After reading your assigned chapter for this unit, prepare a written response to three of the following questions. Then reflect upon all the reading during this unit and share something new you learned from your reading. Your one to two-page response needs to demonstrate your understanding of the chapter concepts. As you construct your answer, consider your area of specialization
- As a teacher, you have some students who clearly want to learn the subject matter you are teaching and other students who are interested only in the grades they get in your class.
- Considering the textbook’s discussion of extrinsic versus intrinsic motivation, how would you expect the three groups of students to differ in terms of classroom learning and performance? Describe five differences you are likely to see between them.
- Describe three strategies you might use to promote intrinsic motivation in the grade-oriented students.
- Most early information processing theorists portrayed human cognition as being a relatively unemotional enterprise, but increasingly researchers have come to realize that cognition and emotion are closely intertwined. Drawing on the textbook’s discussion of affect and its effects, describe three different ways in which cognitive processes and emotions are interrelated, and give a concrete example to illustrate each interrelationship you identify.
- The textbook describes a number of cognitive factors affecting motivation. Briefly describe each of the following factors, giving a concrete example and explaining how you might promote it in a classroom or other applied setting.
- Personal interest
- Situational interest
- Mastery goal
4. Perspectives such as behaviorism and social cognitive theory show us how the consequence (reinforcement or punishment) of a particular behavior affects the extent to which the behavior is likely to appear again. Attribution theory has cast a new light on this notion, maintaining that the consequences of behavior will affect each person’s learning and future behavior differently depending on how the individual interprets those consequences. Within the context of attribution theory:
- Explain what motivation theorists mean when they talk about attributions.
- Explain how learners’ responses to failure are likely to be different when they attribute that failure to a controllable cause or to an uncontrollable one. Give a concrete example to illustrate your explanation.
- Describe three specific strategies you might use to foster more productive attributions in others. In each case, use attribution theory to explain why you think the strategy should be effective.
Textbook for APA writing: Ormrod, J. E. (2016). Human learning. (7th ed.). Boston, MA: Pearson.