choose one

Choose one of the following two scenarios with activities and respond to the questions for the scenario you selected.

 

Scenario One

 

You have a friend, Daran Brown, who is teaching for the very first time this year at a local high school, and he has not had a motivation class. He tells you his concerns regarding one of his sophomore students, Caitlin. Caitlin is a new student at the high school who moved to the Valley with her mother this summer from Tucson following her parents’ divorce. Although Daran believes that she is very bright, Caitlin is barely pulling a C in Daran’s world history class. She seldom takes notes, even when Daran reviews material for tests, and instead makes jokes to other students about how she does not care about school. Your friend also has overheard Caitlin complain that this history stuff is just boring and that it is too much work to get an A in this class. Daran feels Caitlin is completely unmotivated.

 

Use Scenario One to address the following:

 

1. How would you explain Caitlin’s lack of motivation, in terms of motivational theories, to your friend?

2. What detailed suggestions would you give your friend on how he might better motivate Caitlin?

 

In your response, use your knowledge of Maslow’s hierarchy of needs, achievement motivation, intrinsic, and extrinsic motivation.

Be sure to identify the relevant theories and explain how you arrived at your conclusions.

 

Scenario Two

 

You have a friend, Emily Weller, who is teaching for the very first time this year at a local high school, and she has not had a motivation class. She tells you her concerns about one of her freshman students, Drew. Although Drew has a C+ in Emily’s biology class, she feels that he is capable of learning much more and of even being an A student. Yet Emily believes that Drew is unmotivated to put forth much effort. For instance, Drew often complains to other students that the class is too much work, and who cares about this biology stuff anyway? In addition, after a recent test in which Drew received a D, Emily overheard Drew talking to another student. Emily was dismayed to hear Drew say, Why bother studying? You get it or you don’t. And I don’t. So studying is not going to change anything.

 

Use Scenario Two to address the following:

 

1. How would you explain Drew’s lack of motivation in terms of motivational theory to your friend?

2. What detailed suggestions would you give your friend on how she might better motivate Drew?

 

In your response, use your knowledge of attributions, entity versus incremental views of ability, and task-involved versus ego-involved learners.

 Be sure to identify the relevant theories and explain how you arrived at your conclusions. 

While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-Educational Psychology: Developing Learners citations and references should be presented using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

 

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

1

TypingTemplate for GCU Papers for Lower Division Courses

Formatting: This is an electronic template for papers written in GCU style. The purpose of the template is to help you follow the basic writing expectations for beginning your coursework at GCU. Margins are set at 1 inch for top, bottom, left, and right. Each paragraph is indented five spaces. It is best to use the tab key to indent. The line spacing is double throughout the paper, even on the reference page. The font style used in this template is Times New Roman. The font size is 12. When you are ready to write, and after having read these instructions completely, you can delete these directions and start typing. The formatting should stay the same. If you have any questions, please consult with your instructor.

Citations: Citations are used to reference material from another source. When paraphrasing material from another source (such as a book, journal, Web site, etc.), include the author’s last name and the publication year in parentheses. When directly quoting material word-for-word from another source, use quotation marks and include the page number after the author’s last name and year.

Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else’s car, you should not steal their words either. To avoid potential problems, always be sure to cite your sources by referring to the author’s last name and the year of publication in parentheses at the end of the sentence, such as (Daresh, 2004) and page numbers if you are using word-for-word materials, such as “There are no simple strategies for accomplishing successful transitions, but we do know a great deal about how to get off to a good start” (King & Blumer, 2000, p. 356).

The reference list should appear at the end of a paper (see the next page). It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. A sample reference page is included below; this page includes examples of how to format different reference types (e.g., books, journal articles, a Web site).

References

Arnold, J. B., & Dodge, H. W. (1994). Room for all. The American School Board Journal, 181(10), 22-26.

Black, J. A., & English, F. W. (1986). What they don’t tell you in schools of education about school administration. Lancaster, PA: Technomic.

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

King, M., & Blumer, I. (2000). A good start. Phi Delta Kappan, 81(5), 356-360.

USA swimming. (n.d.). Retrieved August 24, 2004, from

http://www.usaswimming.org/usasweb/DesktopDefault.aspx