Wrapping up

The challenge is much greater to develop a sustained, deeper level of interest not only in the topic in questions but also for the subject more widely and ultimately learning as a lifelong process. (…) essentially moving from what they refer to as situational interest to individual interest. (…) Such a shift involves an emotional connection and commitment such that a student’s interest goes beyond ‘learning it for the exam’.

– Bell & Darlington, (2020:516)

Bell & Darlington (2020:520) offer an overview of concrete examples of classroom actions:

• Introduce a degree of novelty or surprise to generate curiosity about today’s topic
• Establish an early sense of student ownership of the learning
• Take students’ ideas seriously
• Relate to student’s experiences and interests
• Encourage student questions
• Convey appropriate purpose for the learning in question
• Use of collaboration between peers and sense of common goal
• Pitch at appropriate level of challenge
• Sensitive use of social (e.g. praise) and tangible (e.g. points) rewards
• Sustain positive attitudes and relationships.