Motivation

This week you will be thinking about motivation from the framework of the learning theories we have discussed throughout the course. I will be sharing some of the Web 2.0 products that have been created by your colleagues. Please share your thoughts in terms of how can these products be used to motivate students in your classroom? How might you redesign one of these products to teach a lesson in your content area? Be specific and include ideas from our text as support!

15 comments:

  1. Here is one part of Steven's product:
    http://www.xtranormal.com/watch/13147792/robotz-movie-on-social-cognitive-theory

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  2. Michelle's movie:
    http://www.youtube.com/watch?v=iSFmXvSGlTk&feature=youtube_gdata_player

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  3. Simon's movie:


    www.youtube.com/watch?v=NAGY0ykMQME

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  4. Victor's Prezi:
    http://prezi.com/vbdbx5mgstmf/social-cognitive-theory/

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  5. Marlo's Mind tool"
    http://mind42.com/pub/mindmap?mid=5a718007-f566-4449-8fd9-1f46d7921f46&rel=url

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  6. Ben's SlideRocket:
    http://portal.sliderocket.com/BOUFN/Copy-of-Social-Cognitive-Theory-(2)-(2)

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    1. I really liked Ben’s presentation of Social Cognitive Theory. What I found most interesting is that Sliderocket website is a very nice alternative to PowerPoint, which I believe is outdated and has a tendency of being boring. What I especially liked about this site [and Ben’s presentation] is videos can be incorporated into the lesson to not only elaborate on the topic, but also liven it up.
      I can definitely see myself using this site within my classroom, because I can add videos to re-enforce the message/lesson I am trying to convey to my students. I also think that by adding the information it can free me up to answer questions and/or ensure the students are absorbing the information. For example, I no longer have to stand there doing all the talking while each slide is being presented, I can autoplay the lesson and walk around the class giving students extra attention.

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    2. Ben's presentation was very vast and creative in its approach to explain social cognitive theory. I love the technology of embedding video through the slides. I think Ben does an excellent job at providing various examples and perspectives of the theory. Something that I appreciated was that in the videos, we see a variation of speakers: females, males, young and old. In addition, the animation that he embedded and information bubbles was a very eye catching.

      I would definitely utilize this tool in my classroom as an alternative to a Powerpoint Presentation. However, one thing I would change in Ben's strategy would be the amount of text being presented. The presentation was text heavy and almost intimidating at times. I would take a minimalist approach and highlight main ideas and use video and animation to replace the information being shared. I think coupling both video and heavy text gets overwhelming.

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  7. I would develop class Prezi where at the beginning of the quarter we set it up and start to scaffold the big ideas aka learning points for the quarter. Then each day or so we would take a few minutes as a class to add to our Prezi. Add photos, data, definitions, links to helpful sites, etc... In the science classes (where I'll be teaching) it would be an awesome motivator to create this simple Prezi around the concepts of 9th grade science curriculum. In "Defining Standards for the 21st Century" Maxwell writes about the importance of setting targets for student learning, and showing students (as a class) how they are progressing. Our Prezi would have Newton's section, Aristotle’s, our Chemistry section, or infamous "sludge" lab, etc...And everything would be neat, organized, and functionally laid out to aid the students (cognitive learning theory). It is something that is created by the students-for the students, and it's some that is lasting (can be saved, published, passed on to future generations) (Social cognitive theory). It's a benchmark of standard for following classes leaving a legacy or imprint on the future learners. I know at my school (from the student's perspective) we acknowledge what the previous class' accomplishments were, and we try to exceed that mark. They left their legacy (sports, academic, artistic, community based, etc...) and we as people want to continually progressing and moving forward (Social Cognitive theory). Creating meaningful projects (such as a sweet Prezi) is a fun and motivational way to inspire the students to take part of the education and be the driver not the passenger, so to speak.

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  8. First of all I absolutely loved Steven's product. I was pleasantly surprised to view this unique and creative web tool that was presented in a way that was a break from the norm. What captured my interest the most was the fact that Steven utilized an untraditional symbol (the robots) to deliver his content. I was laughing at the fact that this lady bartender robot is having this real discussion with this male robot on a topic that has no place in a bar. It was this factor that had me immediately thinking about how the 4th grade class that I am observing would love to view something like this instead of just hearing the teacher lecture or reading a text. First an example of this web tool would have to be presented to the students because it will provide a model for them to work off of and the unique presentation of this web tool would definitely capture the student's attention and assist with their IPT. Breaking up the students into smaller groups to address for instance the main ideas of different passages within a story, would allow the students to gain peer insight and collaborate with one another. Knowing that this project would be able to be viewed by not only their class but by anyone on the internet would be a great motivator because this project is a reflection of themselves. Presenting the final project and sharing it with the rest of the class would allow the students to assess one another's work. Ultimately this creative platform is a contemporary tool that can only assist teachers in utilizing unique ways to capture students' interest and reflect their learning while inspiring them to apply their learning with these new-age tools.

