Dtlls Motivating Learners with the Us of Activities
Consider ways in which you can provide learning activities which will motivate your learners and analyse both the strengths and limitations of resources available, with particular reference to new and developing technologies. How can functional skills (literacy, numeracy, language and ICT) be improved by using these resources to carry out activities?
Learning activities form an inherent part of the learning process without which learners rates wouldn’t be retained, performance would be fractured, and motivation lowered. What makes a meaningful resource? How can a resource be geared towards learning? How do teachers know if the resource is successful or not? All these questions would be answered in the course of this brief study. I shall also suggest ways functional skills could be imbedded whilst recognising strengths and weaknesses of existing resources. In this essay I shall refer to my own practice as an ESOL teacher for intermediate learners within a diverse environment.
As an ESOL teacher, it is essential for me to select resources that would address leaners’ needs and at the same time motivate them in order to achieve targets and stabilize learner retention rates. Choosing resources with material a learner has never seen before and that would challenge his/her ability could demotivate this learner (Skinner, 1938). However, I am aware that I should take into consideration Blooms’ taxonomy which intends to make learning a progressive experience. In line with both arguments, it is mostly important to avoid creating any feelings of anxiety from learners, and make sure that a resource or activity is non-threatening. For this to happen it is primordial to use learners’ preferred learning styles when teaching or preparing resources, and use the ILP as a reference to gear learning towards the right direction.
Generally, I often use interactive games involving pairs or groups of mixed ability and get them involved into the activity whereby I act as a
Learning activities form an inherent part of the learning process without which learners rates wouldn’t be retained, performance would be fractured, and motivation lowered. What makes a meaningful resource? How can a resource be geared towards learning? How do teachers know if the resource is successful or not? All these questions would be answered in the course of this brief study. I shall also suggest ways functional skills could be imbedded whilst recognising strengths and weaknesses of existing resources. In this essay I shall refer to my own practice as an ESOL teacher for intermediate learners within a diverse environment.
As an ESOL teacher, it is essential for me to select resources that would address leaners’ needs and at the same time motivate them in order to achieve targets and stabilize learner retention rates. Choosing resources with material a learner has never seen before and that would challenge his/her ability could demotivate this learner (Skinner, 1938). However, I am aware that I should take into consideration Blooms’ taxonomy which intends to make learning a progressive experience. In line with both arguments, it is mostly important to avoid creating any feelings of anxiety from learners, and make sure that a resource or activity is non-threatening. For this to happen it is primordial to use learners’ preferred learning styles when teaching or preparing resources, and use the ILP as a reference to gear learning towards the right direction.
Generally, I often use interactive games involving pairs or groups of mixed ability and get them involved into the activity whereby I act as a