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For all the focus on "EdTech" in the classroom, little work has been done, leveraging technology outside the classroom. Teens, in particular, could benefit from new approaches in this area. What are the best formats; how can we motivate self-learning; and what is best done outside, vs. inside, the classroom?
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Unlocking Learner Motivation In The Age Of The Digital Natives
Augusto Rocha Country Manager - Brazil
BRAZ TESOL Curitiba18 July 2011
The internetis now21 years old
We live in a time of astounding change. We live in a time of astounding change.
Who could have imagined 20 years ago that today…Who could have imagined 20 years ago that today…
“A subordinating conjunction always comes at the beginning of a subordinate clause. It
"introduces" a subordinate clause. However, a subordinate clause can sometimes come after
and sometimes before a main clause….”
“A subordinating conjunction always comes at the beginning of a subordinate clause. It
"introduces" a subordinate clause. However, a subordinate clause can sometimes come after
and sometimes before a main clause….”
1910 2010
It’s high time we put these four things together and came up with a more effective
way of motivating learning and teaching English to teens and young adults.
Who Are Teens? What’s going on with their lives?
- hormones / sexual development- independence / autonomy- questioning of authority / rebellion- social hyperactivity / peer pressure
What’s going on with their future? - pressure over education, career
prospects, type of friends, values What are their cultural references? What is their relationship with
education? English: how do they see it as
relevant to them?
What else do we know about teens?
Their brains are in a very specific state of development.
As if! I’m sitting next to the biggestgeek in the class. I’d rather die.
THIS IS SO LAME!!!
BORING BORING BORING BORING BORING BORING BORING BORING BORING BORING BORING BORING boringboringboring
boringboringboring
boringboringboring
BlahBlah BlahBlah BlahBlah BlahBlah BlahBlah
Can
’t w
ait
to c
heck o
ut
wh
o t
ag
ged
me o
n
!!!
I definitely likeMatt; he’s so
cute. I hope he likes me too…
I definitely likeMatt; he’s so
cute. I hope he likes me too…
What-ever……
But seriously, folks….
The Teen Brain: UNDER CONSTRUCTION
A framework, not an empty structure waiting to be filled
lastlast
1st1st
PrefrontalCortex
LimbicSystem•Physical
Coordination
•Emotion
•Motivation
•Physical Coordination
•Emotion
•Motivation
•Reasoning
•Organizing, prioritizing
information
•Control of Impulses
•Reasoning
•Organizing, prioritizing
information
•Control of Impulses
Not fully mature until age 25!
Teen BrainDevelopment
Phenomenon #1
Teen BrainDevelopment
Phenomenon #1
Maturing of brain as Grey Matter is lost
Maturing of brain as Grey Matter is lost
age age
Adolescent Pruning Of Brain CellsThe brain selectively strengthens or prunes neurons based on activity. Synapses continually used will flourish; those that are not used will wither away.
Adolescent Pruning Of Brain CellsThe brain selectively strengthens or prunes neurons based on activity. Synapses continually used will flourish; those that are not used will wither away.
Teen BrainDevelopment
Phenomenon #2
Teen BrainDevelopment
Phenomenon #2
Teen BrainDevelopment
Phenomenon #3
Teen BrainDevelopment
Phenomenon #3Mylenation (increase in White Matter)Mylenation (increase in White Matter)
Speeds the brain’s
information-processing
capacity equivalent to
3,000 X increase in computer bandwidth
Speeds the brain’s
information-processing
capacity equivalent to
3,000 X increase in computer bandwidth
EFL teaching implications
Phased development of cognitive functions: EFL teaching implications
Use teen craving for NOVELTY and EXCITEMENT to get their ATTENTION.
video, music, movement, news, games, anecdotes
worksheets, lectures, objective texts
++
--
Phased development of cognitive functions: EFL teaching implications
Break large, long-term assignments down into short-term objectives
Remind them of concepts, objectives and deadlines frequently.
Phased development of cognitive functions: EFL teaching implications
Use short formats.Teens can only focus on someone talking for 15 minutes at a time they need a change in state of mind every 20 minutes.
Phased development of cognitive functions: EFL teaching implications
For young(13 – 16) teens, don’tmake topicstoo abstract.KEEP IT REAL!
Phased development of cognitive functions: EFL teaching implications
The teenage brain quicklydiscovers a need to CONNECT.
INTEGRATE THISinto CommunicativeTask Work
Pruning of neurons maintaining only most-used connections: EFL Teaching Implications
Aim for relevanceAnd usefulnessto their Lives: Lifestyle Choices, Independence, Parents, Friendship, Music.
