No-Cost Technology for Motivation

MOTIVATING STUDENTS

With No-Cost Technology

Socrative

JXC22N2H

How could you use Socrative in class?In teams of three, discuss for five minutes and choose one to report on to the group.

Revised Bloom’s Taxonomy

http://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

Flow TheoryMihalyi Csikszentmihalyi

“Flow is the optimal psychological state the people experience when engaged in an activity that is both appropriately challenging to one’s skill level, often resulting in immersion and concentrated focus on a task. This can result in deep learning and high levels of personal and work satisfaction.”

http://www.learning-theories.com/flow-csikszentmihalyi.html

Flow and Bloom’s Taxonomy

■ Flow does NOT occur in lower levels of Bloom’s Taxonomy

■ The challenge must be slightly above a student’s skill level

– think Vogotsky’s Zone of Proximal Development).

To Achieve Flow in Education

■ The goals of a task/problem/activity must be clear (e.g., create a movie on the use of technology in the classroom.

■ Students must be able to achieve the goals – a little harder, but not too hard. If the challenge is too difficult, then anxiety develops. If it is too easy (within the current skill set), students get bored.

■ Students should get clear and immediate feedback.■ http://www.edutopia.org/blog/student-engagement-elena-aguilar

https://www.youtube.com/watch?v=8h6IMYRoCZw

Flow Benefits

“Motivation, cognition, and affect are situational--…not decontextualized individual psychological processes.”

Optimal flow comes when a person believes that she has the skills to overcome the challenge of a task.

Too easy = boredomToo difficult = anxiety

http://www.education.com/reference/article/flow-theory/

How Teachers Can Encourage Flow“In classrooms where students reported high positive affect, efficacy and value of the material, teachers balanced levels of challenge and skill as well as (a)provided immediate, constructive feedback, (b)encouraged students to persist, (c) encouraged cooperation rather than competition, (d)supported student autonomy, (e)ensured that new challenges were tempered with support

to match students' skill, (f)emphasized the importance of the material, and (g)pressed students to understand the principles rather than

memorize algorithms.”

http://www.education.com/reference/article/flow-theory/”

How does technology use help?

■ Challenge + scaffolded skills

■ Tasks– Create a movie using vocabulary and grammar from a unit– Explain a learning theory by creating a blog or wiki– Create a screencast to explain “how-to” do something

(e.g., use Google Scholar)

Stop Motion Video

Task: Create an exercise using the following sentences that require your students to choose the correct verb tense.

I __________________ (arrive) in Singaraja yesterday.

I ___________ never ____________ (never, be) here before.

Singaraja _____________ (is) a beautiful city.

Once that is done, have your students write their own sentences and make a stop motion movie. Share the motives on Instagram with the hashtag (#UNIDIKSHA2016tech)

Hashtag!

■ https://www.youtube.com/watch?v=57dzaMaouXA

https://www.youtube.com/watch?v=57dzaMaouXA

https://www.youtube.com/watch?v=57dzaMaouXA

Back to Bloom’s

■ Scaffolding is key!

RememberingUse memory to recall/remember.■ Quizlet■ Kahoot


Understanding

Now compare or classify what you did on your ”understand” wiki or blog. How do two different theories or ideas relate? ■ Evernote – take notes on reading/listening■ Mindmapping Apps (beginning to outline your

understanding)– Padlet – Popplet Lite


Applying

Using learned material to make a presentation, conduct and interview or simulation. ■ Wikispaces or PBWorks or Blogger– Use a wiki or a blog to explain a learning theory or

grammar point. They are free and easy to use.■ Screencast-o-Matic – create how-to tutorials


Screencast-o-Matic

■Create a how-to video as you create your own Wikispaces wiki.

Share on YouTube or save to your computer.

Analyzing

Taking applying a step further, break your information down into separate parts to better understand it. Make inferences about how the parts are interrelated. Spreadsheets, charts, synthesis tables, diagrams, or graphic representations work well here.■ Synthesis– Google Docs with tables

■ Mind-Mapping Software (more complex representation)– Mindmeister– Prezi


Creating a Google Doc

■Great for collaboration.■Easy, limited bandwidth needed.

EvaluatingPresent and defend opinions.■ Peer Reviews– Discussion Forums– Blog comments– Google Docs comments/peer review

■ Debates– 3 minute Pecha Kuchas (video-taped with

smartphone)– FXGuru Breaking News




FXGuru

Breaking Newscast (summarize article below and report on it with FXGuru. Share on Instagram.– http://

www.thejakartapost.com/seasia/2016/06/05/1-dead-in-building-collapse-at-thai-island-resort.html

■Share on Instagram (#UNIDIKSHA2016tech)

http://www.thejakartapost.com/seasia/2016/06/05/1-dead-in-building-collapse-at-thai-island-resort.html





CreatingReorganize information into a coherent whole. How do the pieces fit back together?■ Create a Movie that compiles all of the information

you have collected– Smartphone video– Screencast-o-matic (with Prezi or PPT)

■ Infographics– Canva


Explore, Create, Learn, Have FUN!

Create a Canva Infographic

Take a minute to look at and explore Canva. Choose an infographic template and begin to create a graphic on a topic of your choice.– Note: I would assign students a topic based on in-

class scaffolding.

Thank you

Debra [email protected]

Wikihttp://classroomtechnology.pbworks.com

mailto:[email protected]