Motivation runs through the fabric of any kind of teaching, whether it be traditional classroom learning, or learning in a professional environment. Chapter eight starts with using the ARCS strategy to get and keep students motivated throughout the lesson. Having motivated students creates an easier instructional delivery. Keller's ARCS model of motivation, requires that the teacher gain the (A)ttention of students, (R)elevance is the next step in developing an effective instructional strategy and requires the instructor to relate the material to the current or future interests of the students. (C)onfidence is another component and requires students to feel confident in the material; finally (S)atisfaction must be felt by the students. Planning for ARCS is another key component of the instructional strategy. Lessons where ARCS have been carefully considered should result in more engagement and an easier delivery of instruction.
After planning for motivation, it is important to look at the way you will inform the learner of their objectives. For me, I put the objective on the board daily, and then use it to question students about the skills they already know, and what skill they think they still need. At the end of class, I can then use those same kinds of questions to see how our lesson related to our objective. My students are 12-13 years old, for them, knowing what they are learning and why is an important part of their learning. Next, usually with the warm-up, prior knowledge is activated and students are able to get their brains thinking about the skills that will be used throughout the lesson. This step plays a primary role in having students relate knew knowledge to knowledge they already have and relate the two.
In mathematics, I use a lot of examples to relay information to students. Repetition of the skills, helps students to practice steps and to solidify information. However, it is imperative that I offer immediate feedback and am able to keep students on task in order to ensure their success. Incorrect practice can lead to misconceptions that are hard to undo; I find this step to be critical in the success of my students. Using small group instruction, for both teaching and practice, has given me more time with each student, increasing the amount of individual feedback I am able to give. I am currently working with an inside and an outside group everyday. They rotate halfway through class. This strategy has given the students more face time with me, more time on digital learning, more time for partner activities, and has contributed to easier classroom management.
After planning for motivation, it is important to look at the way you will inform the learner of their objectives. For me, I put the objective on the board daily, and then use it to question students about the skills they already know, and what skill they think they still need. At the end of class, I can then use those same kinds of questions to see how our lesson related to our objective. My students are 12-13 years old, for them, knowing what they are learning and why is an important part of their learning. Next, usually with the warm-up, prior knowledge is activated and students are able to get their brains thinking about the skills that will be used throughout the lesson. This step plays a primary role in having students relate knew knowledge to knowledge they already have and relate the two.
In mathematics, I use a lot of examples to relay information to students. Repetition of the skills, helps students to practice steps and to solidify information. However, it is imperative that I offer immediate feedback and am able to keep students on task in order to ensure their success. Incorrect practice can lead to misconceptions that are hard to undo; I find this step to be critical in the success of my students. Using small group instruction, for both teaching and practice, has given me more time with each student, increasing the amount of individual feedback I am able to give. I am currently working with an inside and an outside group everyday. They rotate halfway through class. This strategy has given the students more face time with me, more time on digital learning, more time for partner activities, and has contributed to easier classroom management.