Objective:

1. Motivation based classes Objective: To understand the advantage of using motivation as a way to engage our students in the learning process.

2. Motivation is the driving force by which humans or animals achieve their goals. (www.Wikipedia.org) What are our students’ goals? What motivates our students? I can’t wait for the Rayados game on Saturday The start of the year is great, I’m so lucky to have this group of students. I wonder what they are thinking? I made it to 9th grade I just want to finish high school and go to Europe Is it December yet? I can’t wait for lunch! I want to get straight “A” this year I want to see Justin Beaver! I’m tired I hate Mondays!

3. For most of our students grades are an important motivation to work, unfortunately they’re not always a good motivation to innovate, be creative, go the extra mile. Good Grades WORK Where is the difference?

4. Abraham Maslow’s hierarchy of needs Self-Transcendency Self-Actualization

5. Class planning considerations Objective and Evaluation Taking into consideration backward planning, we should start by considering our objectives and how we are going to evaluate these objectives. What do the students like? & What are the students good at? Most of the time students like what they’re good at, which means these two will commonly overlap. Differentiated Instruction As a way to motivate students

6. Gardner’s multiple intelligence theory As teachers our part is to guide them and encourage them towards the goal, the information is already there, they just need to reach for it and find it useful in their lives. Is it possible to express the desired content by those means? Different people have different abilities, what might not be possible for some might be possible for others depending on their individualities.

7. Provide information on the main needs of the task and things to evaluate According to the objectives what is the minimum content the activity must include in order to accomplish the objectives of the class It’s recommended to use a rubric for the students to check this information constantly while doing their work. Set high standards, and let them know their works will be acknowledge by others. (parents, peers, etc.) You can make some kind of Fairs, online video presentations, web pages, poster with pictures, competition, invite parents or teachers to your class, etc. Allowing students to grade each other’s creativity might create a competitive spirit making them work harder

8. Objective: identify the different kinds of Biomes and its characteristics. Evaluation: multiple choice exam where students must match the Biome to it’s description, couple open questions about what a biome is. • I divide the group according to their interests and gave them the following instructions. • Students will be allowed to use computers or go to the library in order to find information • Select one biome (each group must have a different one) • Using whatever technique you like (drawing, singing, acting, painting, charts, concept maps etc. prepare a presentation • Give a 5 min presentation (things to evaluate) • Weather conditions (if under water, water temperature…) (4 credits) • Plants / animals which may be found there • (minimum 4 plants, 2 carnivores, 2 omnivores, (4 credits) • 2 herbivores…) • Characteristics (4 credits) • Individual participation in presentation (4 credits) • Why is it consider a Biome (4 credits)

9. Provide an appropriate time & place to work Give them the opportunity to work both in their house and at school. If it’s in groups, provide time so they may organize their time, material etc. Break long tasks into smaller ones and establish due dates This way you will ensure the students aren’t way behind schedule, and at the same time you’ll be able to help them be sure they’re covering all the requirements.

10. Due dates • Day 1: Select the Biome and make a draft. (search for information) • Day 2: Bring material and information and start making the real thing. • Day 2 (by the end) select things to say and share during presentation. • Day 3: Give the presentation. • Rubric example • Weather conditions ___ / 4 • Plants / animals which may be found there • (minimum 4 plants, 2 carnivores, 2 omnivores, • 2 herbivores…) ___ / 4 • Characteristics ___ / 4 • Individual participation in presentation ___ / 4 • Why is it consider a Biome ___ / 4

11. Activity: Join with 3 or 4 people who you know share similar interests. The topic to work with is “Sight” Objective: To Identify parts of the eye and function. Know the most common sight problems

12. The Cornea: Focuses the light that enters the eye. The Lens: Its role is to focus the light and move towards the retina. The Uvea: The uvea forms the center of the eyeball. It is made up of three parts, choroid, ciliary body and iris. The choroid: Its function is to prevent the rays of light from bouncing off on the back side of the eye ciliarybody is to assist in the adjustment of the shape of the lens. The iris is described as a separate part in this section of the article. The Iris:. controls the amount of light that falls on the retina. The Retina: Its function is to send impulses through the optic nerve back to the brain, where it gets translated into the images that we see. The Pupil: The hole in the center of the eye through which the light passes, is called the pupil. The pupil gets bigger and smaller depending on the amount of light falling on the eye. The Optic Nerve: It connects the eye with the brain The Sclera: provide protection and meet the purpose of attachment for the extra ocular muscles that enables eye to move. The Vitreous Humor: provide pressure inside the eye and keep it inflated.

13. Closure • Share with your partners • What we do to motivate students? • What have we taken away from this presentation? • How it help us as a teachers? • What are some questions you still have about Motivation based classes? • Write down in your sheet