Welcome to Newingate School
Module 1: Group Work, Motivation, Reward and Recognition
Introduction to (Year 2) Module 1:
This module consists of 6 weeks of learning:
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Week 1: Group Work
Week 2: Dialogic Teaching
Week 3: Extrinsic Motivation and the Use of Rewards
Week 4: Developing Intrinsic Motivation
Week 5 & 6: Reviewing Motivation in your Classroom
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The Learn that... and Learn how to statements covered within this module are captured on the ECF Induction Programme mapping document.
Week 1: Group Work
This week will focus on group/collaborative work. We will explore the benefits and limitations of this and look at ways in which you can ensure group work is successful within your own classroom. We will consider the challenges of conducting group work with autistic learners and the factors that contribute to inclusive group work. You will plan and undertake a group activity and reflect upon this.
Teachers' Standards:
Evidence and Research:
What is group work?
The below excerpt is taken from a TES article exploring group work. It highlights how such a simple idea can cause concern and worry on behalf of the teacher.
(TES, n.d)
Benefits of Group Work
Group work can be applied and used in a wide range of learning scenarios and there are many benefits to doing so:
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Group work offers the opportunity for students to become active participants in their own learning (UNSW, n.d)
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Supports pupils' skill development especially in relation to employability skills (UNSW, n.d; Washing University St Louis, n.d)
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Allows students to be exposed to others' ideas and perspectives and builds effective relationships and teamwork (Impact Teachers, 2017)
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Students can process and articulate their ideas through group work and this can support them to develop confidence (Impact Teachers, 2017)
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Allows students to access curriculum content at a deeper level (UNSW, n.d)
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Group work can lead to increased attainment (Washington University St Louis, n.d)
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A useful way of assessing students (Impact Teachers, 2017)
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Limitations of Group Work
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Some students find group work challenging and prefer to work on their own. This can be the case for neurodivergent learners.
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Not all pupils contribute equally to the group work and this can annoy the other members.
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Division of labour may restrict rather than enhance pupil learning with some not being able to meet the learning objectives.
Watch the video below that considers how you might approach group work.
Collaborative Learning
The EEF Teacher Toolkit (2021) explored the benefits of collaborative learning (group work) and came up with the following findings:
(EEF, 2021)
Group Work and Autistic Learners
Autistic pupils can find group work more challenging for a variety of reasons. This article below, is written for University staff at The University of Leeds, but captures such difficulties well and suggests some strategies for effective group work with autistic learners. Read the article and as you do, apply this to your own setting.
Summary
Group work is adaptable and brings many benefits for pupil learning. The diagram below highlights the factors to consider to ensure group work is inclusive:
(Sobel & Alston, 2020)
It is key that group work is well planned and managed and whilst pupils are undertaking group work it is imperative to monitor attainment, progress, behaviour and motivation. Remember that groups do not have to be set, they can be flexible and adaptable. If something is not working change it.
Application and Exploration of Practice and Setting:
Using your learning from this week, plan a group activity within one of your lessons.
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Ensure your plan is inclusive and has considered the challenges that some autistic learners face when engaging in group work.
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Undertake this planned group activity.
Reflection and Discussion
Using a chosen reflective model, reflect upon how the group activity went.
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Consider:
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Progress
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Attainment and achievement of learning objectives
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Pupil behaviour
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Pupil motivation
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Take your reflection to discuss at your weekly mentor meeting.
References
Common Sense Education (2017) Tips for Great Group Work in the Classroom. Available at: https://www.youtube.com/watch?v=pzr5x2cLljg
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EEF (2021) Collaborative LEarning Approaches. Available at: https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/collaborative-learning-approaches
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Impact Teachers (2017) 8 Benefits of Group Work in the Classroom. Available at: https://impactteachers.com/blog/8-benefits-implementing-group-work/
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Sobel, D. and Alston, S. (2020) Inclusion: Making Group Work Effective for All Students. SecEd 10 June 2020. Available at: https://www.sec-ed.co.uk/content/best-practice/inclusion-making-group-work-effective-for-all-students/#:~:text=To%20operate%20well%20in%20a,and%20using%20their%20social%20skills.
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TES (no date) What is Group Work? Available at:https://www.tes.com/magazine/tes-explains/what-group-work
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University of Leeds (no date) Supporting Autistic Learners Undertaking Group Work. University of Leeds.
