I can recall a time when I was sharing my use of a Student Response Management System (Clickers) with a colleague. I was excited about the immediate feedback I received from the program and my students were all engaged and trying their best to be successful while answering each question. The students loved it too. They were bragging to their friends about how much fun they had while using the Clickers. My colleague was interested in the success I experienced, but she didn’t want to try it herself. She was concerned that it would take too long to enter her student’s name and she didn’t feel comfortable setting the equipment up. She also stated that her students would probably break the equipment. The overwhelming excuses caused me to leave the situation after letting her know that if she decided to try it, I would be more than happy to assist her. Needless to say, she didn’t try it that school year.
After reading Keller’s ARCS model, I realize that I could have handled the situation differently. The motivational objective for introducing the clickers to my colleague was to assist her in motivating her students to learn and have fun while doing it. I needed to help her to build her confidence in using the equipment. I could have compared it to using a remote control for the television and sent her a copy of the activity I used. All she would have had to do was pass out the clickers and give her students a short talk on expectations while using the equipment.
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education.
No comments:
Post a Comment