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Motivation, learning and assessment

Motivation, learning and assessment. Map of the day. Check in (paired activity) How do we motivate other people? (input/paired activities/discussion Tea/coffee Motivating ourselves (input/individual activity/discussion/role play) Two stars and a wish activity

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Motivation, learning and assessment

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  1. Motivation, learning and assessment

  2. Map of the day • Check in (paired activity) • How do we motivate other people? (input/paired activities/discussion • Tea/coffee • Motivating ourselves (input/individual activity/discussion/role play) • Two stars and a wish activity • Question and answer session • Check out

  3. To what extent, and in what ways, has assessment for learning motivated you and your pupils?

  4. We are learning to… • deepen our current understandings about assessment, learning and motivation • identify and evaluate practical strategies that do/will work for you in the classroom

  5. we will know we have been successful if………… • there is a high level of open and honest discussion • you find the session useful and enjoyable • you find at least one practical idea you can use in your classroom

  6. How motivated do you feel right now (in your professional life)? (1 is a little, 10 is a lot) 1 2 3 4 5 6 7 8 9 10

  7. What makes a good day at school? • fun • a sense of achievement • doing something well • being given credit or praise for doing something well • everyone getting on well together • being with friends • feeling good about yourself

  8. 1998 Publication of ‘Inside the Black Box’ • 1999 Review of assessment 5-14 set up • 2001 Launch of assessment development programme, emphasising personal learning plans • 2002 Dylan Wiliam comes to Scotland and afl is put at the heart of the AiFL programme • 2002 LU start offering AFL courses • 2002 Learning Set published • 2005 evaluation report into AiFL project • 2006 AFL courses run for over 30,000 teachers in Scotland by LU alone

  9. Why assessment for learning is a good initiative? • it’s about practical ideas that can improve classroom practice • can help teachers to work smarter rather than harder and help pupils to take more responsibility for their own learning • based on robust research on assessment • based on our current understandings of how we learn

  10. Key ideas confidence desire difference thinking

  11. Key strategies for the classroom 1 Share learning intentions and success criteria with learners 2 Build chances to ‘tune into learners’ minds’ into everyday learning and teaching 3 Give immediate quality feedback 4 Mark less and achieve more 5 Make more effective use of peer and self assessment

  12. When you are trying to learn feed back has three crucial elements: evidence on your present condition the desired goal some understanding of a way to close the gap between the two

  13. Practical • Personal • Pupils • Persist

  14. Attempting to motivate someone by focusing on their weaknesses seldom works Alan McLean

  15. A vicious cycle of defeating attitudes and behaviours I behave badly: I give up I am no good I behave even more badly I feel worse: I fail

  16. work with people: help them be self-motivated focus on causes: why people are de-motivated find out how motivation works do things to or for people to motivate them focus on the symptoms of de-motivation fix the undesirable behaviour Shifting ideas about motivation Alan McLean

  17. Focus on our own beliefs attitudes and behaviours and what we can change Focus on children’s beliefs, attitudes, behaviours and what they can change Two strategies Alan McLean

  18. Describe the most motivating person you have ever known

  19. Describe the most de-motivating person you have ever known

  20. Describe your ideal boss

  21. be specificavoid general wordssuch as:‘positive’negative‘role model’

  22. THE EXTERNAL DRIVERS • people get to know you, relate to you and show they value you as a person (ENGAGEMENT) • you are in a secure environment where you know where you stand and it’s clear what needs to be done • (STRUCTURE) • you are involved in something that you care about, that interests you and you enjoy (STIMULATION) • you get feedback which is honest and accurate: critical as well as affirming (FEEDBACK) Alan McLean

  23. Engagement: approachable; caring (2) Structure: unreliable (not); fair and equal treatment of all (2);flexible; humility(arrogance not) (5) Stimulation: competence; efffective; interesting(2); communicator; inspirational; enthusiastic(2) (8) Feedback: honest/sincere (2); realistic; encouraging(4) Ballee Community High School, N Ireland