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  9. I also loved Steven's product. "preach on, robot boy!" Great job, Steven. I liked how you had the lady robot define terms and give counter points. I liked the Xtranormal web 2.0, too, when I saw the example that was sent by our professor for our own projects. I pinned it on my pininterest because I think it is a fantastic tool for me as a teacher. Steven proves that is right with this. This would captivate students as it captivated me. I think that this would be awesome for small group work, that the ease of it is useful for even grade school children to create their own web product that they would enjoy creating and watching. I love that the product has features just for teachers - special administrative features and a way for the teaacher to set up a project that the students can all log in to at different times and contribute to a whole project individually, on their own time or in their own groups. It does cost money each month, not a lot, but I think this is one of the most awesome teaching project tools that I have seen yet. I agree with Amy, that creating this and presenting it would be a great class project or small group project. For me, it seems this is a great tool for unleashing imagination. Children are exposed to so much media now, traditional forms of art don't hold their interest as readily as something like this tool would accomplish, and the variety of characters and scenes make it really easy to follow an original story idea through.

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  10. I really enjoyed both Ben and Steven’s Web 2.0 products; however, in teaching elementary school children, I believe Steven’s Xtranormal product would be the most effective in captivating and retaining students’ interest. Ben’s product, at times, displays a vast amount of information that might overwhelm elementary age students and, ultimately, would not be successful at engaging students. Ormrod (2011) describes that when a student finds interest in an activity and is intrigued and engaged by it they will be intrinsically motivated to learn. The animation that Steven’s Xtranormal product displays, I believe, is a fun and creative way to relate information to students that will make them laugh and, at the same time, motivate them to learn.
    When applying this tool in my classroom, I would definitely use it, not only as a presentation tool, but also as a tool that students could collaboratively work with to demonstrate their knowledge about a given topic. For instance, after reading books on metamorphosis, I would divide students into groups and have them talk about what they know about metamorphosis. I would have them search for relevant information and then generate important facts (e.g., what insects go through complete/ incomplete metamorphosis?) to share or add on to an Xtranormal product that would be completed by the entire class. After finishing their product, the class can view and feel good about their accomplishment and, also learn from what other groups shared. Students’ knowledge would be assessed by the accuracy of the information on the final product.

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  11. Web.2.0 tools offer a fun way and visual way of making information understood. It is one things to read about a concept, theory or an idea. It is another thing to put action behind the ideas that create an understanding. Web 2.0 tools are the physical culmination of someones understanding of something new. Being able to create a presentation not only show a person understanding but it also add another dimension that is fun, creative and visual. Students today have a lot of experience on computers and finding ways to incorporate things that students that students use for fun, also as learning tools can take subject matter that was once bland, and boring and turn it into something fun and exciting. THis motivates students. They are eager to do or at least not as opposed which is still a good step in getting students to want to partake in activities that are healthy and have knowledge gaining benefits. Ormrod talks about motivation and the fact that students have experience on computers gives then the sense that they can perform and tasks on the computer. THis self efficacy also builds motivation and is tapped into by using prior knowledge.

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  12. Bravo to Ben and Steven. You both to your creative imagination. I believe imagination is where we all need to fetch the most tools to meet students interest in order to motivate them for learning. Creative imagination adheres to students' interest provided that we understand and accept our students for who they really are. They are just children longing for more and finding every mean to avoid tasks they view as imposed on them.They do get bored easily and find our tasks equally annoying to them because they don't feel any ownership to it. The robot them is fascinating and will certainly grab their interest and thus motivate them because it's part of their world. Whether we agree or not, some of these students actually live and breathe technology. It's nevertheless important to infuse their perceived knowledge about technology into our activities. They will then recognize their own effort and develop self-efficacy. Self-efficacy is in itself a great motivator. It shapes and revives the learners' interest in performing and develop their intrinsic motivation. Knowing what they are capable of undeniably creates the desire to perform well enough to reflect their acquired mastery or ability.
    I have never heard of Xtranormal plateform before Dr. Dickenson's class and I was really amazed by the potiential tools it offers. I will be using these tools for as long they are available. What better way to incorporate funs of learning into our activities and make students feel they are part of our world.

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  13. The social cognitive theory is a fantastic blend of behaviorism and cognitive theory. The idea that students learn from what they observe is at the heart of behavioral theory whereas learning may not be observable is a major tenet of cognitive theory.

    classroom management

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