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UNSW (no date) Group Work Available at: https://www.teaching.unsw.edu.au/group-work
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Washington University St Louise (no date) Benefits of Group Work. Available at: https://ctl.wustl.edu/resources/benefits-of-group-work/​​
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Week 2: Dialogic Teaching
This week will focus on dialogic teaching, otherwise known as classroom talk. We will explore what this is and the benefits of using dialogic teaching in the classroom. We will look at approaches you can take and the key principles that must be present in dialogic teaching. You will also discuss this topic with a colleague and observe them teach to explore how they use dialogic teaching within their practice.
Teachers' Standards:
Evidence and Research:
What is dialogic teaching?
Dialogic teaching is a teaching and learning strategy that sees an ongoing dialogue (or talk) between the teacher and their students rather than a didactic teacher delivery model and aims to "improve pupil engagement and attainment by improving the quality of classroom talk" (EEF, 2017).
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It is through such dialogue that teachers can "elicit students' everyday, 'common sense' perspectives, engage with their developing ideas and help them overcome misunderstandings" (University of Cambridge, n.d).
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Having the opportunity to engage in classroom talk in a variety of contexts allows pupils to explore their own understanding as well as test their knowledge and develop and practice language as a way of constructing new knowledge.
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Through engaging pupils in dialogue (talk) a teacher can:
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Explain ideas and concepts
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Clarify the purpose of the learning activity
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Model use of language and approaches to learning
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support pupils to develop new learning and explore different perspectives and ideas.
(Adapted from Cambridge University, n.d)
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​Take a moment to watch this short video that explores dialogic teaching:
Now take the ideas expressed in the video and extend these by reading this Chartered College of Teaching blog which pulls together the main principles of dialogic teaching:
Application and Exploration of Practice and Setting:
Talk to a member of staff within your setting about how they use the principles of dialogic teaching in their classroom, exploring the benefits as well as the barriers, particularly focusing on using dialogic teaching with autistic learners.
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Follow up this conversation by observing this colleague teach.
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Focus on on how they include, apply and embed the principles of dialogic teaching. You may find the pro forma below useful to capture the learning from the observation.
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The observation only needs to be 20 minutes to half an hour.
Reflection and Discussion
Now bring together your learning from this week and the observation you have undertaken.
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Reflect on what you have learnt and seen and consider how you take key elements of this into your teaching.
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What will you need to work on and develop further?
Where do you think dialogic teaching would work well within the curriculum?
References
Cambridge University (no date) What is Dialogic Teaching? Available at:https://www.educ.cam.ac.uk/research/programmes/dialogic/whatis.html#:~:text=Dialogic%20teaching%20involves%20ongoing%20talk,and%20help%20them%20overcome%20misunderstandings.
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EEF (2017) Dialogic Teaching. Available at: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/dialogic-teaching
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Egan-Simon, D. (2018) It's Good to Talk: Moving towards dialogic teaching. The Chartered College of Teaching 22 February 2018. Available at: https://my.chartered.college/impact_article/its-good-to-talk-moving-towards-dialogic-teaching/
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Kemp, B. (2020) Dialogic Teaching Introduction. Available at: https://www.youtube.com/watch?v=FjTVCTgrZLs
Week 3: Extrinsic Motivation and the Use of Rewards
This week will focus on applying your learning about intrinsic motivation to your practice using an improvement cycle and reflective frameworks.
We will work through this in scaffolded stages across the two weeks which will allow you to practice this cycle before utilising it moving forwards into the other modules for this year.
Teachers' Standards:
Evidence and Research:
What is Extrinsic Motivation?
Extrinsic motivation is motivation driven by things from 'outside the individual' e.g. extrinsic factors that encourage a certain behaviour or action. Extrinsic motivators can be both a reward or a punishment (Pink, 2018).
Typically, within schools and classrooms extrinsic rewards include:
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reward stickers
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Grades
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Prizes and tokens
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Additional credit and verbal praise
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Trips and outgoings...
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Extrinsic punishments may include:
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Losing breaktime
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Taking away privilege
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Detentions
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Phonecalls home
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Being sent to a senior member of staff...
You may be able to think of others.
