There is no one answer to the question "What is the key to teaching?" that I get asked quite frequently. One thing that I have picked up over the course of my years spent teaching is that each individual student is motivated in their own unique way.
Some students require more interaction with their peers, while others do better with a more hands-on approach to their assignments. Before you start teaching your student anything else, you should spend some time getting to know them better. This is the best way to figure out what drives their learning style.
There is a wide variety of pedagogical approaches to choose from. Some educators may discover that one strategy is superior to another for the types of students they have in their class, while others may find that using a variety of strategies is more effective overall for their classroom. Nevertheless, it doesn't matter what you teach or how you teach it; there are a few fundamental principles that will help every student be successful.
In this post, we will discuss ways to motivate your students by providing hints on various teaching strategies and methods.
This article on a blog discusses what drives people to learn, the most effective way to teach them (depending on their personality type), and what the majority of different types of learners require in order to succeed academically or professionally. There is also guidance provided for educators regarding how they can use these findings when developing lessons or trying to pique the interest of students who don't appear to be interested.
The general principles, paedagogy, and management strategies that are utilised for classroom instruction are collectively referred to as "the teaching method."
Your educational philosophy, the demographics of your classroom, the subject area(s), and the mission statement of your school all factor into the choice of teaching method that is best for you.
A teacher-centered approach as opposed to a student-centered approach and the utilisation of high-tech material as opposed to the use of low-tech material are the two primary criteria that can be used to categorise teaching theories into four distinct groups.
Teacher-Centred Approach to Learning
In a model of education known as teacher-centered instruction, the role of the teacher as the primary authority figure is magnified to its greatest extent. On the other hand, students are seen as "empty vessels" who are expected to unquestioningly absorb the information that is imparted to them by their instructors in the form of lectures and direct instruction, with the ultimate objective of achieving satisfactory results on standardised tests and assessments. Teaching and evaluating students' learning are considered to be two distinct processes; the efficacy of these processes is determined by using objectively scored tests and evaluations.
Student-Centred Approach to Learning
Both students and teachers are equally engaged in the process of learning in student-centered educational models, despite the fact that teachers continue to play the role of an authority figure in the classroom.
The primary responsibility of the instructor is to coach and facilitate student learning as well as overall comprehension of the material. Additionally, the instructor is responsible for assessing student learning through both formal and informal forms of assessment, such as class participation, student portfolios, and group projects. In a classroom that is centred on the students, teaching and assessing student learning go hand in hand because the learning of the students is continuously assessed while the teacher is teaching.
High Tech Approach to Learning
In the most recent few decades, the education industry has been propelled forwards by advancements in technology. As its name suggests, the high tech approach to learning makes use of a variety of technological tools to support the academic endeavours of students in the classroom. The majority of teachers now equip their classrooms with laptops and tablets, and some may even use the internet to assign online homework to their students.
The internet is also beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the internet in order to connect their students with people from around the world.
Below are some tech tools used in classrooms today:
- G Suite (Gmail, Docs, Sheets, Classroom, Drive, and Calendar)
- Gamification software (such as 3DGameLab and Classcraft )
- Education-focused social media platforms (such as schoology and seesaw)
- Technology accessibility for students with disabilities
Low Tech Approach to Learning
Despite the undeniable impact that technology has had on the educational system, many teachers still prefer to teach their students in more conventional, low-tech ways. For instance, certain instructional methods call for the instructor and student to be in the same room at the same time and engage in conversation. In addition, there has been research that suggests that classrooms with less technology may be more conducive to learning.
Students who take notes by hand, as opposed to typing them, tend to have better recall than their counterparts who take typed notes. Students who are exposed to features such as spell check and autocorrect at a younger age may develop spelling and writing skills that are less developed than their peers who were not exposed to these features until later in life. In the end, it is extremely important to personalise the educational experience to meet the needs of various types of learners; however, there are times when students perform better when a more traditional approach is taken.
Here are some examples of low technology usage in different teaching methodologies:
- Kinesthetic learners have a need for movement when learning. Therefore, teachers should allow students to move around, speak with hands and gestures.
- Expeditionary learning involves “learning by doing” and participating in a hands-on experience. For example, students may participate in fieldwork, learning expeditions, projects or case studies to be able to apply knowledge learned in the classroom to the real world, rather than learning through the virtual world.
