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As the class turns: possibilities to embed situational interest in the classroom. Quincy Elvira. Dorien Doornebos-Klarenbeek. Program. Research question. What instructional practices support situational interest (and do these lead to changes in individual interest)?. Interest .

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As the class turns possibilities to embed situational interest in the classroom l.jpg
As the class turns: possibilities to embed situational interest in the classroom

Quincy Elvira

Dorien Doornebos-Klarenbeek

Development of Economic Education Cardiff 2009


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Program

Development of Economic Education Cardiff 2009


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Research question

  • What instructional practices support situational interest (and do these lead to changes in individual interest)?

Development of Economic Education Cardiff 2009


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Interest

Interest as a motivational variable refers to the psychological state of engaging or the predisposition to reengage with particular classes of objects, events or ideas over time (Renninger & Hidi, 2001).

  • Fosters remembering & understanding

  • Positive attitude

  • Higher order learning strategies

Development of Economic Education Cardiff 2009


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Model of interest development(Hidi & Renninger, 2006)

Triggered situational interest

Context

Maintained situational interest

Emerging individual interest

Well-developed individual interest

Individual

Situational interest refers to focused attention and the affective reaction

that is triggered in the moment by environmental stimuli,

which may or may not last over time (Renninger & Hidi, 2001).

Development of Economic Education Cardiff 2009


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Identified sources of situational interest

Novelty (i.e. a new or unusual experience)

Surprise (i.e. unexpected or discrepant stimuli)

Autonomy (i.e., offering students meaningful choices)

Suspense

Social involvement

Background knowledge

Source: Anderman, Noar, Zimmerman, & Donosshew, 2004; Hidi, 2001)

“Meaningfulness” occurs when students perceive activities as relevant to their present lives

“involvement”refers to the degree in which students are active participants in the learning process”

Source: Mitchell, 1993

Aim: Implement these sources in work lectures

Development of Economic Education Cardiff 2009


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“As the class turns”

Objective: Activate the prior knowledge (background knowledge) about labour market on demand side as well as supply side.

Cartoon: Fokke & Sukke (Duck & Birdie).

Development of Economic Education Cardiff 2009


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What are your associations with the labour market? Write down key words.

Development of Economic Education Cardiff 2009


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Word web down key words.

politics

technology

abstract

Vacancy

labour unions

work

Labour market

Working hours

staff

Salary

greediness

strike

Demand & supply

unemployment

Application Letter

employment

Development of Economic Education Cardiff 2009


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What is today’s topic? down key words.

Agnes Jongerius, leader of the FNV trade union

Development of Economic Education Cardiff 2009


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Why this topic? down key words.

  • Controversial issue

  • Involve value judgement

  • Connected to conflicting interests

  • Connected to group narratives and identities

  • Different positions in the field (Becker “taste model”, Arrow)

  • Considered as important within society

  • Question lives!

    (Wellington, 1986, Chevallord, 1997, Berg et al, 2003, Legardez, 2006, Hess, 2005;2008)

Development of Economic Education Cardiff 2009


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“As the class turns” down key words.

Context: Exclusion (discrimination on the labour market)

In 4 rounds students were shown a part of a documentary (+/-3 min) about exclusion in the labour market.

  • Fragment disabled people in the labour market (3 min)

  • Peer-discussion (4 min)

  • Fragment elderly (age 45+) in the labour market (3 min)

  • Peer-discussion (4 min)

  • Fragment ethnic minorities in the labour market (3 min)

  • Peer-discussion (4 min)

  • Fragment disadvantaged young people in the labour market (3 min)

  • Peer-discussion (4 min)

Round 1

Round 2

Round 3

Round 4

A week later, a talk show

Development of Economic Education Cardiff 2009


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Assignment down key words.

Causes:

Consequences:

Possible solutions:

Reasons to go towork:

Explain causes, explain consequences, analyze reasons to go to work, create possible solutions

Development of Economic Education Cardiff 2009


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Learning outcomes down key words.

Discrimination can occur when an employer acts as if the costs of an employee are higher than the wage from a particular group (Becker, 1957).

Undesirable from an ethical and social perspective

Economically inefficient, decreases incentive to supply labour work and to build human capital.

Development of Economic Education Cardiff 2009


Economics in context our view l.jpg

(Visual) down key words.

representation

Learning

activities

Learning

Outcome

misconceptions

“Economics in context”: our view

context

Economic

Thinking

Conceptual model

(= knowledge structure,which students

need to possess)

Mental model

(what is happening in students’

head?)

Mental representation

( Conceptualizing the mental model)

Teaching

Moment

Development of Economic Education Cardiff 2009


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Situational interest down key words.

What instructional practices support situational interest (and do these lead to changes in individual interest)?

Problem-solving may make students aware of inadequacies of or inconsistencies in their previous knowledge of a topic.

Active participation: We adopt hands-on methods to get students involved with the material and subject matter (Del Favero, 2007).

Meaningfulness: Learning by building on (our) present knowledge or skills (Background knowledge)(Del Favero, 2007) .

The creation of imaginative contexts and the use of stories and narratives may produce a novelty effect that elicits situational interest (Bergin,1999;Cordova & Lepper, 1996)

Development of Economic Education Cardiff 2009


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Situational interest down key words.

situational interest

Discussion

Students are engaged in tasks which allow them to express their ideas and reflections freely

New to them, novelty may have an “interest” aspect.

Working with peers leads students to experience positive relationships,

which can also be a supportive condition for interest development

Concreteness : The video clips can easily be linked to everyday experience.

Development of Economic Education Cardiff 2009


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Students’ Comme down key words. nts

“Giving us the initiative by using word webs instead of transmitting knowledge, was motivating

“ In a lesson such as this one you really get involved in the topic”

“By making different groups (alternating), you are working with students, with whom you normally do not cooperate with and that gives interesting insights”.

“We learn to critically watch film fragments (related to the topic)”

“It is challenging to give your opinion about this topic”

Development of Economic Education Cardiff 2009


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Students’ Comme down key words. nts

“Brainstorming concepts make me/us wonder”

“The use of small movies and teasers let our minds flow”

“I think this a great improvement of a lesson and you really try to imagine how a person or a group thinks”.

“You connect to the students’ perception and to the contemporary topicality”.

“All points of view are approved and complimented”

“Positive teacher feedback on my concepts have me change my attitude during the lecture”.

Development of Economic Education Cardiff 2009


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Surprise the students! down key words.

Conclusion

  • A temporary state of interest may be stimulated by four aspects of the learning environment:

  • Role of the teacher:

  • Approve & compliment students

  • Devil’s advocate (challenge them!!)

  • Mirror

  • Learning activities

  • novelty

  • autonomy

  • suspense

  • background knowledge

  • Ill-structured questions (discuss, brainstorm)

  • Interpersonal activities

  • Social involvement

  • Specific topics;

  • use controversial issues; conflicting views lead to interesting discussions,

  • contemporary topicality.

Development of Economic Education Cardiff 2009


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