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Extrinsic motivators e.g. a rewards and sanctions approach is commonplace in many schools with a quick Google search bringing up a range of reward charts, mechanisms and apps e.g. Class Dojos ... We will take time to reflect on the rewards and sanctions you operate within your own classroom in a moment.
The image below captures some extrinsic motivators.
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(Nickerson, 2023)
Despite being a typical approach in schools, with many schools having a rewards and sanctions policy (could be called the Extrinsic Motivator Policy) there is growing evidence to suggest that motivating students through extrinsic motivators (rewards and sanctions) does not work and moreover, can begin to have a detrimental impact on what we are aiming to achieve in the long run; self-motivated pupils.
Take a moment to read the two articles (part 1 and part 2) published by The Chartered College of Teaching that highlights the issues with relying upon and utilising a rewards and sanctions framework.
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Reflection and Discussion
This week, we are doing things a little differently! We are going to reflect on current practice prior to applying your learning!
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Take some time to reflect on what you have read and learned around extrinsic motivation.
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What does your current practice look like?
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What do you want to change or consider changing as a result of this week's learning?
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What will be your first steps?
Application and Exploration of Practice and Setting:
Having identified your next steps, apply these to your practice and learning environment. This might mean changing displays, changing the language that you use or changing your practice in the classroom.
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Then trial some of these ideas.
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You might find the pro forma below helps scaffold this.
References
Le Courtois, S. (n.d) The Dark Side of rewards and punishments in the classroom Part 1. The Chartered College of Teaching. Available at: https://my.chartered.college/research-hub/the-dark-side-of-rewards-and-punishments-in-the-classroom-part-i/
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Le Courtois, S. (n.D) The Dark Side of rewards and punishments in the classroom Part 2. The Chartered College of Teaching. Available at: https://my.chartered.college/research-hub/the-dark-side-of-rewards-and-punishments-in-the-classroom-part-ii/
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Nickerson, C. (2023) Extrinsic vs Intrinsic Motivation: What the difference? Simple Psychology. Available at: https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html
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Pink, D. (2009) Drive: The surprising truth about what motivated us. Edinburgh. Cannongate Books.
Week 4: Intrinsic Motivation
This week will focus intrinsic motivation and also compare this to extrinsic motivation. We will consider what constitutes intrinsic motivation and look at the components of motivation before exploring strategies that can develop intrinsic motivation for pupils. You will observe colleagues and identify where they are using extrinsic motivators and intrinsic motivation strategies and consider how these might be applied to your own practice.
Teachers' Standards:
Evidence and Research:
What is Intrinsic Motivation?
Intrinsic motivation is our internal drive or motivation. The motivation to engage in something or to complete something for the pure satisfaction and enjoyment it brings. If students can harness their intrinsic motivation to engage with learning they will be able to perform at their best (Falk, 2023).
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The image below captures some intrinsic motivators.​
(Nickerson, 2023)
Watch this short video explaining the difference between extrinsic and intrinsic motivation. As you do apply what is being said to the classroom and your pupils rather than the workplace and employees.
How can I develop intrinsic motivation in my pupils?
The diagrams below capture ways in which you can develop intrinsic motivation with your pupils. The first diagram considers the three key elements of motivation as proposed by Daniel Pink and the second looks at specific strategies you can embed within your own classroom to develop intrinsic motivation.​
(Main, 2023)
(Adapted from Main, 2023)
A key focus of the work of Daniel Pink is linked to motivation - take a moment to watch the vide below exploring his thoughts on motivation.
Application and Exploration of Practice and Setting:
Take some time to observe a range of teachers within your setting using the two diagrams above as a guide.
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What ways do teachers within your school develop or encourage intrinsic motivation?
How are they relying on extrinsic motivation?
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Reflection and Discussion
From the observations you have undertaken.
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What will you take into your own practice?
How might you change the extrinsic motivators you saw in place into building intrinsic motivation strategies?
