1 Words from a song – lack of motivation. Order into four lines. Remember bigger words mean more instances of that word. 2 Play. 3 Easier to define what doesn’t motivate – lack of clear purpose or goal, rigidity and lack of stimulation, creativity and the individual is repressed, negative criticism and lack of self esteem, no trust, no space to move, to make own mistakes

Take these one at a time

Think about it: why are you here today?

Think about it: why are you here today?

Probably your reasons fell into two or three of these categories

We’re studying animals in Biology too. I want to be a vet – I need to know about animals. I need to know more English so I can chat with my friends online. I want to know more English because I like English songs. There’s a school trip to England next year – I want to go.

We’re studying animals in Biology too. I want to be a vet – I need to know about animals. I need to know more English so I can chat with my friends online. I want to know more English because I like English songs. There’s a school trip to England next year – I want to go.

Ps recall four points

Goal setting – help me find a purpose for education – we are learning animals if we see a need – for survival or some other advantage for me – this the way the brain work

CHECK QUOTE BY SYLVESTER

Thinking is difficult to define – it is often linked with words like brain, mind, intelligence

Robert Fisher is part of a movement that advocates teaching thinking skills. He talks about teaching children both creative and critical thinking, and states that we need to use both in problem solving.

Both creative and critical thinking went into making these patterns. They are part of a CLIL lesson in Maths – learning about shapes, specifically polygons.

Ps do the worksheet in small groups.

Talk through the questions. Perhaps use traffic lights to check if Ps had the same or similar?

Teacher is notcontroling their thoughs, but is giving them the opportunity to think for themselves. Providing a framework for the children to think within, scaffolding. By directing thinking we are short cutting the learning process

Teacher is notcontroling their thoughs, but is giving them the opportunity to think for themselves. Providing a framework for the children to think within, scaffolding. By directing thinking we are short cutting the learning process

Taken from point 5 in Check your Language – p307 The Teacher’s Toolkit – Abandon all put downs. Add anecdote about costume for a play “Well, of course nothing looks good on a figure like yours.” Ground opening up and swallowing you or the teacher.

Self esteem = a personal judgement of oneself Self image = a picture you have of yourself in your mind. Self concept = a descriptive part (self image) + an evaluative part (self esteem)

1 Physical safety 2 Emotional safety – absence of intimidation and fears 3 Identity – “who am I?” 4 Affiliation – a sense of belonging 5 Competence – a sense of being capable 6 Mission – the feeling that one’s life has meaning and direction

Guided visualisation of “the perfect activity” Imagine …. A classroom full of children who are totally focused on what they are doing, the atmosphere is calm but slightly tense and there’s the occasional cry of “great” or ”. They know exactly what they have to do, they hardly ask you any questions. And what’s more and they want to do it, in fact when you say “That’s it … time to stop … it’s break time” they say “Already?” “Can we stay in over break?”

Serious studies have shown that children acquire skills of speed, dexterity, mental ability and fast decicions making while absorbing and integrating a lot of information very quickly, in a world of instant communication and information overload these are hugely valuable skills

Chick-sent-me-high-ee Children playing video games are in a state of flow. So are athletes and sports players. So is a person making a quilt, painting a picture, making a cake – anything to which we dedicate our whole attention, body and soul. Being in flow is powerfully motivating as it feels so good, and when we are in flow we tend to be successful. So what can we do to make our activities such that they promote this feeling?

Lower stress by: providing support, feedback, emotional safety, “mistakes are OK” culture, work with learning styles and MIs Raise challenge by: making tasks i+1, setting time limits, giving clear goals, handing over responsibility

CLIL lends itself to a wide range of projects where children work individually or in small groups. The T has control because she sets and guides the task, but the children have control too

1 Words from a song – lack of motivation. Order into four lines. Remember bigger words mean more instances of that word. 2 Play. 3 Easier to define what doesn’t motivate – lack of clear purpose or goal, rigidity and lack of stimulation, creativity and the individual is repressed, negative criticism and lack of self esteem, no trust, no space to move, to make own mistakes

Motivation: how CLIL can help Sarah Phillips Oxford University Press April 2010

Bibliography Gilbert, I: (2002) Essential Motivation in the Classroom Routledge Falmer Ginnis, P: (2002) The Teacher’s Toolkit Crown House Publishing

We don’t need no education We don’t need no thought control No dark sarcasm in the classroom Teacher leave them kids alone! Pink Floyd: The Wall (1979)

We don’t need no education. WIIFM? W I I F M ? <div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/deannabeth/394778919/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/deannabeth/">http://www.flickr.com/photos/deannabeth/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/2.0/">CC BY-NC-ND 2.0</a></div>

We don’t need no education. WIIFM? What’s in it for me? <div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/deannabeth/394778919/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/deannabeth/">http://www.flickr.com/photos/deannabeth/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/2.0/">CC BY-NC-ND 2.0</a></div>

W – I – I – F – M? We don’t need no education.

Invent an animal. Then write about it. We don’t need no education.

I want to be a vet. I make pictures in my head when I learn. So that’s why bears are different in different places! I’m going to invent an amazing animal! Invent an animal. Then write about it. We don’t need no education.

We don’t need no education.