  24. Engagement: listening(2) respect(2) valued; genuine;approachable; unapproachable(not); sincere; compassionate; empathetic; warm; interested (13) Structure: organised(3); consistent(4) realistic(4); honest(3); trustworthy; fear(no) conscientious; reliable; collaborative; integrity(2);clear goals; vision; team player; fair(2) pragmatic; inflexible(not) (28) Stimulation: humour; charisma; inspiring; passionate;enthusiasm(4) knowledgeable (9) Feedback: encouraging(3); supportive(2); negative(not) (6) Secondary staff, Oban

  25. Engagement: believes in you(3) good listener approachable(5) respectful empathetic (11) Structure: focused forward thinking(2) fair(3) not bullying flexible team player (9) Stimulation: humour inspirational good communicator enthusiastic(6) (9) Feedback: not sarcastic challenging not patronising not undermining realistic(3) not judgemental; appreciative(2) honest; supportive(6) encouraging(3) (20) Primary teachers, North Lanark

  26. Engagement: genuine, approachable(4) humanistic, gregarious,me, valued, perosnality, confidence in students, good listeners, optimistic, perseverance (14) Structure: consistent(2), professional, assertive, firm and fair, organised, solution focused (7) Stimulation: inspirational(3) passionate, enthusiastic(4), open-minded, challenging(2), dynamic, energetic (13) Feedback: praise, encouraging, supportive(3), advice, positive feedback, feedback (8) Probationer teachers, secondary, Aberdeen

  27. What teachers say motivates them • enthusiastic (220) • encouraging (168) • supportive (151) • approachable (94) • gives you direction (92) • high expectations/challenge (81) • humorous/fun (75) • believes in you (60) • respects you (56) • values you/interested in you (44) • fair (42)

  28. smart arse dismissive inconsistent over-critical bullying(2) intimidating(3) judgemental(5) boring unfair humiliating cynical condescending sarcasm(4) shouting (2) prejudiced obsessive(2) prejudiced(2) fear(2) self-centred negative controlling arrogant What teachers say de-motivates them

  29. RELATIONSHIPS people relate to you and show they value you as a person (ENGAGEMENT) you get feedback which is honest and accurate: critical as well as affirming (FEEDBACK) POWER you are in a secure environment where you know where you stand and it’s clear what needs to be done (STRUCTURE) you are involved in something that you care about and interests you (STIMULATION) Two dimensions Alan McLean

  30. undemanding classroom motivating classroom value humid sunny restrict enable cold stormy exposing classroom destructive classroom reject Alan McLean

  31. value The self motivating classroom 3 The undemanding classroom 2 The sharing classroom 1 The secure classroom enable restrict The destructive classroom The exposing classroom reject Alan McLean

  32. The secure classroom The teacher is authoritative and directs the learning The students learn because they feel they ought to or should The students learn because they respect the teacher believe he/she cares about their progress and gives them effective support Alan McLean

  33. Sharing classroom The teacher is trusting and encouraging Students learn because its important to sense of self and goals Students learn because they admire the teacher and are involved in activities that interest and engage them Alan McLean

  34. Self-motivating classroom The teacher is empowering Students learn because they want to for themselves Students learn because they feel the teacher helps them to bring out the best in themselves Alan McLean

  35. Achievement mindsets:aiming to be successful Mastery:you want to be smarter – to be all you can be – you see learning as an opportunity to improve Performance:you want to look smarter – to be the best – you see learning as a test of your ability Alan McLean

  36. Achievement mindsetsaiming to avoid failure Self worth protection:you want to avoid looking stupid – you make out you couldn’t care less – you see learning as a potential threat Learned helplessness:you want sympathy – you see learning as something beyond you – you try to avoid learning Alan McLean

  37. The internal drivers • Affiliation – ‘I belong’: how much you feel you belong in any group, team or organisation • Agency – ‘I can’: how much you believe you can and do achieve your goals • Autonomy – ‘I am trusted’: how much you are able to make own decisions Alan McLean

  38. nursery and primary one primaries two and three primaries four and five primaries six and seven composite classes or work across

  39. Self-efficacy through goal achievement SEGA The best thing schools and teachers can do to motivate pupils is help them build their self-confidence by achieving goals that they value but they did not think they could achieve through their own efforts and developing their own skills Alan McLean

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