but if something distracts you and you disengage, you’re off. If there is no engagement, there is no learning. The challenge is not how do we motivate students, but how do we manage their attention.”

Meet Sarah Mercer

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Understanding motivation

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition

$?

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition

$?

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition

$?

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition

$? $?

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition Meaningful condition Sisyphus condition

  • 11 models
  • 7 models
  • People who loved Lego built more models
  • Same number of models irrespective of

feelings for Lego

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Dan Ariely’s Lego experiment

Meaningful condition vs Sisyphus condition Meaningful condition Sisyphus condition

  • 11 models
  • 7 models
  • People who loved Lego built more models
  • Same number of models irrespective of

feelings for Lego

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  • Candidates did a word search
  • One of three responses from researcher
  • “How much to do it again?”

Word search experiment

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  • Candidates did a word search
  • One of three responses from researcher
  • “How much to do it again?”

Acknowledged “Uh-huh”

Word search experiment

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  • Candidates did a word search
  • One of three responses from researcher
  • “How much to do it again?”

Acknowledged “Uh-huh” Ignored No response (paper goes into folder)

Word search experiment

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  • Candidates did a word search
  • One of three responses from researcher
  • “How much to do it again?”

Acknowledged “Uh-huh” Ignored No response (paper goes into folder) Rejected Paper goes to shredder

Word search experiment

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  • Candidates did a word search
  • One of three responses from researcher
  • “How much to do it again?”

Acknowledged “Uh-huh” Ignored No response (paper goes into folder) Rejected Paper goes to shredder

Word search experiment

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  • Candidates did a word search
  • One of three responses from researcher
  • “How much to do it again?”

Word search experiment

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The jury is in!

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The jury is in!

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The jury is in!

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The jury is in!

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The jury is in!

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“The bad news is that ignoring the performance

  • f people is almost as bad as shredding their

effort in front of their eyes. The good news is that by simply looking at something that somebody has done, scanning it and saying "Uh huh" seems to be quite sufficient to dramatically improve people's

  • motivations. (…)
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“So the good news is that adding motivation doesn't seem to be so difficult. The bad news is that eliminating motivations seems to be incredibly easy, and if we don't think about it carefully, we might overdo it.”

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From motivation to engagement

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Meet Daniel Pink

“Drive: the Surprising Truth about What Motivates Us”

  • Motivation 2.0 vs

Motivation 3.0

  • E = A + M + P
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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0 Motivation 2.0 Motivation 3.0

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0 Motivation 3.0

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0 Motivation 3.0

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0 Motivation 3.0

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0

External rewards and punishment

Motivation 3.0

Depends on intrinsic drive

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0

External rewards and punishment Focused on extrinsic desires

Motivation 3.0

Depends on intrinsic drive Satisfaction of the task vs value of the reward

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0

External rewards and punishment Focused on extrinsic desires Works for routine tasks

Motivation 3.0

Depends on intrinsic drive Satisfaction of the task vs value of the reward The task is its own reward

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Motivation 2.0 vs Motivation 3.0

Beyond sticks and carrots

Motivation 1.0

Succeed in the struggle for survival

Motivation 2.0

External rewards and punishment Focused on extrinsic desires Works for routine tasks Requires compliance

Motivation 3.0

Depends on intrinsic drive Satisfaction of the task vs value of the reward The task is its own reward Demands engagement

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“A teacher heard one child using these words to describe the computer work: "It's fun. It's hard. It's Logo." I have no doubt that this kid called the work fun because it was hard rather than in spite of being hard.”

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Motivation and engagement in language learning

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Dörnyei’s L2 Motivational Self System

The theory of the posible selves

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The L2 Motivational Self System

The theory of the posible selves Ideal L2 self

  • “I want to become a person

who speaks English”

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The L2 Motivational Self System

The theory of the posible selves Ideal L2 self

  • “I want to become a person

who speaks English”

Ought- to L2 self

  • What I should

be/do to avoid bad results

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The L2 Motivational Self System

The theory of the posible selves Ideal L2 self

  • “I want to become a person

who speaks English”

Ought- to L2 self

  • What I should

be/do to avoid bad results

L2 learning experience

  • My learning environment

and experience

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The L2 Motivational Self System

The theory of the posible selves

“Where there is a vision, there is a way”

