this statement, I mean that the instructor should use more consequences in his lesson. If a group of students showed the best visual representation of the solar system in “Activity One”, then they should be of the first group of students to be involved in the mock solar system that the students create in “Activity Two”; this would be considered a positive reinforcement. As for the two English Language Learners, if they are showing interest in the activities, and speaking in English to the other children in “Activity One”, then they should also be considered for the group of students to first be in the mock solar system. Another suggestion that I have for the instructor would be to focus more on the Social Cognitive Perspective. In terms of this perspective, I believe that adding in a short quiz at the end of the lesson would help the students to realize how much they had learned through the short lesson about the solar system, as well as show the instructor how much the students learned from the lesson. A student’s attention would be key throughout the entirety of the lesson in order to retain the information and be able to put that information down on a short quiz. Bandura’s ARPM model shows that this process is possible and will prove to be effective once the quiz has been graded, either by the students themselves or by the instructor.
EDF 4210-0001 Fall 2017 6 Part II Motivation Theories Introduction For this Lesson Plan Analysis on “The Solar System” lesson plan, we are now going to discuss the motivation theories within this lesson plan. In the “Solar System” lesson plan, the motivation theory concepts that appear most prominent to me are Self-Determination Theory, Goal Theory, Attribution Theory, and Expectancy and Value Theory. Below, I will explain what these motivation theory concepts are and how they are being utilized in the “Solar System” lesson plan. Self-Determination Theory Self-Determination Theory is “the process of utilizing one’s will” and it “suggests that people need to feel competent, to have a sense of control over their lives and to be connected to others” through the need for competence, autonomy, and relatedness (Chen, 2017e). Competence is “the need to be effective in dealing with the environment”, autonomy is “the need to control the course of one’s life”, and relatedness is “the need to have a close, affectionate relationship with others” (Chen, 2017e). In the “Solar System” lesson, the instructor gave the students the choice of what kind of model they wanted to create in Activity One, as well as a “free write” in their journal at the end of Activity Two, which gave the students a sense of autonomy. During Activity Two, when the students are creating a mock solar system, the students are getting a sense of relatedness because they are interacting with other students as if they were the planets themselves. Further, their sense of relatedness is met also through the short activity with the candle because they are also depending on their interactions with their peers.
EDF 4210-0001 Fall 2017 7 Goal Theory
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