Fostering Student Motivation & Engagement Syllabus

[Semester and Year] [Course Dates]

INSTRUCTOR INFORMATION
Instructor
[Instructor Name]

Please contact your instructor using the Canvas messaging system. If you need additional support, reach out to
[email protected] for assistance

COURSE OVERVIEW
Description

Fostering Student Motivation and Engagement (FSME) is an online course for English language educators or
“participants” who want to improve their teaching practices and increase their students’ level of motivation and
engagement in learning English. All of the participants in this course are part of the Online Professional English Network
(OPEN).

During the 8-week course, participants will learn about key concepts and current practices related to motivation and
engagement, student needs analysis, community building, differentiated instruction, collaborative learning, project-
based learning, gamification and classroom games, formative assessment, and metacognition. Each participant will
create a portfolio of activities and ideas that can contribute to increased student motivation and engagement for
English language learning.

Learning Objectives and Learner Outcomes

Objective 1: Acquire knowledge about increasing student motivation and engagement.
Outcomes: Learners will be able to
• identify the key concepts and issues around student motivation and engagement;
• discuss factors that affect student motivation.

Objective 2: Develops skills and tools for delivering engaging instruction.

Outcomes: Learners will be able to
• show familiarity with a variety of engaging, student centered activities;
• plan and deliver motivating classes.

Objective 3: Develop and participate in collaborative learning practices.

Outcomes: Learners will be able to
• identify benefits of collaborative learning;
• participate in a collaborative group project to create a class project plan.

© 2021 by University of Oregon. FSME Syllabus for the Online Professional English Network (OPEN),
sponsored by the U.S. Department of State with funding provided by the U.S. government and 1
administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License,
except where noted. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Objective 4: Share knowledge with other ELT professionals
Outcomes: Learners will be able to
• explain key factors in students’ motivation and engagement;
• share classroom ideas with colleagues;
• plan for further professional development.

Objective 5: Develop and engage in reflective practices.

Outcomes: Learners will be able to
• define key features of reflective practices in teaching;
• engage in and articulate reflections as part of the course learning process.

Expectations and Grading

This course is 8 weeks long and requires about 8 to 10 hours per week of work. All course activities are asynchronous
(not in real time). Modules open on Tuesdays at 12:01am and assignments are due on the following Monday at 11:59
PM Eastern Time each week. Course materials are also available as a downloadable PDF packet each week for
participants who want to work offline part of the time.

Please practice the “4 Cs” of 21st Century Skills in all parts of the course:
• Collaboration – Come to the course with an open mind and ready to learn from and with others.
• Communication – Be respectful and professional at all times.
• Critical Thinking – Ask questions, listen well to other opinions, and look for solutions to problems.
• Creativity – Use your imagination, try new things, and have fun!

Grades are available at all times in Canvas, and for each assignment you will be able to read about how you will be
graded. A score of 70% or higher is required to pass the course. All assignments must be turned in on time. The four
types of weekly assignments include the following. Assignments are weighted so that each type of assignment is equal
to 25% of the final grade:
• [25%] Input – Input includes readings and videos. Each week you should read the required article and watch
the required video, then take the quiz to make sure you understood key points from the required input. You
may take each quiz as many times as you like (this is a model of testing-as-learning). Each week there are also
Reading Options. These are not optional! Rather you should select just one of the suggested articles, read it,
and share what you learned with your colleagues.
• [25%] Activities Portfolio – Over the 8 weeks of this course, you will share activities to implement the ideas
we are discussing. Then you will select from your colleagues' suggestions to build a portfolio of practical ideas
to motivate and engage students.
• [25%] Group Activities – Each week you will converse or collaborate with a small group of course colleagues.
In Modules 4-8 you will complete a group project together.
• [25%] Beginning and Endings – Participate in a warm-up discussion each week to begin thinking about the
module theme. At the end of each module, share or “cascade” information from the course with other local
educators and submit a brief report on the results. Then complete the exit ticket (module wrap-up).

Though some feedback will be faster, you can generally expect assignment feedback and grades to be given no later
than three days after the end of each course module.
Course Policies
Communicating with the Program
It is your responsibility to communicate with your instructor and the OPEN Program about questions or issues that
prevent you from participating in the course.
• If you have questions about completing assignments, you must contact your instructor through Canvas.
• If you have technical issues with the course, submit your question using the form on the course Home
page.
• If you cannot participate in the course due to extenuating circumstances such as a health problem, heavy
workload, or any other reason you must contact [email protected], AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait until after
the situation is over.

