Articles liés à Motivation in the classroom
L'édition de cet ISBN n'est malheureusement plus disponible.
Afficher les exemplaires de cette édition ISBN
- ÉditeurGRIN Publishing
- Date d'édition2007
- ISBN 10 3638773817
- ISBN 13 9783638773812
- ReliureBroché
- Nombre de pages24
Acheter neuf
En savoir plus sur cette édition
EUR 17,95
Frais de port :
EUR 23
De Allemagne vers Etats-Unis
Meilleurs résultats de recherche sur AbeBooks
Image fournie par le vendeur
Motivation in the classroom
Edité par
GRIN Verlag Nov 2007
(2007)
ISBN 10 : 3638773817
ISBN 13 : 9783638773812
Neuf
Taschenbuch
Quantité disponible : 2
Vendeur :
Evaluation vendeur
Description du livre Taschenbuch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 2006 in the subject Didactics - English - Pedagogy, Literature Studies, grade: keine, Bielefeld University (Faculty for Linguistics and Literature), course: Language Learning Motivation and Individual Learner Differences, 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 examine the motivational effects of enthusiasm and zest, as well as clarity and commitment on part of the teacher, and the effect of success and failure on part of the student. It will briefly deal with the involved motivational theories and conclude with an assessment in how far it will be possible to reduce the 'extrinsic/defensive learning' and the common doubts about the sense of learning at today's schools. 24 pp. Englisch. N° de réf. du vendeur 9783638773812
Acheter neuf
EUR 17,95
Autre devise
Image fournie par le vendeur
Motivation in the classroom
Edité par
GRIN Verlag
(2007)
ISBN 10 : 3638773817
ISBN 13 : 9783638773812
Neuf
Taschenbuch
Quantité disponible : 1
Vendeur :
Evaluation vendeur
Description du livre Taschenbuch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 2006 in the subject Didactics - English - Pedagogy, Literature Studies, grade: keine, Bielefeld University (Faculty for Linguistics and Literature), course: Language Learning Motivation and Individual Learner Differences, 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 examine the motivational effects of enthusiasm and zest, as well as clarity and commitment on part of the teacher, and the effect of success and failure on part of the student. It will briefly deal with the involved motivational theories and conclude with an assessment in how far it will be possible to reduce the 'extrinsic/defensive learning' and the common doubts about the sense of learning at today's schools. N° de réf. du vendeur 9783638773812
Acheter neuf
EUR 17,95
Autre devise