References
Attuned (2021) What's the Difference Between Intrinsic Motivation and Extrinsic Motivation? Available at: https://www.youtube.com/watch?v=gKn_fV6PGGA&t=3s
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Falk, S. (2023) Understanding The Power of Intrinsic Motivation. Harvard Business Review 8 March 2023. Available at: https://hbr.org/2023/03/understand-the-power-of-intrinsic-motivation
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Main, P. (2023) Intronsic Motivation. Structural Learning 1st November 2023. Available at: https://www.structural-learning.com/post/intrinsic-motivation
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Nickerson, C. (2023) Extrinsic vs Intrinsic Motivation: What the difference? Simple Psychology. Available at: https://www.simplypsychology.org/differences-between-extrinsic-and-intrinsic-motivation.html
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Pink, D. (2014) The Puzzle of Motivation. Available at: https://www.youtube.com/watch?v=rrkrvAUbU9Y
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Weeks 5 & 6: Reviewing Motivation in Your Class
This week will focus intrinsic motivation and also compare this to extrinsic motivation. We will consider what constitutes intrinsic motivation and look at the components of motivation before exploring strategies that can develop intrinsic motivation for pupils. You will observe colleagues and identify where they are using extrinsic motivators and intrinsic motivation strategies and consider how these might be applied to your own practice.
Teachers' Standards:
The next two weeks, take a different structure to all the weeks that have come before!
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In Year 2 of your induction programme, you will focus on key learning each term for the first 2 or 3 weeks in the format that you are used to.
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For the remaining weeks, you will undertake 'action learning projects' based on the theme and apply this to your teaching and your class.
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To do this you will use two key frameworks:
1. An improvement and implementation framework.
2. A reflective framework
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Observations will take place termly and whilst focusing on the teachers' standards, they will also have a focus on the specific theme, and form part of the improvement cycle.
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This is an opportunity for you to apply evidence and research to your practice and analyse the impact that this is having, whilst developing the skills of professional development and improvement teamed with critical reflection.
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For these two weeks, we will undertake an abbreviated 'taster' of this and you will be walked through each step...
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Firstly, take a moment to watch the video below that introduces this approach and the improvement cycle.
You may find it useful to access a copy of the improvement cycle. Download it by clicking on the image below:
You are now going to have an a go at using the improvement cycle based upon the learning from this module.
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You have less time than you will for future modules to use this cycle, so this is very much a condensed practice.
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Below is a plan that you can fill in to keep you on track and to capture key learning and development. Click on the image to download it.
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Let's work through the steps together...
The stimulus for this module is: to develop the intrinsic motivation of the pupils in my class
Using your learning around motivation, perhaps focusing on the strategies to support the development of intrinsic motivation, develop some clear actions and strategies that you want to implement within your teaching and classroom.
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Remember not to choose too many - consider what you think are the priority for your and your pupils. As you only have two weeks, I would choose not more than 3 strategies, perhaps even just two. The focus of this week is to get used to the improvement cycle process.
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It is better to develop one strategy/action well rather than several - remember, you can always at a later date go back into the cycle to work on another action.
Take some time across this week to practice and embed the strategies/actions you have chosen. You will want to use most of this week to do this.
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If they do not work first time, don't abandon them, repeat and retry.
Now take the time share and develop your practice​
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Talk to and/or observe colleagues to learn from them.
What do they do?
What do they find challenging?
What can you share with your colleagues?
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You may want to trial some new approaches or adapt some of the approaches you are taking based upon these observations and conversations.
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Around the middle of the second week (week 6) arrange for your mentor to observe you as your term 1 observation, with an additional focus on your stimulus.
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Alongside consider how your actions are having impact. where are they working? What is working less well, and why?
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You may find using a simple relfective model useful at this point.
After your observation and post lesson discussion.
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Consider the areas that you may need to further develop as well as the areas that you have developed well.
Ahead of your weekly mentor meeting undertake a review.
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Try using the Brookfield's four lenses model to reflect. This brings in your own experiences and then invites you to consider the experience through the three other lenses. Of course you can bring in conversations, observation feedback and data here too.
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As you reflect, remember to consider the evidence to support your reflections.
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E.g. If you reflect that students have shown an increase in intrinsic motivation - how do you know? What evidence is there to support this conclusion?
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Bring this reflection to your mentor meeting to discuss. It may be that this is captured in your planning document - do take this to your mentor meeting.
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Having been through the improvement cycle, it is hoped that you have found this useful and has given an opportunity to focus on specific areas of practice to develop and embed new practice.
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This has been, as previously stated, a condensed and scaffolded initial exploration of this cycle and moving forwards will be used across the modules in greater depth.