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Engagement in language learning

Motivation 3.0

Depends on intrinsic drive Satisfaction of the task vs value of the reward The task is its own reward Demands engagement

Engagement

"active participation and involvement in learning activities" (Mercer & Dörnyei, 2020)

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  • Engagement is about active participation

Engagement in language learning

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  • Engagement is about active participation
  • It is NOT "going through the motions"

Engagement in language learning

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  • Engagement is about active participation
  • It is NOT "going through the motions"
  • It is NOT compliance

Engagement in language learning

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  • Engagement is about active participation
  • It is NOT "going through the motions"
  • It is NOT compliance
  • It is NOT being busy

Engagement in language learning

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  • Engagement is about active participation
  • It is NOT "going through the motions"
  • It is NOT compliance
  • It is NOT being busy
  • It has affective, cognitive and

behavioural components

Engagement in language learning

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E = A + M + R/P

The mathematics of engagement

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E = A + M + R/P

The mathematics of engagement

Autonomy

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E = A + M + R/P

The mathematics of engagement

Mastery Autonomy

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E = A + M + R/P

The mathematics of engagement

Relatedness Mastery Autonomy

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E = A + M + R/P

The mathematics of engagement

Mastery Autonomy

Relatedness Mastery Autonomy

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E = A + M + R/P

The mathematics of engagement

Purpose Mastery Autonomy

Relatedness Mastery Autonomy

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Let’s talk teaching (and assessing)

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Engaging teaching is CLARA

C L A R A

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Engaging teaching is CLARA

  • Challenging

C L A R A

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Engaging teaching is CLARA

  • Challenging

C L A R A

Goldilocks

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Engaging teaching is CLARA

  • Challenging

C L A R A

Goldilocks Demand High

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred

C L A R A

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred

C L A R A

Learner choice

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred

C L A R A

Interest- driven Learner voice

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active

C L A R A

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active

C L A R A

Projects, quests, etc.

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active

C L A R A

Projects, quests, etc. Language in use

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable

C L A R A

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable

C L A R A

It matters to who I am

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable

C L A R A

It matters to who I am It matters

  • utside the

classroom

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable

C L A R A

It matters to who I am It matters

  • utside the

classroom Visible progress

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable
  • Autonomy-rich

C L A R A

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable
  • Autonomy-rich

C L A R A

Over what they do

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable
  • Autonomy-rich

C L A R A

Over what they do Over when they do it

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable
  • Autonomy-rich

C L A R A

Over what they do Over when they do it Over how they do it

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Engaging teaching is CLARA

  • Challenging
  • Learner-centred
  • Active
  • Relevant / valuable
  • Autonomy-rich

C L A R A

Over what they do Over when they do it Over how they do it Over who they do it with

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  • Progression sets clear goals: Goldilocks effect
  • Clear standards set clear steps to next stage: mastery and purpose
  • Test language model replicates real language needs and skills: mastery

and purpose

  • Doors open through recognition and validation of knowledge: purpose,

instrumental

  • Results boost self-confidence and guide next steps: impact on future

achievement and autonomy

And how about assessment?

How the right assessment tool can boost motivation

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Some materials to keep you (and your students) engaged

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  • Sarah Mercer, "The foundations of engagement: a positive classroom culture“

https://www.youtube.com/watch?v=lsODNoIbbVY

  • Sarah Mercer, "Engaging language learners from home“ https://www.youtube.com/watch?v=mWijrIVmh6A
  • Zóltan Dörnyei, Motivating L2 learners and teachers through vision

https://www.youtube.com/watch?v=bnZ9XPFpPXA

  • Donya Estefanous and Sarah Ellis, "Engaging and motivating students through visible progress“

https://www.youtube.com/watch?v=1L88zVdqFfk

  • Dan Ariely, "What makes us feel good about our work?“ https://www.youtube.com/watch?v=c8iswsLT3Jc
  • Daniel Pink, “Drive: the surprising truth about what motivates us”

https://www.youtube.com/watch?v=u6XAPnuFjJc

Webinar recordings to explore

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www.cambridgeenglish.org/supporting-teachers/

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www.cambridgeenglish.org/supporting-teachers/

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https://view.pagetiger.com/cambridge-english- teacher-support-pack

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Thank you!