1. Lesson Planning
John Keenan

2. Review of last week. What did you learn?
Tuesday
Pedagogy video

3. Teach others/immediate use of learning
5 %
10 %
20 %
30 %
50 %
75 %
90 %
Listening
Reading
Audio -Visual
Demonstration
Discussion groups
Practice by doing
Teach others/immediate use of learning
Students Receive
information
Students Apply their
Learning
Students are Increasingly
active, and challenged. Experience is increasingly practical and
multi-sensory
Student’s recall rate
25 ways of teaching without telling

4. Closure strategies – tell your partner what you know
Learning Strategy
Already know
Get attention
Relevant
Model
Teams
Goals
Visuals
Think and talk aloud
Mnemonics
Note taking
Closure strategies – tell your partner what you know
Adapted from Fulk 2000 cited in Sousa, 2001: 34

5. check and corrected by peers, by teacher
explanation
doing-detail
use - practise
check and corrected by peers, by teacher
aide-memoir
review
evaluation tested under realistic conditions
queries
test
role play
class practical
note taking
demonstration
explanation
discussion
question and answer
watching a video
summarising
investigation
Petty, 2004: p.22
What do you do?
Action planning for the future.

6. Motivation
John Keenan

7. MOTIVATION

9. Demotivation
Antz

10. What is their motivation?

11. What is their motivation?
Why do it?

12. What is their motivation?
The Diamond Choir from South Africa
What is their motivation?
Why do it?

13. What is my motivation?
Why do it?

14. Motivation or…Getting the Buggers to Learn 1
Motivation or…Getting the Buggers to Learn 1. Recognise they are demotivated 2. Use external motivators to learning
3. Motivating teaching styles
4. Recognise the motivating power of peers 5. Tap into internal motivators
6. Stroke your students
7. Become Theory Y teachers 8. Vary ways of teaching

15. External Motivators to Learning
Frederick Herzberg
Good feelings ( Motivators ) = achievement, recognition, responsibility, advancement and learning.
Bad feelings ( Hygiene Factors ) policy and administration, supervision and working conditions. Do not motivate in themselves but failure to meet them causes dissatisfaction

16. Hertzberg’s Hygiene Factors
External Motivators to Learning
Recognise they have failed
Hertzberg’s Hygiene Factors
Some things de-motivated some things motivate
Take away demotivator – not motivation
Airconditioning

17. er or disciplin lead organis provid explain arbit counsell protect
Motivating teaching styles
Teaching Styles er
disciplin
lead
organis
provid
explain
arbit or
counsell
protect
evaluat

18. Motivating teaching styles 1. Coercive
Lead
Motivating teaching styles
1. Coercive
Stanley Milgram
we do what we’re told
agentic state
First is Stanley Milgram in 1963 started a series of experiments which taught us about how people will obey authority and helped managers to understand something about control
He concluded that
We do what we’re told
And that we enter into what he termed an agentic state whereby we are happy to let someone else rule and we will obey them. An egentic state means we defer responsibility for even our own actions onto someone else
Glengarry

19. Motivating teaching styles Lead
2. Referent
Referent managers attempt to be liked. They control by setting themselves up as role models for the workers and try to identify with them. Ideally it works and the subordinates admire and respect the manager and the manager defends the workers. In the seminars we will be discussing the pros and cons of each of these styles but that this is the style adopted by David Brent might give you a clue as to one of the drawbacks

20. Motivating teaching styles Lead
3. Expert
This style of management works on knowledge. The manager knows more than the subordinates and for it to work, needs to maintain this position so will have to be constantly updated and make sure the knowledge to use the business speak cascades down to the rest of the workforce. It takes confidence, decisiveness and always being informed

21. Motivating teaching styles Lead
4. Legitimate
Legitimate managers work on the basis of the implicit understanding that they are the boss. This is their job title and their role and that is that They rule through fairness by always being polite and cordial and making requests of subordinates clear and through proper channels always making sure each request is fair and appropriate

22. Motivating teaching styles Lead
5. Reward Management
This is the carrot style of management where rewards are offered for those who work well. There are a series of bonuses for the workers and the manager controls how these are delivered. Ideally given fairly for work
These style of management can be mixed, punishment and reward but they all work on the principle that workers need to be controlled to an extent and vary the amount of control given. This is a presumption of human nature that we work in groups and one is the leader of the pack. To understand this, psychologists have produced theories and experiments to show how we can be controlled

23. Motivating teaching styles
Lead
Coercive – motivation =
Referent – motivation =
Legitimate –motivation =
Expert – motivation =
Reward – motivation=

24. Recognise the motivating power of peers
‘Most children in school are at least afraid of the mockery and contempt of their peer group as they are of their teacher’
(Holt, 1990: p.???)
The Hawthorne Studies
People adjust their own motivation to match those of others, - ‘a social event’.
Taylorism has it limits as we will discuss in the seminar. There is only so far you can go with this method of management of control. Workers were not taking the incentives, instead they would try to get away with what they could. They were bored and alienated and avoidance became more critical than achievement as we know from our own experiences. There was also something else happening at work which Ford and Taylor could not conceive of – a social network of rewards and punishments. People had their own system. The many studies into this human-relations management style were called the Hawthorne studies. Elton Mayo was the first. And he and those who followed form this school of thought came to different ways of getting the most out of workers, thankfully. We all know from school that the system of punishments and rewards are there but there is a greater reward from peers and it was this they hit on. Elton Mayo took a group of women away from the factory production line and tried various experiments, letting them talk to each other as they worked and giving them more tea breaks and saw if productivity went up. Everything he tried improved productivity because they were more alert, happier to work, and critically they became competitive workers and peer pressure stopped them from slacking as they were effectively monitoring each other. They were being each other’s manager. This changed the way industry worked it party worked on conformity, partly a sense of collective morality to be identified with and recognised by others was more important than to be managed.

25. Tap into internal motivation
Abraham Maslow
hierarchy of needs
The last of the social-psychologists is Abraham Maslow. He contributed knowledge about how people were motivated and how it was human to want to progress. This human need could be manipulated by workforces to get people to work. We have, according to Maslow a hierarchy of needs which means that the needs we have as humans are on levels

26. USED PAINT
CAN’T DRAW BUT ANYWAY HERE IS A MAN

54. Maslow’s Triangle Tap into internal motivation Apply to teaching
Food and Water
Lions
Make Friends
Build up the Ego
Become ourselves
Balloons – animal good higher needs more suspect
Apply to teaching

55. Tap into internal motivation
Become Theory Y teachers
McClelland’s Theory suggests that people have three needs:
Achievement
Power
Affection
personality defines – which one dominates
Apply to teaching

56. Tap into internal motivation
What motivates you?
Apply to teaching

57. Stroke your students
‘Studies show that what we as teachers do is overwhelmingly more influential than what we say…A teacher who talks to, smiles at, encourages and helps students of Asian and European origin equally, is teaching the students to respect everyone regardless of their origins. Such inadvertent teaching is sometimes called the ‘hidden curriculum’
(Petty, 2004: p.19)

58. Become Theory Y teachers