- Many types of vocational or practical training cannot be learned virtually, whether it be a laboratory experiment or woodworking.
Educators can better understand how to govern their classrooms, implement instruction, and connect with their students by making use of the various teaching approaches that are available to them today.
Within each category of teacher and student-centeredness as well as technology utilisation, specific teaching roles or "methods" of instructor behaviour each feature their own distinctive assortment of learning and assessment practises. Find out more information about each one to determine which one would work best in your classroom.
Teacher-Centred Methods of Instruction
Direct Instruction (Low Tech)
Direct instruction is a general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. This strategy has been used for a long time and is considered to be one of the most effective methods of education.
Direct instruction is the primary teaching strategy that makes use of passive learning, which refers to the concept that students can learn what they need to through listening to and watching very precise instruction. This idea is central to the teacher-centered approach to education. In the direct instruction model, teachers and professors take on the role of being the only source of knowledge. As part of this model, teachers frequently make use of lesson plans that are scripted and systematic. Direct instruction programmes outline in minute-by-minute detail the statements that the instructor should make and the activities that the pupils should carry out for each and every segment of the class period.
Direct instruction is extremely centred on the teacher because it does not take into account the preferences of the students and does not provide them with opportunities for experiential or alternative forms of learning. Additionally, it is not particularly high-tech, as it frequently makes use of textbooks and workbooks rather than computers and one-to-one devices.
Flipped Classrooms (High Tech)
In 2007, two teachers started using software that allowed them to record their live lectures, which is considered to be the origin of the "flipped classroom" concept. By the beginning of the following academic year, they had already begun using pre-recorded lectures and had begun discussing the concept that would later be referred to as the flipped classroom.
In its broadest sense, the term "flipped classroom" refers to a method of instruction in which, rather than listening to lectures in the classroom and completing homework at home, students participate in instruction by watching pre-recorded lessons at home and completing assignments in the classroom. Many educators who use the flipped classroom model create their own instructional videos, but many of them also use videos that are already made available from online sources.
If the teacher decides to implement it, one of the primary advantages of the flipped classroom model is that it gives students the opportunity to work at their own pace, which can be a significant benefit. It's possible that teachers will give each student the same video to watch at some point. In other classrooms, the teachers might let the students watch new videos as they progress through the material (this would be an example of a "differentiated" approach).
However, despite the fact that flipped classroom models have the potential to be more student-centered, they are still primarily based on the teacher's concept of how learning should occur and what information students require, making them primarily teacher-centered. Because the system is dependent on pre-recorded lessons and activities that take place online, it is necessary for both students and teachers to have access to a reliable internet connection as well as electronic devices that are compatible with the internet.
Kinesthetic Learning (Low Tech)
Kinesthetic learning, also known as tactile learning or hands-on learning, is an approach to education that is founded on the concept of multiple intelligences and requires students to engage in activities such as doing, making, or creating. Instead of listening to lectures or watching demonstrations, students in a kinesthetic learning environment engage in activities that require them to move their bodies. Kinesthetic classroom activities include the use of hands-on experiences, drawing, role-playing, building, as well as the utilisation of dramatic play and sports.
Kinesthetic learning activities are utilised in relatively few classrooms, despite the fact that they are an effective method for keeping students engaged and, at times, simply awake. One of the reasons for this is that, despite the widespread adoption of learning style theories, there is a paucity of evidence derived from scholarly investigations that demonstrates that tailoring instruction to specific learning styles leads to improved academic performance.
Because kinesthetic learning places a higher emphasis on movement and creativity than it does on the ability to use technology, this is one advantage of using this approach to education. This means that it is inexpensive and relatively simple to implement, in addition to providing a much-needed break from the amount of screen time that students already engage in. When students are given the choice of how to use movement to learn new information or experience new skills, kinesthetic learning can be more student-centered than teacher-centered. Because of this, it is also adaptable to a teacher's particular classroom preferences. In addition, kinesthetic learning can be more student-centered than teacher-centered.
Student-Centred Methods of Instruction
Differentiated Instruction (Low Tech)
The educational practise of adapting one's teaching methods to the specific requirements of each student is known as differentiated instruction. The Individuals with Disabilities Education Act (IDEA) of 1975, which ensured that all children had equal access to public education, was largely responsible for the initial surge in popularity of the concept. Individualized Education Programs, or IEPs, were initiated as a result of the Individuals with Disabilities Education Act (IDEA), which assisted teachers in differentiating their instruction for students with special needs. Today, differentiated instruction is used so that teachers can cater to the requirements of all different kinds of students.
