It may be difficult to foster students' natural drive for learning both inside and outside of the immediate community while encouraging personal and creative ways of expression to maintain variety and the individual experience.
How can you develop students’ intrinsic motivation for learning with a global mindset?
In daily tasks, increasing intrinsic motivation increases pleasure and engagement. When educators design classes with an emphasis on intrinsic motivation, they motivate students to engage and perform well (Help Students Build Intrinsic Motivation, 2020).
According to research, students are more likely to attach meaning to their work, explore new topics, and persevere in the face of learning challenges when they have intrinsic motivations for learning—when they engage not because they expect an external reward but because they find the activity itself to be interesting and satisfying (Intrinsically Motivated, 2016)
Developing Mastery
Mastery recognizes that a person may need several efforts to acquire a new skill or notion. Using mastery in a lesson helps a student learn from their errors and try again. Set a specific learning target with a mastery threshold to boost mastery. The important beginning point for mastering learning thresholds is setting learning goals. Specific, unambiguous, and verifiable learning goals are required: everyone must understand what the objectives are, and the learner must be able to show that they have mastered them. (Help Students Build Intrinsic Motivation, 2020)
Teachers should decide the kind of demonstration a student will use for a certain objective—activities like giving a presentation, resolving a problem, writing an answer, or completing a project—in order to develop a mastery threshold. Teachers are required to provide pupils with a rubric or goal to meet in order to show mastery.
Gaining Autonomy
Control is vital for inspiring pupils to participate. Autonomy allows students to direct their own learning. Increasing autonomy allows students to match what they are learning with their knowledge of the world. Increasing autonomy includes looking at the amount of voice and choice available in a class. Voice means providing pupils with a voice in their learning and honoring the backgrounds, views, ideas, and beliefs of students. Lessons may be tailor-made depending on student interests or ideas. Teachers might poll student interest in certain topics and use the findings to inform their teaching. Another quick way to give students a voice is to introduce dialogues or adapt classes based on their responses. Simply asking for student opinions tells kids they are appreciated and improves intrinsic motivation in the classroom.
Teachers should think about offering students alternatives for how they acquire information rather than limiting them to one learning route. Choice boards provide kids with many ways to learn. Providing alternatives for students during a class improves engagement. To better comprehend a notion, students might independently research a subject and offer questions. (Help Students Build Intrinsic Motivation, 2020)
Building Purpose
Students have a reason to pay attention and learn when there is a purpose. Students need to feel as if they are making a difference and striving toward something valuable. Asking students why a subject or skill would be essential to acquire is one technique for giving a lesson meaning. Allowing pupils to intentionally put their own perspective on their work helps them understand the "why" behind their work. (Help Students Build Intrinsic Motivation, 2020)
Additionally, educators might give their classes meaning. For instance, leveraging community challenges might give a lecture more meaning. By addressing issues in the community, students understand their subject matter. They acquire skills and quickly apply them to difficulties encountered in the real world. Students become aware of the impact their learning may have on the world. Students feel good about their work when they assist others in solving problems in the community, which increases their motivation to work more. (Help Students Build Intrinsic Motivation, 2020)
How can you develop students’ intrinsic motivation for learning with a global mindset?
Teachers may help students connect their newly acquired skills and knowledge to the actual world by using the strategies outlined above. Students will become more conscious of their own behaviors as well as that of people in their immediate circles when they realize the impact that one person's actions may have on society as a whole.
How can you assess your students’ development as global citizens while nurturing personal creativity and diversity?
Contemporary education places a strong emphasis on developing globally aware students who are prepared to lead and work as professionals in a global society. This is a fundamental premise of modern education's approach to students' capacities. The ultimate goal of contemporary education is to produce global citizens.
I use rubrics to grade group and individual projects and activities with my senior students. However, I am aware from personal experience that formative evaluation is not the only way that instructors may track their students' development. This is due to the fact that having a global perspective is more of a conceptual notion that is shown through behaviors and attitudes.
How can you incorporate your prior readings and activities around Education for Sustainable Development (ESD) as a strategy for developing both the connection to the local community and the diversity of all learners in today’s classroom?
In general, all stakeholders are impacted by ESD's dedication to diversity, equality, and inclusion. We think that everyone has a role to play in helping us succeed. Our ability to retain and draw in varied talent, promote improved communication, and foster cooperation is aided by creating an environment at work where various opinions are appreciated and welcomed. (A Culture of Diversity and Inclusion, 2019). They must comprehend the pleasure, power, and importance of varied viewpoints in order to prosper in an increasingly diverse society if they are to be prepared for that world. (Diversity and Inclusion - the Episcopal School of Dallas, n.d.).
Along with knowledge and skills, these capacities can refer to attitudes, or ways of thinking and doing. As a result, they provide unique assessment issues, which are exacerbated when they are evaluated as embedded components within the various contexts of disciplinary knowledge and abilities.(Assessing Global Citizenship, 2021)
References
A Culture of Diversity and Inclusion. (2019, March 9). Environmental Systems Design, Inc. Retrieved December 22, 2022, from https://www.esdglobal.com/news/article/a-culture-of-diversity-and-inclusion/
Assessing Global Citizenship. (2021, September 29). Assessing Global Citizenship | UNSW Teaching Staff Gateway. Retrieved December 22, 2022, from https://www.teaching.unsw.edu.au/assessing-global-citizenship
Beachboard. (2020, April 3). Help Students Build Intrinsic Motivation. How to Build Intrinsic Motivation in Students | Edutopia. Retrieved December 22, 2022, from https://www.edutopia.org/article/help-students-build-intrinsic-motivation/
Diversity and Inclusion - The Episcopal School of Dallas. (2022). Diversity and Inclusion - the Episcopal School of Dallas. Retrieved December 22, 2022, from https://www.esdallas.org/about/diversity-and-inclusion
Intrinsically Motivated. (2016, September 11). Harvard Graduate School of Education. Retrieved December 21, 2022, from https://www.gse.harvard.edu/news/uk/16/09/intrinsically-motivated