Disenrollment Policy for Participants who have not accepted their Canvas course invitation
If you have not accepted your Canvas course invitation by the fifth week of the professional development course, you
will be disenrolled from the course. You will not have access to course materials, and you will not be eligible to receive
a grade or a certificate, or join the OPEN alumni Community of Practice.

Inactive Participants Forced Audit Policy:

If you accept the Canvas course invitation but are not active in your professional development course as of the end of
the fifth week of the course and you have not communicated with your instructor or the OPEN support team, you will
be placed in “Audit” status. In “Audit” status, you can still interact with the course, but you will not receive instructor
support or feedback, and you will not be eligible for a certificate.

Withdrawal Policy
If you feel that you cannot complete a course for any reason, at any time, you must notify FHI 360 and the U.S. Embassy
as soon as possible, explaining why you cannot complete the course. Withdrawal requests will be considered on a case
by case basis, and participants may still be eligible for participation in future courses if extenuating circumstances exist.

Participants whose withdrawal requests do not meet the criteria of extenuating circumstances may not be eligible to
participate in the program in the future. Future eligibility is determined by the nominating U.S. Embassy.

Plagiarism:
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your own words
and ideas and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in OPEN courses.

OPEN instructors are required to report incidents of plagiarism to FHI 360. FHI 360 will notify U.S. Embassy nominators
when reports are received.

First Report: FHI 360 will contact you with resources about plagiarism and how to avoid it. FHI 360 will evaluate the
incident on an individual basis and may decide to contact the nominating U.S. Embassy.

Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn you that you will automatically be
withdrawn from the course if a third report is received.

Third Report: You will be removed from the course. You may not be eligible to participate in the program in the
future.
COURSE SCHEDULE
Module Topic Learning Objectives Resources Activities and Assignments Time Required
1 Key Concepts Participants will be able to… • Module 1 Required Reading: Key Pre-Course Diagnostic Survey about 9 hours
and Current • … define and describe student Concepts Module 1: Warm-Up Discussion
Practices motivation and engagement. • Module 1 Video: Key Concepts Module 1: Required Reading and Video
• … identify elements that support • Module 1 Reading Option 1 Module 1: Quiz
student motivation. • Module 1 Reading Option 2 Module 1: Reading Options
• … reflect on current practices related • Module 1 Reading Option 3 Module 1: FSME Reflection Inventory
to student motivation • Module 1 Reflection Inventory Module 1: FSME Activities Portfolio Description
• … describe course Activities Portfolio Module 1: Cascading New Knowledge Introduction
and CNK reports. Module 1: Wrap-Up
2 Community Participants will be able to… • Module 2 Required Reading: Module 2: Warm-Up Discussion about 10 hours
Building and • … explain how classroom community Community Building Module 2: Required Reading and Video
Needs and needs analysis can affect student • Module 2 Video: Needs Analysis Module 2: Quiz
Analysis motivation. • Module 2 Reading Option 1 Module 2: Reading Options
• … describe techniques for • Module 2 Reading Option 2 Module 2: Needs Analysis
strengthening classroom community. • Module 2 Reading Option 3 Module 2: Share Activities & Ideas
• … create a needs analysis tool. • Module 2 Reading Option 4 Module 2: Cascading New Knowledge Report
• … begin creating an activities • Module 2 Sample Needs Analysis Module 2: Portfolio Check-In
portfolio. Module 2: Wrap-Up
• … share new knowledge with a
colleague.
3 Differentiated Participants will be able to… • Module 3 Required Reading: Module 3: Warm-Up Discussion about 10 hours
Instruction • … define differentiated instruction. Differentiated Instruction Module 3: Required Reading and Video
• … explain how differentiated • Module 3 Video: Universal Module 3: Quiz
instruction can affect student Design for Learning Module 3: Reading Options
motivation. • Module 3 Reading Option 1 Module 3: Needs Analysis Results
• … describe techniques for • Module 3 Reading Option 2 Module 3: Share Activities & Ideas
differentiated instruction. • Module 3 Reading Option 3 Module 3: Cascading New Knowledge Report
• … analyze results of a needs analysis. • Module 3 Sample Needs Analysis Module 3: Portfolio Check-In Submission
• … build an activities portfolio and Results Module 3: Wrap-Up
share new knowledge.
4 Collaborative Participants will be able to… • Module 4 Required Reading: Module 4: Warm-Up Discussion about 9 hours
Learning • … define collaborative learning. Collaborative Learning Module 4: Required Reading and Video
• … explain how collaborative learning • Module 4 Video: Collaborative Module 4: Quiz
can affect student motivation. Learning Module 4: Reading Options
Module 4: Group Project Description & Step 1

