Motivating Biology Students with Motivating Biology Students with Student-Led PresentationsStudent-Led Presentations

Afrodita Fuentes Afrodita Fuentes Belmont High School Belmont High School

Los Angeles, California Los Angeles, California

Literature Review Literature Review Motivation Motivation

Student-Centered Learning Student-Centered Learning Environments Environments

Collaborative Learning Contexts Collaborative Learning Contexts

Student-Led Presentations Student-Led Presentations

Motivation Motivation Students’ intrinsic motivation & Students’ intrinsic motivation & extrinsic motivation decreases extrinsic motivation decreases gradually from 8gradually from 8thth – 10 – 10thth grade grade

(Otis, Grouzet, & Pelletier, 2005)(Otis, Grouzet, & Pelletier, 2005)

Motivation increases when students Motivation increases when students – Build relationships with teachers & peers Build relationships with teachers & peers – See relevancy in the tasks and topics See relevancy in the tasks and topics – Feel competent to perform tasks Feel competent to perform tasks

(Daniels & Araposthatis, 2005)(Daniels & Araposthatis, 2005)

Student-Centered Learning Student-Centered Learning Environments – Environments – A Constructivist ModelA Constructivist Model

Who are the students & what do they Who are the students & what do they really want/need? really want/need?

(Daniels & Araposthatis, 2005) (Daniels & Araposthatis, 2005)

““Capitalize on student strengths and Capitalize on student strengths and work around student needs” work around student needs”

(Buckingham & Clifton, 2001, p.28)(Buckingham & Clifton, 2001, p.28)

Collaborative Learning Contexts Collaborative Learning Contexts

Consider grouping structures Consider grouping structures (Saleh, Laonder, De Jong, 2005)(Saleh, Laonder, De Jong, 2005)

Provide students with tools & opportunities Provide students with tools & opportunities for knowledge construction for knowledge construction

(Palinscar & Herrenkohl, 2002) (Palinscar & Herrenkohl, 2002)

Allow students to Engage, Explore, Allow students to Engage, Explore, Explain, Elaborate, Evaluate Explain, Elaborate, Evaluate

(Burrowes, 2003)(Burrowes, 2003)

Student-Led Presentations Student-Led Presentations

Use academic & scientific language Use academic & scientific language

Develop communication skills Develop communication skills

Appreciate & celebrate contributions Appreciate & celebrate contributions

Influence students to metacognateInfluence students to metacognate

Empower students to take control & Empower students to take control & ownership of their own knowledge ownership of their own knowledge

(Milbrandt, Felts, Richards, & Abghari, 2004) (Milbrandt, Felts, Richards, & Abghari, 2004)