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The Active Classroom: Increasing Intrinsic Motivation

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Cari Jiménez

Adjunct Online Lecturer

University of Florida

cjimenez2@ufl.edu

https://www.facebook.com/cari.jimenez.94

Agenda

• Engagement

• Productive Struggle

• “Stickiness factor”

• Learning Catalytics

• Intrinsic Motivation

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Quick Poll # 1

What is your biggest challenge engaging students and increasing interactionIn the online classroom?

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Dr. Rolando Rioshttp://www.educatorstechnology.com/2013/11/a-must-see-visual-featuring-5-levels-of.html

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Quick Poll # 2

How do you build into your lesson design opportunities to incorporate the “productive struggle”?

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Calvin and Hobbes by Bill WattersonQuick Poll # 3

What are the characteristics of “sticky” learning?

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@CariCjimenez2

Other Tools

Quiz Apps Apps

Socrative Tiny Tap

Kahoot Palabrear

Quizlet Quizup

QuizLibrary Blubbr

IntrinsicMotivation

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Let us Play and Learn

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Brief Bibliography Brown, P.C., Roediger, H.L. and McDaniel, M.A. (2014) Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.

Cutler, D. (2015) Making learning meaningful and lasting. Available at: http://www.edutopia.org/blog/making-learning-meaningful-and-lasting-david-cutler (Accessed: 10 February 2016).

Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J. and Willingham, D.T. (2013) ‘Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology’, Psychological Science in the Public Interest, 14(1), pp. 4–58. doi: 10.1177/1529100612453266.

Ferlazzo, L. (2015) ‘Creating the conditions for student motivation’, Student Engagement, 19 March. Available at: http://www.edutopia.org/blog/creating-conditions-for-student-motivation-larry-ferlazzo (Accessed: 10 February 2016).

Inglis, H.J. (2014) Sticky learning: How Neuroscience supports teaching that’s remembered. United States: Fortress Press,U.S.

Juliani, A. (2015) An epic guide to student engagement in the classroom. Available at: http://ajjuliani.com/epic-guide-student-engagement-classroom/ (Accessed: 10 February 2016).

Meer, N.M. and Chapman, A. (2014) ‘Assessment for confidence: Exploring the impact that low-stakes assessment design has on student retention’, The International Journal of Management Education, 12(2), pp. 186–192. doi: 10.1016/j.ijme.2014.01.003.

Palank, D. (2015) ‘Strategies to build intrinsic motivation’, Classroom Management, 2 September. Available at: http://www.edutopia.org/blog/classroom-self-persuasion-david-palank (Accessed: 10 February 2016).

Rawson, K.A. and Dunlosky, J. (2012) ‘When is practice testing most effective for improving the durability and efficiency of student learning?’, Educational Psychology Review, 24(3), pp. 419–435. doi: 10.1007/s10648-012-9203-1.

Richman, G. (2015) ‘Assessment: Lower stakes, raise retention’, Formative Assessment, 6 May. Available at: http://www.edutopia.org/blog/assessment-lower-stakes-raise-retention-geoff-richman (Accessed: 10 February 2016).

Schlechty, P.C. (2011) Engaging students: The next level of working on the work. San Francisco: Wiley, John & Sons.

Spruce, R. and Bol, L. (2014) ‘Teacher beliefs, knowledge, and practice of self-regulated learning’, Metacognition and Learning, 10(2), pp. 245–277. doi: 10.1007/s11409-014-9124-0.

Yan, V.X., Thai, K.-P. and Bjork, R.A. (2014) ‘Habits and beliefs that guide self-regulated learning: Do they vary with mindset?’, Journal of Applied Research in Memory and Cognition, 3(3), pp. 140–152. doi: 10.1016/j.jarmac.2014.04.003.