WELCOME

Instructional
Adaptation in Math
and Science
 RECAP WEEK 15
 Motivation and learning
 Types of Motivations
 Theories of Motivation
In this Lecture, You will learn :
 Technology engagement
 Using Technology to motivate
learners
 Instructional Design Models
 ADDIE
 UBD
 Design Thinking
 FINKS
 ARCS
 Using technology to motivate learners

Motivate Students With Videos

We all know that students can learn a lot more

from the visual material, so it is a great way to
start changing your teaching approach with
some educational videos.
There are many ways in which you can boost
not just their motivation for learning through
visual and video materials, but also your own
motivation for teaching.
Use Technology In And Out Of
Classroom For Teaching
Another perk of using technology in
your classroom, is that you can also
use it in and out of the classroom. This
is a great way to help your students do
some learning when they are not in
your class and make them learn even
more.
 Have independent Research

• Make sure that you as a teacher use technology to motivate

students to do some independent research in their
free time as well.

• Motivating students to do independent research on

whatever topic can be a lot easier with the use of
technology, because it will also be a lot more
interesting to them to do the research if they are
using technology.
Motivate Students With Different Apps
Exploring apps that you could use for
teaching your subject, will make it a lot
easier to transfer your knowledge to your
students.
Also, motivating them to follow your
subjects will be a lot easier if you were to
find a cool app that could help you’re and
get them interested in your subject.
Use Existing Technological Devices
In Classroom
If your students have smartphones as they
probably do, make the most of it. Do not forbid
technology in your lectures, instead use it to your
advantage. There are many ways in which you
can achieve this, you just have to use some of
your creativity that you surely have.
ICE BREAKER
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 Instructional Design Models
1.ADDIE Model
Analysis: Establish the instructional problem and overall instructional goals, and identify the
learner’s needs, including existing knowledge and skills.
Design: Outline learning objectives, instructional strategies, assessments, content, subject
matter analysis, lesson planning, and media selection.
Development: Create and assemble content and instructional materials. Changes to the overall
design may be made, based on continued evaluation of learner, context, and content needs.
Implementation: Develop training—including instructional guides—for instructors/facilitators,
test or pilot key resources and materials of instruction—including technology—and consider
needs in regard to budget and staffing.
Evaluation: Finalize formative and summative evaluation plans.
Backward Design/Understanding by Design (UbD)
This model is based on the ideas and research of
cognitive psychology. It aims to provide students
with engaging learning experiences that facilitate
their understanding while maintaining alignment to
established learning standards. UbD is an iterative
process that promotes constant reflection and
improvement of curriculum.
 Contents
• Identify desired results (Stage 1): Consider goals, examine established
content standards, and review curriculum expectations. Designers must
prioritize based on long-term performance goals and skill objectives.
• Determine assessment evidence (Stage 2): Distinguish between two types
of assessment: performance tasks and other evidence. Performance
tasks ask students to apply their learning to a new situation as a means
of assessing their understanding. Performance tasks include traditional
quizzes and tests.
• Plan learning experiences and instruction (Stage 3): Plan lessons and
learning activities to address the goals identified in the first stage.
 Design Thinking Model
Why It’s Notable
This model of design is a solution-based approach to solving
complex problems by understanding and empathizing with the
learner.
In becoming an ethnographer in the empathize phase, the
designer hones in on the needs of the learner and the creative
solutions that the design can offer as solutions.
• Empathize: Gain an empathetic understanding of the problem by observing, engaging, and
empathizing with people to understand their experiences and motivations. Empathy
encourages designers to set aside their own assumptions about the world in order to gain
insight into users and their needs.
• Define: Compile information from the Empathize stage to analyze and synthesize
observations in order to define the problem.
• Ideate: Identify new solutions to the problem using a variety of techniques.
• Prototype: Produce inexpensive, scaled-down versions of the product or features within the
product to investigate the solutions. The aim is to identify the best solution for each of the
problems identified in the first three stages.
• Test: Test the complete product using the best solutions from the prototyping phase. These
results are often used to redefine one or more problems and inform the understanding of
the users. Alterations and refinement may continue to be made during this phase.
Fink’s Significant Learning Model
Why It’s Notable
This model consists of six categories of learning aimed at
creating meaning from experience.
The basis of this model is rooted in the belief that, for learning to
occur, there must be a change in the learner. This is a non-linear
interactive model that identifies significant learning categories
and how they impact the learner
• Foundational knowledge: Establish a working knowledge of the ideas,
language, and skills needed to pursue additional knowledge.
• Application: Understand how to apply the learning.
• Integration: Leverage the relationships between knowledge categories.
• Human dimension: Learn about the relationship between people and
information.
• Caring: Nurture personal perspectives and affections to contextualize and
improve learning.
• Learning how to learn: Understand how to become a better student and
establish fluency with learning as a process, cause, and human outcome.
outcome.
 ARCS Model

Why It’s Notable

The ARCS model—which stands for attention,
relevance, confidence, and satisfaction—is a
problem-solving approach to analyzing, sparking, and
sustaining learner motivation throughout instruction
 ARCS Model
• Attention: Engage the learner’s attention in ways that include active
participation, variability, humor, incongruity and conflict, specific examples, and
inquiry.
• Relevance: Establish relevance through concrete examples. These include using
learners’ existing experiences, establishing present worth, detailing future
usefulness, needs-matching, modeling, and offering choice.
• Confidence: Help students understand their likelihood for success. If they feel
they are unable to meet objectives, their motivation will decrease.
• Satisfaction: Establish a reward system, whether it’s from a sense of
achievement, praise, or entertainment
Reviewer for Finals