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The first of these reflects the basic human instinct to desire control over their environment and over what happens to them. This factor includes enabling learners to have choice in the activities they participate in or in how they carry out learning activities. Other theorists emphasize choice separately as a powerful factor in motivation in its own right.
In addition to allowing choice, you can help to motivate your students through their desire for control by making the cause-and-effect relationships explicit between the learning activities and things that happen in real life, and by enabling them to believe that their work will lead to powerful effects.
When learners are faced with an optimal level of challenge their motivation increases Schunk, An optimal level is defined as an intermediate level of difficulty. Keller defines general strategies for each dimension of the ARCS model Motivation assignment final you can print out a copy of the model by clicking on this link.
Basically, the ARCS model enables you to thoughtfully plan how you will: Keller defines three types of strategies to gain and maintain attention: You can vary your instruction in many ways, from the type of format or media to the type of activities.
Perceptual arousal appeals to the senses and includes the use of music, which can also appeal to the emotions. Inquiry arousal refers to the introduction of mystery, surprise, incongruity, uncertainty, or contradiction.
This can be done, for example, through the use of case studies, problem-based learning, or incongruous images. Relevance can be established for learners by relating content to their previous experiences or knowledge, showing how new skills will be useful in the future, or by emphasizing their current use on the next test, for example.
Music could again be used to make connections with content, or the instructor could provide job descriptions that feature competencies for which the class content is applicable. Due to negative previous experiences, students may enter your classroom convinced that they do not have what it takes to learn your content.
Building their confidence is therefore an important aspect to address at the beginning of the year. Some teachers find it helpful to give a non-graded pre-test the first or second day of class, repeating the test mid-semester to illustrate to students that they have, indeed, learned something in your class.
Other ways to instill confidence include providing clear objectives and expectations, sequencing content so that the level of difficulty begins low and gradually increases, encouraging student effort and personal goal-setting, and the use of rubrics to help students understand up-front the criteria and standards for grading.
Finally, student satisfaction is achieved when they see value in the content they are learning and see that they will be able to transfer the knowledge and skills to new contexts when needed. You can increase student satisfaction by providing authentic learning situations where they can practice their new skills, providing unexpected rewards, by providing them with non-graded self-assessments and self-evaluations whenever possible, and by using teaching strategies that have been proven to be effective.
Fortunately, effective motivational techniques and effective teaching strategies overlap significantly.
To see an example for each dimension of the ARCS model, click on this link. Access a detailed list of strategies for each dimension of the ARCS model by clicking on this link.
Select one strategy from each category attention, relevance, confidence and satisfaction that you could use in your classroom with your students and content.
Using the list of strategies for each dimension of the ARCS model, select one strategy from each category attention, relevance, confidence and satisfaction that you could use in your classroom.
Briefly describe how you could use those strategies with your students and content. Save your work on the above exercises for the Lesson 14 assignment. Reflect again on the questions posed at the beginning of this lesson: What have I learned in this course that I will use in my professional practice?
What topics could have been covered more thoroughly or differently to help me better in my professional practice? As you think about how to apply the concepts discussed in this course, you might find it helpful to refer to some of the following resources: You are to complete a reflective worksheet for this lesson and then submit the Reflective Journal you have been developing over the course of this semester.
To complete the worksheet, you will be referred to an article by Ertmer and Newby on a comparison of learning theories and how those theories impact the design of instruction. You can click here to access that article. Reflective Journal - You have been adding information and reflections to your Reflective Journal throughout the course of this semester.
Submit both the reflective worksheet and the Reflective Journal by the final assignment date listed for Lesson 14 on the assignments chart using the student interface to officially submit your your worksheet for a grade naming it: Click here if you need additional information regarding submission of your assignment.About this Assignment.
In this course, you learned that there intrinsic and extrinsic motivation can determine the outcome of completing a task. Organizational behaviour Assignment Final. Assignment(Organisational Behaviour) Employee Motivation Project Report.
Assignment on Motivation of Employees Of This assignment refers to human motivation. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include /5(3).
The rest of the assignment will be focusing on my experiences as manager and analysing my motivation. This assignment is going to research the new role and functions of the manager and describe the importance of communication to the crucial development of relationship between levels.
Motivation theories are an important part of a manager’s repertoire. Needs are motivators only when they are unsatisfied. It is one of most important duty of an entrepreneur to motivate people. Feb 21, · The #1 BEST Motivational Speech EVER! - When You Want To Succeed - Motivation For Success - Duration: Motiversity 2,, views.
Herzberg's theory is an extension of Maslow's theory of motivation.
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