ADD LINE ABOUT GOAL SETTING If we have a goal, education can help us get there.

We don’t need no thought control. ({{Information |Description= Take me to your leader! |Source=[http://www.flickr.com/photos/75062596@N00/337168724/ Robot jockey army - P1030118] |Date=December 26, 2006 at 05:53 |Author=[http://www.flickr.com/people/75062596@N00 Lars Plougmann] from London)

Thinking is when your mouth stays shut and your head keeps talking to itself. Child in Year 5, quoted in Smith, A and Call, N: (1999) The alps approach <div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/stevenmphoto/112877462"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/stevenmphoto/">http://www.flickr.com/photos/stevenmphoto/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-nc/2.0/">CC BY-NC 2.0</a></div> We don’t need no thought control.

“Thinking is involved in any mental activity that helps …. ….formulate or solve a problem, ….to make a decision, ….or seek understanding.” Fisher, R: (1990) Teaching Children to Think We don’t need no thought control.

Link to thinking skills overview We don’t need no thought control. From: Incredible English, Book 5: Phillips, S and Redpath, P 2007

hyperline We don’t need no thought control.

Link to patterns We don’t need no thought control.

Link to flow graph

We don’t need no education.

We need to think for ourselves.

No dark sarcasm in the classroom. Keep the noise down – you might wake up Simon! Managed to connect two brain cells, have we? Any normal person would be able to … Surely you’re not going to break the habit of a lifetime and answer a question?

No dark sarcasm in the classroom.

1 Physical safety. 2 Emotional safety. 3 Identity. 4 Affiliation. 5 Competence. 6 Mission. Point in the audit tools for self esteem: From: Ginnis, P. The Teacher’s Toolkit Factors that feed self esteem: From Youngs, Bettie B: Teach students how and when to be assertive. Expect assertivenes instead of aggression and weakness. Create and maintain ground rules that eliminate put downs. Acknowledge students often, both in public and in private. Let students in on your thinking about learning objectives, learning strategies and progress. Believe your students are capable. Have high expectations of your students. Teach students how to set their own targets …. (and) how to assess their learning realistically.

No dark sarcasm in the classroom.

<div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/dublincitypubliclibraries/4013240633/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/dublincitypubliclibraries/">http://www.flickr.com/photos/dublincitypubliclibraries/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-nc-sa/2.0/">CC BY-NC-SA 2.0</a></div> No dark sarcasm in the classroom.

Based on: Csikszentmihalyi’s theory of flow Flow No dark sarcasm in the classroom.

stress challenge low low high high We need to create an emotionally safe classroom. making patterns copying final exam word search with a time limit Link to Altair

Teacher leave them kids alone! Happiness is …

Teacher leave them kids alone! Happiness is … …. a sense of participation in determining the content of life. Link to handing over control

The children that ate the marshmallow … Less sociable More stubborn More indecisive Lower self esteem Sensitive to stress Resentful about “not getting enough” Prone to jealousy Over-react to irritations Unable to put off the desire for a “quick fix” The children that didn’t eat the marshmallow More socially competent Personally effective Self assertive More able to cope with frustration Less likely to go to pieces Embraced challenges Self reliant and confident Trustworthy and dependable Took iniciatives More academically competent More linguistically competent More able to use and respond to reason More able to concentrate More able to make plans More eager to learn

Handing over a sense of control ({{Information |Description=Ronald Graham, his wife Fan Chung Graham and Paul Erdős in Japan. |Source=http://math.ucsd.edu/~fan/ron/jug.html |Date=1986 |Author=Che Graham |Permission=Granted by Fan Chung Graham (11/19/07) |other_versions= }} ) respons ibilities behaviour what’s done when classroom organisation how an activity is done who they work with

<div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/mrmole/3429325148/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/mrmole/">http://www.flickr.com/photos/mrmole/</a> / <a rel="license" href="http://creativecommons.org/licenses/by-nc/2.0/">CC BY-NC 2.0</a></div> Teacher leave them kids alone!

<div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/44545509@N00/2422450214"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/benimoto/">http://www.flickr.com/photos/benimoto/</a> / <a rel="license" href="http://creativecommons.org/licenses/by/2.0/">CC BY 2.0</a></div> <div xmlns:cc="http://creativecommons.org/ns#" about="http://www.flickr.com/photos/jimmiehomeschoolmom/3400876639/"><a rel="cc:attributionURL" href="http://www.flickr.com/photos/jimmiehomeschoolmom/">http://www.flickr.com/photos/jimmiehomeschoolmom/</a> / <a rel="license" href="http://creativecommons.org/licenses/by/2.0/">CC BY 2.0</a></div> Teacher leave them kids alone!

A polygon hunt in Santiago de Compostela, Spain Teacher leave them kids alone!

Teacher leave them kids alone!

Let them have a go. You may be suprised! 3rd year secondary students (14 years old) from the European Section of IES Ames Video about Santiago Ramón y Cajal: a famous Spanish biologist.

Secret URL: http://www.slideshare.net/secret/oDGNvGVnpFCiNe Bibliography Gilbert, I. (2002) Essential Motivation in the Classroom Routledge Falmer Ginnis, P. (2002) The Teacher’s Toolkit Crown House Publishing Ltd