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25 Ways to Cultivate Intrinsic Motivation - InformED

25 Ways to Cultivate Intrinsic Motivation - InformED | Learning Happens Everywhere! | Scoop.it

"In the context of learning, intrinsic motivation is motivation that stems not from external factors like grades and status, but rather from genuine interest and ambition. Like altruism, it assumes no reward. But – like altruism – it is difficult to corroborate. Even if Sally, your best student, completes the Extra Credit assignment out of pure enjoyment, it doesn’t mean she isn’t expecting external rewards like approval and attention."

Via Beth Dichter
Beth Dichter's curator insight, September 4, 2013 9:54 PM

Does intrinsic motivation exist? This post explores this idea, clearly landing in the field of intrinsic motivation. After exploring the concept and discussing how education has changed there is a list of 25 ways we may help students cultivate this trait. A few are listed below but many more are in the post, as is a TEDtalk by Dan Pink.

* Rethink reward

* Make mastery cool

* Make students feel like education is a choice, not a requirement

* Make every student feel confident

Each of the items has additional information in the post. As you work in your classroom this year you may find yourself using some of the ideas listed in this post with your students.

Drora Arussy's comment, September 8, 2013 4:57 PM
Student ownership and buy-in has always been key, thank you for sharing.
Rescooped by miracletrain 夢想驛站 from eLearning and Blended Learning in Higher Education

Graphical Bios. Stunning. Simple. | Vizify

Graphical Bios. Stunning. Simple. | Vizify | Learning Happens Everywhere! | Scoop.it
The easiest, most sophisticated tool for showing the best of you online, all in one place. Connect your social media content and make a great impression now.

Via Curtin Teaching and Learning
Curtin Teaching and Learning's curator insight, January 30, 2013 11:27 PM

With this free site you can connect your facebook, twitter, instagram accounts to automatically produce a visual infographic about yourself.


I can see this tool being used as a great icebreaker and to form online student groups and get students connected - JK

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Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros

Facilitating Collaborative Learning: 20 Things You Need to Know From the Pros | Learning Happens Everywhere! | Scoop.it

Why have your students work collaboratively? "Collaborative learning teams are said to attain higher levels of thinking and preserve information for longer times that students working individually."

This post provides 20 suggestions to help collaborative groups work more effectively. A few are:

* Establish group goals.

* Keep groups mid-sized.

* Build trust and promote open communication.

* Consider the learning process asa part of the assessment.

The post includes links to a variety of resources and each point has an explantion with additional information.

Via Beth Dichter
Channylt's curator insight, April 7, 10:56 AM

Great tips on how to facilitate collaborative learning. Learners that work collaborativley are engaged in their learning and have better learning outcomes. 

Marina Cousins's curator insight, April 10, 8:06 PM

I liked this article, as it highlighted to me the importance of collaborative learning is much better than individual learning.  As I have mentioned several times, the learning and assessment that takes place within my workplace has a strong behaviourist foundation of learning and repeating key words and actions to pass an assessment (it is a very individual approach to learning).


Many of my colleagues view this experience of learning & assessment in a negative way.  What are some of the ways to overcome this negative view of learning?


After reading this article, I will seriously consider using a collaborative learning style within my workplace (if I get the opportunity).  The advantage of using real world problems or clinical incidents is that it offers the learner the opportunitity to improve their critical thinking skills and problem-solving ability.  


Therefore, by using collaborative learning you can apply the following learning theories of cognitivism, constructivism, objectivism.

Hazel Kuveya's curator insight, April 10, 9:22 PM

Keeping the groups at moderate levels will ensure an effective exchange of ideas and participation in all involved, I can echo the same statement that two heads are better than one. It is also interesting to learn that collaborative teams attain higher level thinking and preserve information for longer periods as compared to  their individual counterparts., yes the use of technology makes collaborative learning manageable.

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9 Events of Instruction: Event #1

9 Events of Instruction: Event #1 | Learning Happens Everywhere! | Scoop.it

Via Beth Dichter
Beth Dichter's curator insight, May 6, 2013 7:26 PM

This is the first of nine infographics that will look at Gagne’s Nine Events of Learning. This first one looks at how to gain students attention. Additional infographics will cover the "events of learning" listed below. And if you find this of interest if you do a search on Gagne's Nine Events of Learning you will find quite a bit of information.

* Inform learners of objectives

* Stimulate recall of prior learning

* Present the content

* Provide “learning guidance”

* Elicit performance (practice).

* Provide feedback

* Assess performance

* Enhance retention and transfer to the job

Anne Sturgess's curator insight, May 7, 2013 5:41 PM

Based on Gagne's suggestions for engaging learners.

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The Value of Mistakes: Should It Matter How Long A Student Takes To Learn?

The Value of Mistakes: Should It Matter How Long A Student Takes To Learn? | Learning Happens Everywhere! | Scoop.it

Are mistakes a part of the learning process? If they are, what does this say about our current education system? This post explores these ideas, asking the following questions and following each with a number of responses that explores each question in greater detail. The first section has two questions:

* Why are mistakes important to achieve engagement and learning?

* Why do we avoid mistakes in our current model?

The second section, Turning Mistakes into Learning Opportunities asks one question:

* How can we use learning errors to our advantage?

At the beginning of this post the author speaks of James Joyce, and also does so at the end where she states (referring to Joyce) "a true genius sees all learning as an opportunity to improve and discover. Errors are taken at will. In making mistakes, we can reach new heights and find our true genius." Will schools move in this direction?

Via Beth Dichter
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Rescooped by miracletrain 夢想驛站 from Critical thinking for the 21st century

Students as Curators of Their Learning Topics

Students as Curators of Their Learning Topics | Learning Happens Everywhere! | Scoop.it

Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.


"Critical and creative thinking should be prioritized over remembering content"


"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.


Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."


This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.


And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"


What are these skills, you may ask. Here is a good reference where to look them up: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf (put together by the Partnership for 21st Century Skills)



Recommended. Good stuff. 9/10


Full article: www.cluttermuseum.com/make-students-curators/


(Image credit: Behance.net)



Via Robin Good, João Greno Brogueira, catspyjamasnz, Deborah Arnold
Ivon Prefontaine's curator insight, August 13, 2013 7:43 PM

I had a similar conversation yesterday and as I prepare my lit review this thinking has emerged. It is less about content and more about skills, attitudes, habits, practices, etc. in learning.

Priscilla Der's curator insight, April 6, 10:12 PM

This article is a reminder that as we are curating content as teachers so are students. Rather then memorizing or reciting textbook facts, students should be able to steer and set their own learning goals (this is where PBL) comes into mind. 

Education Creations's curator insight, May 12, 12:00 AM

How to turn students into curators.