Biggs Tang speak of the different types of

Biggs & Tang speak of the different types of motivation that we experience from our learners and the importance of the right type to drive deep learning and academic excellence.

There are those who are Extrinsically Motivated by what the outcome of their work and effort will produce, they are doing the activity for its instrumental value (Ryan & Deci 2000).

Some students may be Socially Motivated and thus work to please those people who are important to them or whose opinions matter.

Achievement Motivated, driven by their ego, with the focus only on what needs to be done in order to achieve the highest grade.

Intrinsically Motivated Students develop a deep desire to learn through genuine interest. With a desire to learn for enjoyment and self-fulfilment they will embrace their learning and achieve excellence.

Pre-structural Uni-structural Multi-structural Relational Extended Abstract

• Challenging but achievable and realistic expectations;

• The opportunity for active participation in the lessons

• The flipped classroom model involves the use of technology and online media to improve learning in the classroom. In short the teacher spends more time interacting with students in the classroom rather than presenting to them. • Rather than assigning homework to consolidate learning, the teacher sets preparatory tasks where the learner attempts to understand absorb the lesson material before entering the classroom. The teacher is then able to migrate through the class, clarifying misconceptions and offering details to further accelerate learning. • "This is the truth of the flipped classroom: students become stakeholders and active participants rather than passive buckets waiting to be filled. "

• Opportunities for students to enjoy early success;

• Opportunity for FAIL and chances to perfect/redraft (SAIL); • DIRT time

Daniel Pink R - Feeling that others value your input or your experience is a very motivational thing. A - Giving students a level of autonomy will help them to feel that they have at least some control of what they are doing. It shows them that they are trusted. M - it is important to consider that if we do not continue to challenge students, encourage them to improve or even change their skills then they will begin to feel less motivated. P – contributing to and being part of something greater than ourselves

• Thanks again to the following; • John Biggs and Catherine Tang Teaching for Quality Learning at University. • Ron Berger. An Ethic of Excellence • Pam Hook http: //pamhook. com/ • Dan Brinton, Belmont Teach @Belmont. Teach • Jon Tait https: //twitter. com/Team. Tait • Hywel Roberts https: //twitter. com/HYWEL_ROBERTS • Ross Mc. Gill Teacher toolkit https: //twitter. com/Teacher. Toolkit • Tait Coles https: //twitter. com/Totall ywired 77 • Daniel Pink http: //www. danpink. com/