Differentiation in the classroom can be accomplished in a variety of ways, including how students access content, the kinds of activities students participate in to master a concept, what the final product of learning looks like, and how the classroom is organised. Differentiation can take many forms, such as providing students with a variety of spelling lists to choose from, having students read books that are pitched to their individual reading levels, or having students meet in smaller groups to review previously covered material.
Even though differentiation is centred on the specific requirements of each individual student, the teacher is primarily responsible for its planning and implementation. In addition, the differentiated instruction approach does not emphasise the use of technology, despite the fact that this can be a useful tool; as a result, it is an approach that is fairly conventional and easy to implement.
Inquiry-based Learning (High Tech)
Inquiry-based learning is a teaching method that casts a teacher as a supportive figure who provides guidance and support for students throughout the entire learning process, rather than a sole authority figure. This type of learning is based on student investigation and hands-on projects, and it is a teaching method that is based on inquiry-based learning.
The students are encouraged to ask questions and think about what they would like to learn about the world around them by their teachers. The next step for the students is to conduct research on their questions, locate information and sources that explain important concepts, and find solutions to any problems they may run into along the way. The findings could be presented in the form of websites, videos made by the researcher themselves, or more official presentations of the research results.
Students take an active and participatory role in their own education as part of the inquiry-based learning that's part of the student-centered approach to teaching and learning. However, the facilitation of the process by the teachers is also of the utmost importance. During the enquiry cycle, each student will typically be working on a different question or topic for the majority of the time.
Instead of focusing on imparting information, instructors in this setting probe students with advanced questions and offer research recommendations pertaining to the process. The final step of the enquiry process for students is to reflect on what they have gained from the experience as well as what they have gained from it. They also take into consideration how it relates to other areas of interest, as research conducted on one subject frequently leads to additional questions, which in turn leads to research conducted in new areas.
Learning that is based on enquiry has the potential to make effective use of technology by utilising online research sites, social media, and the opportunity to form global connections with individuals who live outside the local community. However, this is not always necessary, particularly when taking into account the topic at hand.
Expeditionary Learning (High Tech)
The ideas of the educator who established Outward Bound served as the inspiration for expeditionary learning. Students participate in field trips and conduct in-depth research on issues that are relevant to their local communities and schools as part of this type of project-based learning.
Students will gain an understanding of how problem-solving can occur in the real world, ideally in their own worlds, thanks to the fact that this model incorporates learning across a variety of subject areas. A student living in a large city, for instance, may choose to learn about pollution through the study of relevant statistics, the reading of relevant information, and the visiting of local locations that have been impacted by the issue. After that, once they have an understanding of the situation, students and teachers work together to find a solution that they can actively put into action.
Access to the internet and the Google Suite, which includes Google Docs, Sheets, and Drive, can be helpful to students in their project research, presentation, and implementation efforts. However, the most important aspect of this methodology is the hands-on work and making an effort to interact with members of the community.
Personalized Learning (High Tech)
Because personalised learning is such a novel approach to education, the definition of the term is still developing. At its core, the model requires educators to guide students through personalised learning plans that are catered to the students' unique set of abilities and interests. Personalized learning emphasises student autonomy and curricular options that are selected by the individual student.
Students in schools and classrooms that implement personalised learning make use of competency-based progression. This allows students to progress onto the next set of standards or topics when they have mastered what they are currently working on. Assessment is also customised to the individual student. Students in classrooms that use personalised learning can advance to work that is beyond their grade level as they demonstrate mastery of topics. At the same time, students who require additional assistance have time built into their daily schedules so that they can receive it.
In personalised learning environments, there is room for an emphasis not only on high school graduation but also on college and career readiness. Students who don't need extra help in the form of remediation or extension work, for instance, can work with their teachers to develop social skills and other or 21st-century skills lessons, and they can also receive mentoring.
Teachers are required to teach lessons, look at frequent assessment data, and meet with students to make any necessary changes to their learning plans in personalised learning, despite the fact that personalised learning places a significant emphasis on the student. They will also need to have a certain level of comfort with technology. The differentiated and individualised instruction that students receive frequently comes in the form of online lessons and programmes, so teachers will need to be able to easily navigate virtual platforms.
