In the video “Khan Academy and the Effectiveness of Science Videos” on YouTube, I found some concepts to be misleading to the viewer. I disagree with the idea that science videos aren’t engaging and students won’t understand the material, unless they tackle their own misconceptions first. I don’t believe that videos are the best tool to use alone to support student learning when they are trying to understand a new concept. Videos are a great tool to use alongside or integrated in lessons, but students need to experience ideas and new concepts for themselves with hands-on learning to solidify the idea.
At first, I found the motivation theory difficult to comprehend, because of the variance from person to person. If everyone learns differently, how is it possible for motivation be a versatile theory? After digesting that and breaking it down a bit more, I realized that if students needs were met, they will be motivated to learn and take ownership of their learning. The Keller’s Arcs Model helped depict the motivation of students. Once I understood the four main categories (attention, relevance, confidence, satisfaction) I began diving deeper into how these four things tied into motivation in relation to lesson development. Student motivation is dependent on how the teacher plans lessons and units overall. Teachers can increase student motivation by keeping students engaged throughout the lesson, creating relevant material for the students, building confidence along the way, and supporting students in achieving their learning goals. These four things can be done by creating a dynamic lesson from the start to finish that meets the needs of all students. Including engaging activities that are meaningful to the students, with teacher support that is integrated throughout the lesson to build confidence and help students reach their goals. Here is a lesson plan I made for grade 3 students that shows motivation theory in practice.
I took the approach of building understanding for this theory by reflecting of my own learning journey and experiences. Growing up, and going through elementary school I struggled with most subjects, but specifically English. I never had the motivation, because I didn’t feel like I had the support from my teachers. They never understood why I didn’t pick up reading and writing, even though I voiced my frustration on many occasions. If I had a teacher that took a cognitivism approach, they would’ve helped me develop strategies and make connections to my prior experience. I believe this could’ve helped my immensely, instead of not understanding why it didn’t click for me. I had to create my own strategies, learning words by memorizing what they looked like, the meaning and putting it together to read and write. Fast forward to grade 10, and I was still having the same issues with reading and writing. It was starting to get in the way of my success in other subjects, so I finally got a psychoeducational assessment. It turns out I am dyslexic, and that is the reason I struggled through school all of those years. The biggest takeaway from my experience, is that as a future educator I have to be that teacher for my students. One that supports students, and gives them the tools to be successful with their learning outcomes.
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Ertmer, P. and Newby, T., 2008. Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), pp.50-72.
Holstermann, N., Grube, D. and Bögeholz, S., 2009. Hands-on Activities and Their Influence on Students’ Interest. Research in Science Education, 40(5), pp.743-757.
PositivePsychology.com. 2020. Motivation In Education: What It Takes To Motivate Our Kids. [online] Available at: <https://positivepsychology.com/motivation-education/> [Accessed 16 May 2020].