Motivation - What is important to me? (1/2)
Lesduur is: 30 minOnderdelen in deze les
Module Insight: Knowing yourself helps you make better decisions.
Lesson Insight: Reflecting on what you find important can motivate you.
Materials:
p. 147 from the 'Slim jezelf zijn' book or the 'core values' worksheet for each student.
Relevant pages from the 'Slim jezelf zijn' book: p. 146 and 147.
Additional information:
This lesson focuses on reflecting on what the student finds important and is less about discovering new study techniques. If you notice a student having difficulty opening up or taking the exercise seriously, it may help to emphasize that it’s okay to focus on small steps. Providing personal examples can also be very effective.
Note: In this lesson, a safe group atmosphere is essential for reflection and sharing.
The Reflection
If this is the students' very first lesson of the 'Cleverly being yourself' series, you can skip the reflection.
Extra Information:
The reflection is intended for reflecting on the execution of the experiment. Students consider what they have learned from their experiment. There is no right or wrong answer here. Even if they did not carry out their experiment, it is valuable to reflect on why that was the case. By reflecting consistently, it becomes a habit for students, and a culture emerges where sharing your learning approach is normal.
originalType.poll
Have the students answer the question via lessonup.app
Please elaborate on your answer.
Have the students answer the question.
Ask the students about their experiments: What have they learned from doing them, or from not doing them? Did they encounter hacks that they used in order to regulate their own behaviour? Did they encounter common pitfalls or challenges that prevented them from executing their experiment?
Learning objective
Knowing what you find important and how you can spend more time on it.
Read the slide aloud.
Learning objectives:
The student can explain what core values are.
The student has created a top three of their core values.
The student can use core values to experience more intrinsic motivation.
The Check
Extra Information:
The check is there to discover the students' current approach. It can be a question, assignment, or test, and there are no right or wrong answers. Its sole purpose is to discover which strategies or techniques the students are currently using.
Reflection as a goal
What you find important can tell you a lot about your motivation. The goal of this lesson is to reflect and to learn about yourself.
It is okay if you don't have all the answers yet!
Additional information:
When discussing motivation, students often get the impression that they are expected to come up with definitive answers. However, we have found that the process itself, reflecting on questions like 'what do you enjoy?', 'what are you good at?' and 'what do you find important?', can be incredibly valuable. Emphasizing that this lesson is not about finding the right answer, but simply about reflecting on the questions, can help reduce the pressure on students. This creates the space for them to let their thoughts flow freely!
When were you proud of yourself?
Form pairs and tell each other about a time you were proud of yourself and what caused that feeling.
It can also be about something unrelated to school.
2
minute
00
second
Make sure you both get a turn!
Have the students form pairs and complete the task.
Emphasize that it doesn't have to be anything big (see example).
Start the timer.
Additional information:
Example:
Focusing hard on my schoolwork that one time, even though the weather was amazing outside.
The Experience
Extra Information:
During the experience, students are presented with scientific theory and practical learning tips, which they then start working with. The goal is for them to discover how the knowledge, techniques, and/or strategies offered work for them. It is important that the students experience this for themselves. Only then can they choose what they want to do with it moving forward.
Be proud of yourself!
If you are proud of something, you have done something that you find important. You can summarize this in one word. We call this a core value.
For example, when you are proud of the fact that you exercised, then athleticism or health could be one of your core values.
Read the slide aloud.
Additional information:
It is possible to transform extrinsic motivation into intrinsic motivation by voluntarily choosing the tasks that are currently being required of you by others. This is easier said than done. By becoming aware of what you truly find important and then considering how the things you must do contribute to that, you can create motivation from within. To discover what the students find important, we will start with the core values exercise on the next slide.
Core values
In this exercise, we are going to look at which core values suit you. Complete the asignment
on your worksheet by following the steps.
10
minute
00
second
Make sure the students have the worksheet: 'Keywords' in front of them.
Read the additional information and share the example with the students.
Additional information:
By reflecting on which core values suit you, you gain more insight into what you find important. You can use this insight when making choices.
The example of working on your schoolwork while the weather was nice requires discipline and perseverance. If that is what makes you proud, then you likely find those traits important. In this case, 'discipline' could be a core value.
If you value 'freedom,' for example, it’s wise not to over-schedule your week, but to leave some breathing room as well
In step three on the worksheet, students link a component of their autonomous motivation, namely, a value they find important, to real life. The ideas and choices that follow help them get to work based on autonomous motivation!
My Experiment
Extra Information:
'My experiment' is the final step in the process. In the check, the students' current approach became clear. In the experiencing phase, they started working with a different way of learning. Now it is time for the students to decide what they want to take away from this to try out, practice further, or turn into a new, valuable habit. It helps to make this plan as well-defined as possible. This ensures that it becomes easier to actually carry out the experiment.
originalType.poll
Have the students answer the question via lessonup.app
How will you use this knowledge? Design a well-defined experiment.
State that it is important to make it as well-defined as possible.
Ask a number of students if they would like to elaborate on their experiment.
If an experiment is not yet well-defined, you can ask probing questions. ("What exactly are you going to do?", "When are you going to do it?", "What is the first step?").
What did you think of this Lesson?
Have the students answer the question.
Extra Information:
If you have added the lesson to 'My Lessons' and have taught the lesson, you can later review the students' answers under 'Reports' (rapportages).
Conclude the lesson.