Game-based Learning (High Tech)
The desire to get students more involved in what they are learning in the classroom led to the development of game-based learning. In addition, games are a great way to encourage a "mastery mindset" rather than focusing on grades because they require students to be problem solvers and use soft skills that they will need as adults. These skills will be necessary for them in adulthood.
Students engage in quests in a game-based learning environment with the intention of achieving a particular goal (the learning objective) by selecting appropriate actions and gaining experience along the way. Students have the opportunity to acquire badges and experience points in the same manner that they would in their favourite video games when they make certain levels of progress or accomplish certain goals.
Learning through games requires a significant investment of both time and effort on the part of the instructors. The good news is that there is software available, such as 3DGameLab and Classcraft, that significantly simplifies these steps. Because of the data provided by the programmes, educators who use this software may also become more adept at tailoring challenges to the specific needs of their students.
Because of the significant part that teachers play in the process of planning and creating content within this framework, game-based learning is not entirely centred on the students. But the emphasis is still very much on the student, who works at their own pace and makes their own decisions within a gamified setting.
What motivates students to learn
Both educators and parents understand the significant role that motivation plays in improving students' academic performance and enabling them to reach their full potential at school. A student who is motivated might, for instance, complete their homework without being told to do so, go above and beyond the requirements of their assignments, and participate in classroom discussions without being asked to do so.
More importantly, he or she may be better able to view a poor performance on an exam not as an indication of academic failure but rather as an opportunity to learn something new. The question now is, what is it that drives students to learn, and how can we best encourage them?
Students can be motivated to do well in school by a number of factors, including their interest in a subject, their prior achievements in that subject, their desire to please their parents or teachers, or simply by their own internal drive to be successful. However, motivation works best when children also have a healthy self-image, are confident in their abilities, and know how to take a step-by-step approach to problem-solving. This is because children who have a healthy self-image are more likely to feel good about themselves.
Intrinsic Vs. Extrinsic Motivation
The two primary categories of motivation are called intrinsic and extrinsic, respectively. People who are intrinsically motivated to learn do so because of a desire that originates from within themselves. Motivating students to learn through the involvement of an extraneous factor is an example of extrinsic motivation.
Children are frequently coerced into learning whatever is outlined in their respective schools' curricula, in contrast to adults, who have more freedom and are able to choose the subjects they wish to study. This can mean that they are not always motivated on an intrinsic level to master a particular subject and that they may instead rely on extrinsic motivation, such as rewards or negative consequences based on their performance.
On the other hand, there are things that can be done to help kids develop more intrinsic motivation. You can find a list of ideas for teachers below, and you can learn more about the significance of motivation and how to motivate children to read by reading our posts.
Ideas For Fostering Motivation And Engagement
One step at a time
Even if a student is extremely enthusiastic about a subject, they may find themselves lacking motivation if they experience feelings of being overburdened at school. This is a common sentiment among students. In addition, while adults typically have an easier time seeing the big picture and deconstructing a task into a series of logical steps, younger students may have a harder time picking up this skill on their own.
Teachers can be of assistance to students by performing some of the required work for them and organising assignments in a manner that is sequential.
Children can develop strong planning skills and a greater sense of self-efficacy in their learning by reviewing the task from yesterday, introducing the lesson for today, and making a passing mention of the lesson for tomorrow. In addition to this, it is an effective method for motivating students to concentrate on one task at a time so that they do not experience feelings of being overwhelmed.
Let Students Choose
Allow students to have some say in what they learn and how they learn it, to the extent that this is possible.
When you are in charge of your own education, you have a greater emotional investment in the results. There is typically a way for teachers to personalise lesson content by providing examples and/or anecdotes that both reinforce learning and are of particular interest to students. Although many teachers have a set school curriculum they are required to cover, there is usually a way to do so.
Children might find that they learn best through a visual, auditory, or kinaesthetic approach, so it's a good idea to familiarise them with a variety of pedagogical approaches when they're young. This can be very helpful. This holds especially true for students who are challenged by a particular set of learning difficulties.
Because a sense of accomplishment is a key driver of learning motivation, the more flexible and accommodating teachers can be, the better. Check out our advice for educators on how to support students who struggle with dyslexia and dyspraxia in the classroom for more information.
