• Director's Note
• Get Training Materials
• Sessions This Week
  • In the Classroom: Motivation and Cognition
  • In the Library: Readings on Attribution
  • In Practice: ABA Project and Motivation Case Study
• Training Checklist
• Next Week's Sessions

Director's Notes

Welcome to your eleventh week as an intern at the Institute. We are on the downward slide...only a few weeks left...only a few assignments left. Yeah!

We are in our final week of text readings and I am sure everyone is saddened by this :-) The completion of our text will allow you to focus more time and energy on your final projects in this course over the next few weeks. The projects we still have for completion are the ABA and the Motivation Case Study and the Final Exam.

I have already had a few questions about the final exam so thought I would go ahead and address it now. The final exam in this course is worth 150 points. The final exam will consist of approximately 50 multiple choice and short answer questions that you are familiar with from the chapter quizzes. These questions will cover the same objectives as the chapter quizzes so your best method of review for this section is to review your chapter objectives and past quizzes. The remaining portion of this exam will be short essay. These short essay questions will be a series of reflective questions related to this course and its delivery and yourself as a learner. The questions will be focused on you reflecting on the course through the following activities:

• summarizing what learning, motivational, and instructional theories you think were applied within the delivery of this course,
• providing specific examples of theory application through identification of strategies/methods used that align with theories,
• identifying and summarizing theories that were NOT applied within the delivery of this course that could have been useful,
• providing specific examples of theory application through identification of strategies/methods that COULD/SHOULD have been used,
• reflecting on yourself as a learner and what learning theories best describe how you think about your own learning and how this influences your ability to learn and motivation for learning in this course and your present or future design of instruction (or solving other learning problems/situations)

The idea here is for you to reflect on a learning situation (this course) and be able to analyze it to suggest a specified number of theories (I am thinking 2) that you think were applied in some way to the design and delivery of this course. You will only briefly summarize the theory in a paragraph and then describe specific examples within the course of the application of this theory. For an oversimplified example, the course provides for the events of instruction each week which is supported by Gagne's theory of instruction. So, for one theory I would summarize Gagne's theory and then provide specific examples where events of instruction are provided each week that align with this theory. You will follow the same process for suggesting theories that were NOT applied in the design and delivery of this course (there are plenty, but again I am thinking you should suggest at least 2). You will summarize the theory and then suggest what strategies could have been used (applied) in the design and delivery of this course and how it would be applied. Finally, through different presentations I have shared with you my personal assessment of how I think I learn best and how I motivate myself (for example, I make lists and check it off to self-regulate and reward myself). Many of you have shared with me your personal ideas about how you learn best in chat, email, and on threads. Think back to our discussions of philosophies and epistemologies at the beginning of the course and how our ideas about how we learn influence the choices we make when designing instruction or participating in learning. This exam will also ask you to reflect upon yourself as a learner, how you think you learn best, and to what learning theories you most closely align and then summarize this and how it influenced you throughout your participation in the course through identifying the parts of the course you enjoyed or felt were most beneficial to you and identifying those that were not so enjoyable or least beneficial. The short essay questions will be written and provided to you one week in advance of the exam so you will have the week to reflect and work on it as you need to. My suggestion would even be to go ahead and write it up in a Word document that you can copy and paste from when you take the exam. You will have 3 hours to complete your entire final exam once you log in. It would be wise to complete your short essays prior to entering the final exam so you can simply cut and paste your answers in the boxes provided and can then concentrate on the other questions. MAKE SURE YOU SEE THE SCHEDULE FOR THE TIME PERIOD THE EXAM WILL BE OPEN. NO EXCEPTIONS WILL BE MADE TO THIS TIME PERIOD!

Our objectives this week are to:

1. Recognize statements consistent with Deci and Ryan's self-determination theory.
2. Recognize examples of teacher statements and teaching strategies that promote intrinsic motivation or self-determination
3. Identify statements consistent with expectancy/value theory.
4. Predict student behavior from a framework of expectancy/value.
5. Identify descriptions of the different types of interest and how interest affects learning and performance.
6. Recognize examples of teaching strategies that promote interest.
7. Identify statements/characteristics consistent with different types of goals.
8. Given student descriptions, identify the type of goal they display.
9. Recognize descriptions of stages of internalized motivation.
10. Recognize statements consistent with research on motivation and self-regulation.
11. Recognize statements consistent with attribution theory.
12. Recognize characteristics consistent with entity view of intelligence.
13. Recognize attributions as internal or external, stable or unstable, controllable or uncontrollable.
14. Give descriptions of students, predict behavior based on attribution theory.
15. Recognize statements reflecting the role of teacher behavior in attributions.
16. Recognize statements consistent with research on attribution retraining.
17. Identify teacher strategies that promote appropriate attributions.
18. Recognize statements/characteristics regarding students with a mastery orientation and student with learned helplessness.
19. Recognize statements consistent with how competition affects motivation.
20. Identify advantages of challenging tasks.
    

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Materials

Each week this section will provide you with any necessary material that will be essential for you completing sessions.

Task #1:

None

• Email your Director;
• Email the Mentor;
• Email other interns.
• Refer to the Course FAQ.