Transcript Motivation and Learning Styles in the Junior High Classroom Mario Eleftheros Aaron Driscoll

Motivation and Learning Styles
in the Junior High Classroom
Mario Eleftheros
Aaron Driscoll
Motivation and Learning Styles
in the Junior High Classroom
The two issues we have decided to
address are student motivation to
learn and the wide range of learning
styles present within a typical junior
high classroom.
Latitude and Longitude Video
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Pre-Video Questions:
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While watching the video, we want you
to think about how it could be used to
motivate junior high students to learn?
What kind of learning styles are best
addressed by this type of activity?
Latitude and Longitude Video
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Post-Video Discussion
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What kind of learners would benefit
from this? Who would you miss?
How could this video be used more
effectively in a junior high classroom?
Video Project-Quotes
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“(c)omputers, video and other technologies engage children with the
immediacy they are used to in their everyday lives.”
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“(s)tudents find video motivational and, more important, they
demonstrate higher-level thinking skills when producing video clips.”
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(Hoffenberg and Handler, 2001)
(Strommen and Lincoln, 1992)
“…applications such as… desktop video can be used to involve students
more actively in constructing presentations that reflect their
understanding and knowledge of various subjects. … These new
technologies make content construction much more accessible to
students, and research indicates that such uses of technology can have
significant positive effects.
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(Roschelle, Pea, Hoadley, Gordin and Means, 2000)
Video Project-Quotes
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By providing (students with disabilities) … alternative ways to
demonstrate what they have learned, multimedia applications can
be very motivating. The technology provides a tool for students
with disabilities to express themselves, and an opportunity for
them to showcase unique abilities and talents that generally are
not revealed in traditional school assignments. Multimedia
projects can be especially important for students with disabilities
who seldom have the opportunity to demonstrate their strengths
in school.
(Hasselbring and Glaser, 2000)
Latitude and Longitude Video Project
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Brainstorm: Identify various ways
that students could represent their
knowledge and understanding of
latitude and longitude using video.
Latitude and Longitude Video Project
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Overview of Lessons
Lesson 1:
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Objective: An introduction to absolute geographical location; latitude
and longitude.
Lesson 2:
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Objective: Introduction of project. Students will begin to plan and
research their video.
Lesson 3:
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Objective: Students will begin to shoot footage for their video.
Lesson 4:
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Objective: Students will edit their video.
Lesson 5:
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Objective: Product sharing.
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*Note: Students would have previously been introduced to
basic video production skills either through direct teacher
instruction and practice or through involvement of a guest
speaker or workshop.
Latitude and Longitude Video Project
Questions to Promote Inquiry
 Students will be required to create a short video
(2-5 minutes in length) that addresses one or
more of the following questions;
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“Why is the earth grid (latitude and longitude)
important?”
“How is the location of lines of latitude
determined?”
“Why are the Equator, the Tropics and the Circles
where they are?”
“Why is the Prime Meridian ‘prime’?”
“Identify the significant lines of latitude and
longitude?”
Latitude and Longitude Video Project
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Things students may want to include in
their videos are:
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Images of globes, maps, etc., student drawings,
skits, narrative, sound effects, animation, titles,
transitions, credits, etc.
Video and Learning Styles
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Verbal-Linguistic
Mathematical-Logical
Visual-Spatial
Bodily-Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalist
Existentialist
Video Project Considerations
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Equipment availability (Video cameras and
editing computers and software)
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We chose to conduct this experiment with small
groups of volunteer students working after school
outside of class time due to limitations with
equipment.
If equipment limitations are a factor, this could
be assigned as an out-of-school project with
students scheduling computer and camera time.
Class size
Skill and comfort level of teacher
Video Project Assessment
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Pre-test and cumulative assessment
(i.e.quiz)
Personal reflection of the activity
Peer and self evaluation
Video Project Assessment???
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Since the ultimate goal in doing a
video integration project is the
learning that takes place during its
creation, should the final project be
assessed, or should there be other
ways of assessing the learning that
has taken place?
Our Students’ Work
Enjoy!