Linked to your first point, I like to design activities that support students to learn HOW to use their effort well (how to reflect, how to organise and prioritise etc). This helps build intrinsic sense of worth and motivation that’s really sustainable.
Failing safely (through modelling failure? highlighting common misconceptions, praising mistakes that lead to learning) has also had a huge impact on my work to support students to get involved and lead to more participation and motivation.
I also like to make sure my learners feel ‘seen’ in their learning community- though using peoples names, social time, checking in if someone if quiet or unengaged (building a sense of accountability through tactical empathy) nothing more motivating than knowing you’ll be missed!
Fascinating! I agree that metacognition (i.e. opportunities for learners to think about the how of their learning experiences) matters a LOT, especially when they need to re-motivate after they've struggled.
I'd LOVE to hear more about tactics that you use for modelling failure / creating a safe space & making learners feel seen. Both are so are important but I've found delivering on them tough - I definitely have a lot to learn from you here.
Great article! Thank you!
Linked to your first point, I like to design activities that support students to learn HOW to use their effort well (how to reflect, how to organise and prioritise etc). This helps build intrinsic sense of worth and motivation that’s really sustainable.
Failing safely (through modelling failure? highlighting common misconceptions, praising mistakes that lead to learning) has also had a huge impact on my work to support students to get involved and lead to more participation and motivation.
I also like to make sure my learners feel ‘seen’ in their learning community- though using peoples names, social time, checking in if someone if quiet or unengaged (building a sense of accountability through tactical empathy) nothing more motivating than knowing you’ll be missed!
Fascinating! I agree that metacognition (i.e. opportunities for learners to think about the how of their learning experiences) matters a LOT, especially when they need to re-motivate after they've struggled.
I'd LOVE to hear more about tactics that you use for modelling failure / creating a safe space & making learners feel seen. Both are so are important but I've found delivering on them tough - I definitely have a lot to learn from you here.