5
Module Topic Learning Objectives Resources Activities and Assignments Time Required
• … describe techniques for • Module 4 Reading Option 1 Module 4: Share Activities & Ideas
collaborative learning. • Module 4 Reading Option 2 Module 4: Cascading New Knowledge Report
• … make plans to work with a team. • Module 4 Reading Option 3 Module 4: Portfolio Check-In
• … build an activities portfolio and Module 4: Wrap-Up
share new knowledge.
5 Project-Based Participants will be able to… • Module 5 Required Reading: Module 5: Warm-Up Discussion about 10 hours
Learning • … define project-based learning (PBL). Project-Based Learning Module 5: Required Reading and Video
• … explain how PBL can affect student • Module 5 Video: Project-Based Module 5: Quiz
motivation. Learning Module 5: Reading Options
• … describe key considerations for • Module 5 Reading Option 1 Module 5: Group Project Step 2
PBL. • Module 5 Reading Option 2 Module 5: Share Activities & Ideas
• … collaborate to design a project for • Module 5 Reading Option 3 Module 5: Cascading New Knowledge Report
PBL. • Module 5 Project Sample Module 5: Portfolio Check-In
• … build an activities portfolio and Module 5: Wrap-Up
share new knowledge.
6 Games and Participants will be able to… • Module 6 Required Reading: Module 6: Warm-Up Discussion about 10 hours
Gamification • … define gamification. Games and Gamification Module 6: Required Reading and Video
• … explain how games and • Module 6 Video: Classroom Module 6: Quiz
gamification can affect student Management for Games Module 6: Reading Options
motivation. • Module 6 Reading Option 1 Module 6: Group Project Step 2 Continued
• … discuss considerations for • Module 6 Reading Option 2 Module 6: Share Activities & Ideas
classroom management when playing • Module 6 Reading Option 3 Module 6: Cascading New Knowledge Report
games. Module 6: Portfolio Check-In
• … collaborate to design a project for Module 6: Wrap-Up
PBL.
• … build an activities portfolio and
share new knowledge.
7 Formative Participants will be able to… • Module 7 Required Reading: Module 7: Warm-Up Discussion about 9 hours
Assessment • … define formative assessment. Formative Assessment Module 7: Required Reading and Video
• … explain how formative assessment • Module 7 Video: Learner Module 7: Quiz
can affect student motivation. Feedback Module 7: Reading Options
• … discuss key considerations for • Module 7 Reading Option 1 Module 7: Group Project Step 3
giving student feedback. • Module 7 Reading Option 2 Module 7: Share Activities & Ideas
• … share formative feedback with a • Module 7 Reading Option 3 Module 7: Cascading New Knowledge Report
course colleague. • Module 7 Reading Option 4 Module 7: Portfolio Check-In
• … build an activities portfolio and Module 7: Wrap-Up
share new knowledge.

6
 Module Topic Learning Objectives Resources Activities and Assignments Time Required
8 Reflection Participants will be able to… • Module 8 Required Reading: Module 8: Warm-Up Discussion about 10 hours
and Future • … define self-regulated learning. Educating for the Future Module 8: Required Reading and Video
Plans • … explain how reflection and • Module 8 Video: Learning how Module 8: Quiz
metacognition can affect student to Learn Module 8: Reading Options
motivation and success. • Module 8 Reading Option 1 Module 8: Group Project Step 4
• … discuss how reflection and • Module 8 Reading Option 2 Module 8: Finalize Activities Portfolio
metacognition can help teachers in • Module 8 Reading Option 3 Module 8: Future Plans for CNK Discussion
their work. • Module 8 Reading Option 4 Module 8: Post-Course Diagnostic Survey
• … complete an activities portfolio and Module 8: Wrap-Up
plan to share knowledge more
widely.
• … reflect on the FSME course.

ADDITIONAL INFORMATION AND RESOURCES

All course materials are free, open educational resources (OERs) from high quality sources such as American English. Participants can share the materials with
others and use them in any way they like in their local schools, universities, and training centers.