Motivation in the Classroom

 
9783638773812: Motivation in the Classroom

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1.

Frank Oelm Ller; Frank Oelmuller
Edité par GRIN Verlag (2007)
ISBN 10 : 3638773817 ISBN 13 : 9783638773812
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Description du livre GRIN Verlag, 2007. État : New. This item is printed on demand for shipment within 3 working days. N° de réf. du libraire LP9783638773812

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2.

Frank Oelm Ller; Frank Oelmuller
Edité par GRIN Verlag (2016)
ISBN 10 : 3638773817 ISBN 13 : 9783638773812
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Description du livre GRIN Verlag, 2016. Paperback. État : New. PRINT ON DEMAND Book; New; Publication Year 2016; Not Signed; Fast Shipping from the UK. No. book. N° de réf. du libraire ria9783638773812_lsuk

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3.

Frank Oelm Ller; Frank Oelmuller
Edité par GRIN Verlag (2013)
ISBN 10 : 3638773817 ISBN 13 : 9783638773812
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Description du livre GRIN Verlag, 2013. Paperback. État : New. book. N° de réf. du libraire 3638773817

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4.

Frank Oelm Ller; Frank Oelmuller
Edité par GRIN Verlag
ISBN 10 : 3638773817 ISBN 13 : 9783638773812
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Description du livre GRIN Verlag. Paperback. État : New. Paperback. 44 pages. Dimensions: 8.5in. x 5.5in. x 0.1in.Seminar paper from the year 2006 in the subject English - Pedagogy, Didactics, Literature Studies, grade: keine, Bielefeld University (Faculty for Linguistics and Literature), course: Language Learning Motivation and Individual Learner Differences, 8 entries in the bibliography, language: English, abstract: If I want to know more about the world, then Ill achieve this only by learning. This kind of motivation not only was designated as an expansive one recently, but also as the one which leads to best results. The main hallmark of the expansive learning is the fact that it is born out of complete voluntariness, in other words: the decision to do it or to leave it rests completely on my own. In contrast to this the defensive learning is motivated exclusively by short-term objectives in order to avoid a negative assessment from either the parents, the teachers or any other fellow beings. A normal student in this sense will either pretend a learning progression or learn just as much as necessary. This, however, is supported by the evaluation system of todays schools. Moreover, a student who provides any expansive learning interest may even disturb the planned curriculum and therefore be blamed. Most teachers wont be fond of any newly discovered expansive learning opportunities by a student in particular if they are heading behind the syllabus. The main questions this essay will be concerned with are whether the teacher is able to foster intrinsic and expansive learning at all, and, following that, what are the teachers means to foster this kind of learning. Since intrinsic and expansive learning is closely linked to the concept of interest the areas discussed in this essay will deal with three conditions for the development of interest at school. These are firstly an interest in the subject, secondly an informing feedback, and thirdly proper instructions, all of them in regard to the teacher. Derived from these conditions the essay will This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. N° de réf. du libraire 9783638773812

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5.

Frank Oelm Ller; Frank Oelmuller
Edité par GRIN Verlag, Germany (2013)
ISBN 10 : 3638773817 ISBN 13 : 9783638773812
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Description du livre GRIN Verlag, Germany, 2013. Paperback. État : New. Auflage.. 216 x 140 mm. Language: English . Brand New Book ***** Print on Demand *****.Seminar paper from the year 2006 in the subject English - Pedagogy, Didactics, Literature Studies, grade: keine, Bielefeld University (Faculty for Linguistics and Literature), course: Language Learning Motivation and Individual Learner Differences, 8 entries in the bibliography, language: English, abstract: If I want to know more about the world, then I ll achieve this only by learning. This kind of motivation not only was designated as an expansive one recently, but also as the one which leads to best results. The main hallmark of the expansive learning is the fact that it is born out of complete voluntariness, in other words: the decision to do it or to leave it rests completely on my own. In contrast to this the defensive learning is motivated exclusively by short-term objectives in order to avoid a negative assessment from either the parents, the teachers or any other fellow beings. A normal student in this sense will either pretend a learning progression or learn just as much as necessary. This, however, is supported by the evaluation system of today s schools. Moreover, a student who provides any expansive learning interest may even disturb the planned curriculum and therefore be blamed. Most teachers won t be fond of any newly discovered expansive learning opportunities by a student in particular if they are heading behind the syllabus. The main questions this essay will be concerned with are whether the teacher is able to foster intrinsic and expansive learning at all, and, following that, what are the teacher s means to foster this kind of learning. Since intrinsic and expansive learning is closely linked to the concept of interest the areas discussed in this essay will deal with three conditions for the development of interest at school. These are firstly an interest in the subject, secondly an informing feedback, and thirdly proper instructions, all of them in regard to the teacher. Derived from these conditions the essay will. N° de réf. du libraire AAV9783638773812

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6.

Frank Oelm Ller; Frank Oelmuller
Edité par GRIN Verlag Nov 2007 (2007)
ISBN 10 : 3638773817 ISBN 13 : 9783638773812
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Description du livre GRIN Verlag Nov 2007, 2007. Taschenbuch. État : Neu. 211x151x7 mm. This item is printed on demand - Print on Demand Neuware - Seminar paper from the year 2006 in the subject English - Pedagogy, Didactics, Literature Studies, grade: keine, Bielefeld University (Faculty for Linguistics and Literature), course: Language Learning Motivation and Individual Learner Differences, 8 entries in the bibliography, language: English, abstract: 'If I want to know more about the world, then I'll achieve this only by learning.' This kind of motivation not only was designated as an 'expansive' one recently, but also as the one which leads to best results. The main hallmark of the 'expansive learning' is the fact that it is born out of complete voluntariness, in other words: the decision to do it or to leave it rests completely on my own. In contrast to this the 'defensive learning' is motivated exclusively by short-term objectives in order to avoid a negative assessment from either the parents, the teachers or any other fellow beings. A 'normal' student in this sense will either pretend a learning progression or learn just as much as necessary. This, however, is supported by the evaluation system of today's schools. Moreover, a student who provides any expansive learning interest may even disturb the planned curriculum and therefore be blamed. Most teachers won't be fond of any newly discovered 'expansive' learning opportunities by a student in particular if they are heading behind the syllabus. The main questions this essay will be concerned with are whether the teacher is able to foster 'intrinsic' and 'expansive' learning at all, and, following that, what are the teacher's means to foster this kind of learning. Since 'intrinsic' and 'expansive' learning is closely linked to the concept of 'interest' the areas discussed in this essay will deal with three conditions for the development of interest at school. These are firstly an interest in the subject, secondly an informing feedback, and thirdly proper instructions, all of them in regard to the te 24 pp. Englisch. N° de réf. du libraire 9783638773812

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