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

Beyond motivation: engaging students (online and offline) Pablo Toledo

“What’s your passion ?”

What’s on the menu for today? • Understanding motivation • From motivation to engagement • Motivation and engagement in language learning

Meet Zoltán Dörnyei “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 Sarah Mercer “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. ”

Understanding motivation

Dan Ariely’s Lego experiment Meaningful condition vs Sisyphus condition

Dan Ariely’s Lego experiment Meaningful condition vs Sisyphus condition $?

Dan Ariely’s Lego experiment Meaningful condition vs Sisyphus condition $?

Dan Ariely’s Lego experiment Meaningful condition vs Sisyphus condition $?

Dan Ariely’s Lego experiment Meaningful condition vs Sisyphus condition $? $?

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

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

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

Word search experiment Acknowledged • Candidates did a word search “Uh -huh ” • One of three responses from researcher • “ How much to do it again ?”

Word search experiment Acknowledged • Candidates did a word search “Uh -huh ” • One of three responses from researcher Ignored • “ How much to do it again ?” No response (paper goes into folder)

Word search experiment Acknowledged • Candidates did a word search “Uh -huh ” • One of three responses from researcher Ignored • “ How much to do it again ?” No response (paper goes into folder) Rejected Paper goes to shredder

Word search experiment Acknowledged • Candidates did a word search “Uh -huh ” • One of three responses from researcher Ignored • “ How much to do it again ?” No response (paper goes into folder) Rejected Paper goes to shredder

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

The jury is in!

The jury is in!

The jury is in!

The jury is in!

The jury is in!

“ The bad news is that ignoring the performance of 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 . (…)

“ 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.”

From motivation to engagement

Meet Daniel Pink • Motivation 2.0 vs Motivation 3.0 • E = A + M + P “Drive: the Surprising Truth about What Motivates Us ”

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 Succeed in the struggle for survival

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 Succeed in the struggle for survival

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 Succeed in the struggle for survival

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 External rewards and Depends on intrinsic punishment drive Succeed in the struggle for survival

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 External rewards and Depends on intrinsic punishment drive Succeed in the Focused on extrinsic Satisfaction of the task vs desires value of the reward struggle for survival

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 External rewards and Depends on intrinsic punishment drive Succeed in the Focused on extrinsic Satisfaction of the task vs desires value of the reward struggle for The task is its own survival Works for routine tasks reward

Motivation 2.0 vs Motivation 3.0 Beyond sticks and carrots Motivation 1.0 Motivation 2.0 Motivation 3.0 External rewards and Depends on intrinsic punishment drive Succeed in the Focused on extrinsic Satisfaction of the task vs desires value of the reward struggle for The task is its own survival Works for routine tasks reward Requires compliance Demands engagement

“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 .”

Motivation and engagement in language learning

Dörnyei’s L2 Motivational Self System The theory of the posible selves

The L2 Motivational Self System The theory of the posible selves Ideal L2 self • “I want to become a person who speaks English”

The L2 Motivational Self System The theory of the posible selves Ought- • What I should to L2 be/do to avoid bad results self Ideal L2 self • “I want to become a person who speaks English”

The L2 Motivational Self System The theory of the posible selves • My learning environment L2 learning and experience experience Ought- • What I should to L2 be/do to avoid bad results self Ideal L2 self • “I want to become a person who speaks English”

The L2 Motivational Self System The theory of the posible selves “ Where there is a vision, there is a way ”

Engagement in language learning Motivation 3.0 Depends on intrinsic Engagement drive Satisfaction of the task vs value of the reward "active participation and involvement The task is its own in learning activities" reward (Mercer & Dörnyei, 2020) Demands engagement

Engagement in language learning • Engagement is about active participation

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

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

Engagement in language learning • 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 • 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

E = A + M + R/P The mathematics of engagement

E = A + M + R/P The mathematics of engagement Autonomy

E = A + M + R/P The mathematics of engagement Autonomy Mastery

E = A + M + R/P The mathematics of engagement Autonomy Relatedness Mastery

E = A + M + R/P The mathematics of engagement Autonomy Relatedness Autonomy Mastery Mastery

E = A + M + R/P The mathematics of engagement Purpose Autonomy Relatedness Autonomy Mastery Mastery

Let’s talk teaching (and assessing)

Engaging teaching is CLARA C L A R A

Engaging teaching is CLARA • C hallenging C L A R A

Engaging teaching is CLARA • C hallenging C Goldilocks L A R A

Engaging teaching is CLARA • C hallenging C Goldilocks L A Demand High R A

Engaging teaching is CLARA • C hallenging C • L earner-centred L A R A

Engaging teaching is CLARA Learner choice • C hallenging C • L earner-centred L A R A

Engaging teaching is CLARA Interest- driven • C hallenging C • L earner-centred L Learner voice A R A

Engaging teaching is CLARA • C hallenging C • L earner-centred L • A ctive A R A

Engaging teaching is CLARA • C hallenging C • L earner-centred L Projects, quests, etc. • A ctive A R A