c. In the process, the person being interviewed will not only have to express himself or herself in the target language - (s) he will also become involved in an interpretation process. One could also imagine the students interviewing each other about what they would consider working on if they themselves were to plan the next sequence, etc.Heads Together1: The team is given a task. They discuss until they arrive at an answer and make sure they all agree about it and can defend it.2: A student from each team (eg with the aid of a student selector5) goes to the next group, where (s) he explains the team s answer.heads together is a variation of the structure Numbered Heads Together, which is categorised as a Mastery structure. In the original structure, where the selected student gives the answer to the whole class, the emphasis is on the work done in the first team to master the material. But when the student is instead sent on to the next team, the structure becomes just as much an information-sharing structure, as the presentation to the new team is not only proof of the material having been mastered but also a sharing of this new knowledge . One can thus choose to let various teams work on various questions and share the answers in this way. '
.3 Student Motivation
Student motivation is influenced by both internal and external factors that can start, sustain, intensify, or discourage behavior. factors include the individual characteristics or dispositions that students bring to their learning, such as their interests, responsibility for learning, effort, values ​​and perceived ability. For example, are students confident or fearful when they approach new learning tasks? Do they attribute success to luck, or do they appreciate the effort required? Do they feel in control of the factors that lead to success [19]? is also important to understand the external factors, which schools can affect - the variables in learning conditions and environment that trigger, support, or change student motivation. Certain types of schooling practices may promote or hinder motivation, such as features of the classrooms, peer groups, tasks, and instructional practices. For example, challenging, relevant instruction helps to engage students. Another way to increase motivation is through positive connections to others, such as mentors and role models. 'Beliefs about their ability to learn are shaped by messages and experiences at home, at school, and in the larger society. Low expectations can be subtly communicated by parents and teachers, and through school practices such as tracking, ability grouping, or curriculum that is not challenging. Conversely, high but achievable expectations convey the message that all students are capable of achieving [19] can positively influence student motivation through:
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