Pruning of neurons maintaining only most-used connections: EFL Teaching Implications
Repetition with variation. Get them to not just read a vocabulary item, but also…
Move from short-term to long-term memory and thereby become KNOWLEDGE!
use it in a sentenceuse it in a sentenceuse it in a storyuse it in a story
see a photo of itsee a photo of itplay a game based on it play a game based on it
hear it in a songhear it in a songunjumble itunjumble ithear it spoken by a famous actorhear it spoken by a famous actor
Vastly increased processing bandwidth: EFL Teaching Implications
Exposure input intake
Vastly increased processing bandwidth: EFL Teaching Implications
Provide data capable of being processed into knowledge while avoiding boredom filter (lexical / communicative rather than grammatical approach)
Vastly increased processing bandwidth: EFL Teaching Implications
Provide ANALYTICAL CHALLENGES that stimulate higher-order thinking: ask How
What Why
Don’t forget: male and female adolescents mature at different rates
Grey cell pruningstarts at age 10 – 12
Grey cell pruningstarts at age 14 – 16
Boys and girls maybe ready to absorbchallenging materialat different stages.
…also don’t forget: the average teen isSLEEP DEPRIVED
Physiologically,teens require 9.25 hours of
sleep. Most teens
report sleeping 5 hours or less
per 24-hour period.
Physiologically,teens require 9.25 hours of
sleep. Most teens
report sleeping 5 hours or less
per 24-hour period.
Sleep deprivation
makes it more difficult for most
students to learn, remember
and think creatively.
Sleep deprivation
makes it more difficult for most
students to learn, remember
and think creatively.
You have to work extra hard to keep the class lively and stimulating
What about EFL Pedagogy?
What have we learned these past 20 years?
MOST of these match up with recommended Brain Learningtechniques for engaging teens and young adults
MOST of these match up with recommended Brain Learningtechniques for engaging teens and young adults
NEW EFLApproaches
NEW EFLApproaches
One of the things they really enjoy, even seem addicted to, is VIDEOGAMES. Why?
What else do we know about teens?
What can we learn (and adopt) from Video Games?
• Failure is part of the game• Try and try again without stigma • Repetition breeds competence• Positive reinforcement all the time• Positive vs. negative stress• Level design: progress to next level is
always a challenge, but achievable• Progress = status enhancement• Social (multiplayer gaming; leader boards;
in-game chat; challenge-a-friend)
Teens have the POTENCIAL to learn languages faster than children OR adults, but it won’t happen unless they have:
MOTIVATION
Understanding Learner Motivation
• Motivation has been called the “neglected heart” of our understanding of how to design instruction.
• Particularly an issue for teens, due to:
ZZZZZZZZZZZZZZ
Hypersensitivity to Boredom
Fragile Physical State
Pruning Back of Unused Neurons
May encourage or discourage
learning
How can we create conditions for motivation?
Exploit learners’ natural curiosity to explore the world, which is at its most powerful during teenage and young adult years
Learner Motivation For Teens
Make the input material relevant to them. Do they believe that what they are learning will be useful to them soon?
Learner Motivation 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
Learner Motivation for TeensThree strategies* to encourage positive
self-evaluation:
Promote / Reward
Effort rather than
Ability
Promote / Reward
Effort rather than
Ability
Provide
MotivationalFeedback
Provide
MotivationalFeedback
IncreaseMotivation
via Rewards, not Grades
IncreaseMotivation
via Rewards, not Grades
*Dornyei, 2001
A word about technology…
Class Time Is Precious Time: Technology Can Optimize It• Exposure / input and repetition:
outside the classroom as much as possible.
• Use precious class time for:• discussion• interaction• group work• tasks requiring teacher
supervision• face-to-face intelligent error
correction
The Web allows learners to go beyond learning: to create
#efl #esl #elt #edtech #iatefl #tesol
Some Ed-Tech Gurus
A final point about teens and language
Friendship and the wider group of peers are their core influence. Show them examples of how ENGLISH was important for national references that became citizens of the WORLD!
If we can integrate English into teens’ idea of self, we turbo-charge their learning, retention, and enjoyment of the process.
To speak English is to be part of the MODERN WORLD!
*Thanasoulas, 2007
Unlocking Learner Motivation In The Age Of The Digital Native
Twitter: @english-attackFacebook: http://www.facebook.com/EnglishAttack
Web: www.br.english-attack.comBlog: http://blog.english-attack.com
E-mail: augusto@english-attack.com LinkedIn: Augusto Rocha
Twitter: @english-attackFacebook: http://www.facebook.com/EnglishAttack
Web: www.br.english-attack.comBlog: http://blog.english-attack.com
E-mail: augusto@english-attack.com LinkedIn: Augusto Rocha
Obrigado!
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