Module 2

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School

American College of Education *

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Course

5333

Subject

Mathematics

Date

Feb 20, 2024

Type

docx

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Uploaded by KidScorpion8388

Module 2 Suppose your curriculum requires that you teach the classical foundations for a modern- day topic. For example, you are to teach about democracy and its classic foundations in social studies class. For this discussion, you will choose your own topic. Do you feel that it is important for students to have an appreciation for those early beliefs as well as the modern ideas? Use the questions to guide your responses.  How could building intrinsic motivation help this effort?  What are ways to build interest for this topic into the existing curriculum? There are many topics that students struggle to become engaged and motivated to learn. Although these topics may be difficult for students to become motivated to learn, these are beneficial to student learning. They set a foundation for their learning for years to come. It is the teacher's role to motivate their students or find ways to motivate them to want to learn more about specific topics. Students are intrinsically motivated if they are willing to participate in a task due to curiosity and they can see the value in what they are learning because they understand it (Ginsberg & Wlodkowski, 2019). Teachers can flourish their student's motivation by showing their excitement about a given topic and inspiring them to want to learn more (American College of Education, 2023). In a science or math class, a Launch, Explore, Summarize (LES) model can be used to engage students in any given topic (Wilcox et al., 2021). The goal for this type of model is to hook the students into the topic by providing some background knowledge that they have and posing a question (Wilcox et al., 2021). For example, if you are learning about the basics of fractions, pose a problem to the students that would require them to have to work with a partner

to find a part of a whole. The next steps would be to have students use their background knowledge and “explore” the problem and seek a solution to the question posed during the launch (Wilcox et al., 2021). Students are hooked on the problem and now need to discover the solution without the aid of the teacher telling them how to solve the problem. Through trial-and- error, students find a solution. Sometimes, students are unable to come to a solution, and that is where the “summarize” portion of the lesson comes in. Teachers now step in and try to ask questions and guide students learning to summarize the activity (Wilcox et al., 2021). I have used this model in both Math and Science and have seen the most unengaged students want to be involved and even team leaders. In the introduction of teaching Force and Motion, I gave students a tray of materials and a goal to create a zipline carrier that made it from the top of the zipline to the bottom of the zipline in a certain time constraint. The students were so intrinsically motivated to succeed that they did not realize they were discovering concepts like friction, air resistance, and Newton’s Laws of Motion all on their own. The “summarize” portion of the activity allowed the teacher to come in and introduce topics that the students already discovered on their own. References American College of Education. (2023). CI5333 Student engagement: Module 2 [Part 3 presentation]. Canvas. https://ace.instructure.com/courses/1959226/external_tools/118428 Ginsberg, M. B., & Wlodkowski, R. (2019). Intrinsic motivation as the foundation for culturally responsive social-emotional and academic learning in teacher education. Teacher Education Quarterly, 46 (4), 53–66.

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