Praise Effort Over Result
Remind the student that the most important thing is that they gave it their all in order to complete the task, and praise them for their efforts even if they did not achieve a particularly high level of success. Because of this, individuals can build up their self-esteem to a healthy level, allowing students to maintain a positive view of themselves regardless of how well they perform in school.
Children who have a healthy sense of their own worth tend to have a higher level of confidence in the classroom and are more willing to try new things. In addition, it may be simpler for them to celebrate their achievements and view their setbacks as problems with their performance rather than reflections of who they are as people who are fundamentally flawed. Find out more about how you can assist students in developing their self-confidence.
In addition, teachers are able to assist students in seeing the bigger picture and adopting a more healthy approach to learning when they concentrate on helping students improve their approach to problem-solving and the development of their skills rather than on the successful completion of a specific task. When you recognise that furthering one's education is a process that continues throughout one's life, it is much simpler to maintain the desire to do so.
Focus Attention Through Engagement
At school, some children have difficulty concentrating on what's being taught. This may be the result of a learning disability such as attention deficit hyperactivity disorder (ADHD) or of circumstances at home that are causing the individual to experience emotional distress and/or distraction. Unfortunately, telling a student to "pay attention" is frequently the least effective way to get them involved in the activity that is being performed.
Instead, try giving learners freewriting prompts or activities that require them to work in groups to generate their own personal connections to the topic at hand before the start of the lesson. Because of this, it will be much simpler for them to interact with the material and to retain the information.
You could also ask students to get up from their seats, walk around the classroom, or carry out some sort of physical activity in order to get their minds and bodies involved in the upcoming lesson.
A multi-sensory approach, like the one taken by the Touch-type Read and Spell Course, is another fantastic method for accomplishing this goal successfully. It involves seeing, hearing, and typing, adding a tactile element to the development of literacy skills as students use muscle memory in their hands to assist with mastering skills such as spelling. It is a combination of seeing, hearing, and typing.
Review Progress And Set Realistic Goals
Setting learning milestones for an individual based on what they have already accomplished helps to ensure that their motivation to continue learning will remain strong and sets them up for success. When teachers, parents, and students get together to discuss students' past work, chart their progress, and set goals for the future, it can make a significant impact on both their attitudes and their expectations for the future.
It is simpler to accomplish this task if one instructs one's children to keep a journal or folder in which they can store all of their work. Setting up regular check-in sessions and talking to learners about how they feel about their progress is another useful strategy. They have a say in the decision-making process from the very beginning thanks to this mechanism.
Keep in mind that no two students will have a learning style that is exactly the same as the other. Therefore, if a student is falling behind his or her peers or failing to make adequate progress, it may be beneficial to bring in a private tutor who can work one-on-one with the individual and provide the required direct support. This could be beneficial in the event that the student is falling behind his or her peers or failing to make adequate progress.
Self-Directed Learning And Motivation
Students participating in self-directed learning take an active, rather than a passive, role in the management of their time and the evaluation of their own progress. Since there is no pressure from outside sources to perform or meet deadlines, this fosters the development of motivation that comes from within.
Students determine how quickly the class moves and how much content will be covered in each meeting. An approach that is self-directed but still follows the general guidelines of a course that is structured can be very motivating. This is especially true for students who have difficulty learning, as these students frequently benefit from over-learning.
Because of this, individuals are provided the opportunity to repeat classes an unlimited number of times without the social pressure of appearing to be slower than their contemporaries.
Although it is not always possible to follow a self-direct approach within the confines of a classroom setting, it may be easier to accomplish this goal outside of the typical school day. There are school districts that make self-directed courses, such as touch-typing programmes like TTRS, available to their students.
With using appropriate methods to the material and the characteristics of students. According to the relationships of teacher's teaching method or model and the classroom atmosphere greatly affect student's achievement. ... Low or high learning achievement is influenced by the low or high level of students' motivation.
- Promote growth mindset over fixed mindset. ...
- Develop meaningful and respectful relationships with your students. ...
- Grow a community of learners in your classroom. ...
- Establish high expectations and establish clear goals. ...
- Be inspirational.
Doing sports for fun (football, hockey, soccer, long-distance running, badminton). Participating in outdoor activities (rock climbing, downhill skiing, kayaking), informal practices (volleyball, basketball) and physical fitness training (aerobics, step, swimming). Taking lessons (swimming, snowboarding, judo).