Unlocking Learner Motivation In The Age Of The Digital Native
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The document discusses the impact of teenage brain development on English language learning and effective teaching strategies for this age group. It highlights the importance of engaging methods that cater to teens' cognitive functions, interests, and need for relevance. The author emphasizes using technology and understanding learner motivation to enhance the learning experience for young adults in a digital age.
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Similar to Unlocking Learner Motivation In The Age Of The Digital Native (20)
Unlocking Learner Motivation In The Age Of The Digital Native
- 12. “A subordina,ng conjunc,on always comes at the beginning of a subordinate clause. It "introduces" a subordinate clause. However, a subordinate clause can some,mes come a>er and some,mes before a main clause….”
- 14. 1910 2010
- 15. It’s high 9me we put these four things together and came up with a more effec9ve way of mo9va9ng learning and teaching English to teens and young adults.
- 18. Who Are Teens? What’s going on with their lives? - hormones / sexual development - independence / autonomy - ques9oning of authority / rebellion - social hyperac9vity / peer pressure What’s going on with their future? - pressure over educa9on, career prospects, type of friends, values What are their cultural references? What is their rela9onship with educa9on? English: how do they see it as relevant to them?
- 19. What else do we know about teens? Their brains are in a very specific state of development.
- 21. THIS IS SO LAME!!! Can’t wait to check out who tagged me on As if! I’m sitting next to the biggest geek in the class. I’d rather die. BORING BORING BORING BORING BORING BORING !!! boring boring boring boring boring What-ever…… boring boring boring boring Blah Blah Blah I definitely like Matt; he’s so cute. I hope he likes me too…
- 24. Teen Brain Development Phenomenon #1 last Prefrontal Cortex • Reasoning • Organizing, priori/zing informa/on Limbic 1st System • Control of Impulses • Physical Coordina/on Not fully mature un.l age 25! • Emo/on • Mo/va/on
- 25. Teen Brain Development Phenomenon #2 Maturing of brain as Grey MaQer is lost Adolescent Pruning Of Brain Cells The brain selec9vely strengthens or prunes neurons based on ac9vity. Synapses con9nually used will flourish; those that are not used will wither away.
- 26. Teen Brain Development Mylena/on (increase in White MaXer) Phenomenon #3 Speeds the brain’s informa9on‐ processing capacity equivalent to 3,000 X increase in computer bandwidth
- 29. Phased development of cogni/ve func/ons: EFL teaching implica/ons Use teen craving for NOVELTY and EXCITEMENT to get their ATTENTION. + video, music, movement, news, games, anecdotes ‐ worksheets, lectures, objec9ve texts
- 30. Phased development of cogni/ve func/ons: EFL teaching implica/ons Break large, long‐term assignments down into short‐term objec9ves Remind them of concepts, objec9ves and deadlines frequently.
- 31. Phased development of cogni/ve func/ons: EFL teaching implica/ons Use short formats. Teens can only focus on someone talking for 15 minutes at a 9me they need a change in state of mind every 20 minutes.
- 32. Phased development of cogni/ve func/ons: EFL teaching implica/ons For young (13 – 16) teens, don’t make topics too abstract
- 33. Phased development of cogni/ve func/ons: EFL teaching implica/ons The teenage brain quickly discovers a need to CONNECT. INTEGRATE THIS into Communica/ve Task Work
- 34. Pruning of neurons maintaining only most‐ used connec/ons: EFL Teaching Implica/ons Aim for relevance and usefulness to their lives
- 35. Pruning of neurons maintaining only most‐ used connec/ons: EFL Teaching Implica/ons Repe99on with varia9on. Get them to not just read a vocabulary item, but also… use it in a story use it in a sentence play a game based on it see a photo of it unjumble it hear it in a song hear it spoken by a f amous actor
- 36. Vastly increased processing bandwidth: EFL Teaching Implica/ons Exposure input intake
- 37. Vastly increased processing bandwidth: EFL Teaching Implica/ons Provide data capable of being processed into knowledge while avoiding boredom filter (lexical / communica.ve rather than gramma.cal approach)
- 38. Vastly increased processing bandwidth: EFL Teaching Implica/ons Provide ANALYTICAL CHALLENGES that s9mulate higher‐ order thinking: ask How What Why
- 39. Don’t forget: male and female adolescents mature at different rates Grey cell Grey cell pruning pruning starts at age 14 – 16 starts at age 10 – 12 Boys and girls may be ready to absorb challenging material at different stages.
- 40. …also don’t forget: the average teen is SLEEP DEPRIVED Physiologically, teens require Sleep 9.25 hours of depriva9on sleep. makes it more Most teens difficult for most report sleeping students to 5 hours or less learn, remember per 24‐hour and think period. crea/vely.
- 42. NEW EFL Approaches MOST of these match up with recommended Brain Learning techniques for engaging teens and young adults
- 43. What else do we know about teens? One of the things they really enjoy, even seem addicted to, is VIDEOGAMES. Why?
- 44. What can we learn (and adopt) from Video Games? • Failure is part of the game • Try and try again without s9gma • Repe99on breeds competence • Posi9ve reinforcement all the ,me • Posi9ve vs. nega9ve stress • Level design: progress to next level is always a challenge, but achievable • Progress = status enhancement • Social (mul9player gaming; leader boards; in‐game chat; challenge‐a‐friend)
- 45. Where it all comes together for teens: MOTIVATION
- 46. Understanding Learner Mo9va9on • The “neglected heart” of our understanding of how to design instruc9on. • Par9cularly an issue for teens, due to: ZZZZZZZ
- 48. Learner Mo9va9on For Teens Make the input material relevant to them. Do they believe that what they are learning will be useful to them soon?
- 49. Learner Mo9va9on for Teens “The simplest way to ensure that people value what they are doing is to maximise their free choice and autonomy” ‐ Good & Brophy, 2004
- 50. Learner Mo9va9on for Teens Three strategies* to encourage posi9ve self‐evalua9on: Promote / Reward Increase Provide Mo9va9on Effort Mo/va/onal via rather than Rewards, Feedback Ability not Grades *Dornyei, 2001
- 52. Class Time Is Precious Time: Technology Can Op/mize It • Exposure / input and repe99on: outside the classroom as much as possible. • Use precious class 9me for: • discussion • interac/on • group work • tasks requiring teacher supervision • face‐to‐face intelligent error correc/on
- 53. English AQack! ‐ English 2.0 Bringing all these ideas together: ENGLISH ATTACK! Video‐based learning units Thema/c visual dic/onary wikis Prac/ce & drill games Social Networking
- 54. The Web allows learners to go beyond learning: to create
- 55. Some Ed‐Tech Gurus #efl #esl #elt #edtech #iatefl #tesol
- 58. Teens’ iden9ty is in full‐swing evolu9on, so both L1 sophis9ca9on and L2 learning have a significant impact on the social being of the learner. *Thanasoulas, 2007
- 59. If we can integrate English into teens’ idea of self, we turbo‐charge their learning, reten9on, and enjoyment of the process. *Thanasoulas, 2007
- 60. Unlocking Learner Mo/va/on In The Age Of The Digital Na/ve TwiXer: @paulmaglione @englishaXack Web: www.english‐aXack.com Blog: hXp://blog.english‐aXack.com E‐mail: paul.maglione@english‐aXack.com LinkedIn: Paul Maglione Ob r i g ado !