HPI 641 Motivated Design

Another way to build student motivation and engagement is to give them real world problems to solve. By doing this, natural conflict arises, and students have to work together in order to resolve the conflict and continue developing a solution to the problem. When this happens, students learn so much about the problem they are trying to solve, but they also learn skills that will help them become successful in life.

Deep learners respond well to the challenge of controlling a difficult and complex issue. Intrinsic motivation often compliments this style. Strategic learners are motivated primarily by rewards. They try to make the best grade, but only if they can see a clear reward to it. Often the competition and the opportunity to beat others is all the reward need, mainly extrinsic motivated. Surface learners are often motivated by a desire to avoid failure. This learning style does just what need for each assignment and moves along to the next, never wanting to be the best but is happy with a passing grade. Most often there motivation is a mixture of intrinsic and extrinsic. This dash is often in dispute with the learner motivation is the most likely not to deliver the goods.

The article “Project-Based Instruction: A Great Match for Informational Texts” by Nell K. Duke, discusses the concept of implementing project based learning and how it can markedly improve student’s education. According to Duke, project based instruction involves “working over an extended time period for a purpose beyond satisfying a school requirement” (Duke 2016). This includes doing projects in order to “build something, to create something, to respond to a question [students] have, or to solve a real problem” (Duke 2016). The article maintains the benefits of this type of instruction and includes specific examples of how it can be implemented in the school curriculum and Common Core State Standards. Duke also emphasizes how the projects should serve a real- life purpose so students can feel more engaged knowing their work will be seen by

As a Regulatory Analyst you are responsible for providing multiple levels of regulatory support for clinical research activities throughout the Regulatory Department of CRS. This includes providing accurate, comprehensive updates and guidance to clinical investigators, industry sponsors, and senior management. You are expected to accurately complete protocol submission packets in a timely manner with information provided by industry sponsors to the Institutional Review Board (IRB), including modifying and standardizing consent forms.

Healthcare organizations (HCOs) are in the business of providing quality care, while reducing cost and meeting various guidelines and regulations. Therefore, it is necessary that HCOs monitor, measure, and evaluate the performance of their organization. Balanced scorecards is a tool that is used in healthcare to monitor organization performance by focusing on indicators that affect performance. A balanced scorecard was created and implemented at a clinic at the Oregon Health and Science University Family Medicine. The article “Performance Enhancement Using a Balanced Scorecard in a Patient-centered Medical Home” discusses how the balanced scorecard was developed, how it was used, and how it improved performance.

As a new teacher, I feel the most impactful strategy to motivate my students to develop an interest in their learning is to develop their self-assessment skills. For example, I would implement this strategy by providing instructions that are easy to understand. Progress through each step to get them familiar with the assignment. Based on feedback, I would revisit steps to ensure students are on target. To close the lesson, I would require my students to prepare a journal entry that document what they intended to do, what they

Motivation is a driving factor in the success of learning a new skill. Ideally, a student is intrinsically motivated to perform a task; although, as educators have seen in the classroom, this is not typically the case. Therefore, introducing reinforcers to help motivate a student is beneficial, but only if the reinforcer is paired with a preferable item, activity or situation. Educators should remember that reinforcers are personal to the individual student and may not be appropriate for all students in the

Other learners prefer some coaching and a more structured approach; they are typically self-motivated when the subject matter appeals to their interests. Still another type is more often motivated by external rewards and may learn best with step-by-step instruction. Some may resist learning altogether and have little motivation or interest in achieving goals established by others.

Students need to learn how to develop autonomy which is a factor of intrinsic motivation.

My 7 week performance improvement programme (PIP) was designed at improving my performance for a 4km run. Before this class I hadn't completed or heard much about performance programmes, so I was unsure on what it was and how it was going to help me improve my technique and 4km run time. I went into the programme having high beliefs that it would help me to improve as my teacher swears by it, if completed correctly. I believe my teacher because I feel as though she has experience in PIP. As I know she is heavily involved in crossfit and has personally participated in a PIP. She also set out a PIP for her year 13 class last year and it had a positive outcome on all the students.I also believe the PIP will help me to improve as it allows my body

This performance year I have had the opportunity to showcase a number of strengths and identify areas where I continue to improve. The four areas of strength I want to highlight are as follows:

According to Malone and Lepper (1983), If learners can select a task that they enjoy doing the motivation to learn increases. Additionally, when a person chooses a task it is geared towards their skills, talents and abilities. Choices are impowering to the learner. In addition, choices allow for the individuals strengths and creativity to blossom.

You have had many opportunities to improve your overall performance. Last marching season you have made many improvements over the months. There are also many things like watching better or keeping in time with your feet. Little details like those will improve your overall performance immensely. By doing those little things you would be able to know how to help new member in band because you have been there yourself. You may be able to tell them that there feet are not in time or to play louder if needed. Your section leader was not the best but you had steped up over the week days that you did not have band. You practiced and practiced until you had got the music down and you have the correct marching style. You had stepped up and showed

how learners can manage their feelings and motivations to learn. It can be improve with

“If you can motivate students, they are more likely to participate in activities and less likely to get off task and contribute to disorder. An effective classroom manager deliberately plans for ways to motivate students. Motivation is one important part of effective classroom management” (Burden, 2013, p. 116). A student really needs to know themselves, value themselves, plan, act, and experience outcomes (Liberty University, (n.d). Therefore, I teach my students self – determination and I also use praise, which has great power. When they learn, are praised and eventually see what they are capable of, they are more motivated to want to do their absolute best.