Module 5 Reflection (Blose)
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School
American College of Education *
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Course
5333
Subject
Arts Humanities
Date
Jan 9, 2024
Type
Pages
6
Uploaded by ProfScorpionMaster2823
Module 5 Reflection
Mercedes Blose
American College of Education
CI5333 Student Engagement
Dr. Dana Applegate
September 24th, 2023
This week I will be reflecting on the knowledge I have learned in this course. I will
discuss how it has affected my professional career and I will discuss how the things I've learned
will continue to help better myself in the teaching field.
Connections Among Motivation, Engagement, and Learning
When teaching students teachers have to spend a significant amount of time assessing
how the students will react to the lesson that is being presented to them. When becoming an
educator I had the idea that all students would be engaged in the curriculum like I was when I
was a student but that has not been the case. Through this course, I have learned that engagement
is when a student is interested and motivated to learn in a classroom and other settings.
Engagement should look like the student is excited and confident to participate in the work that
is being presented to them, but there are a lot of environmental factors that cause the student to
have a lack of engagement in a classroom. For a student to be engaged in a topic the student has
to be able to pay attention, the topic has to relate to them, and they have to have the confidence
to complete the task at hand.
For a student to have intrinsic motivation the student has to be engaged in the lesson. For
a student to have intrinsic motivation the student has to want to learn. The students can't have the
outlook that they are just doing the work to get a good grade they have to be interested in the
work on the level that they are going to learn something and use this information in the future.
“
Student motivation is necessary for engagement to occur, and engagement helps students feel
more motivated (and more likely to continue engaging) into the future.” (Parrish, 2023).
According to Parrish when a student is engaged and motivated the student will be able to learn
and will continue to learn and engage in the future.
Without a student being engaged students are
less likely to recall information long-term and will more than likely not learn much during the
lesson.
How to Engage the Disengaged Learner
One of the main ways that I have tried to engage disengaged learners is by using the
ARCS model. The A in the arcs model is for attention. To engage the learner the lesson has to be
able to keep a learner's attention. This means using humor, real-world examples, or even just
providing hands-on activities that will get the students moving during the lesson.
The second letter, R, is making sure that the lesson is relevant to the student. This means
that it relates to the student and they are able to bridge the gap between the content and the real
world. To make a lesson relevant a teacher could provide the student with examples of how a
student could use this lesson in the future and also link the knowledge they are learning to prior
knowledge and how they can build on that.
The C in the ARCS model stands for confidence. This is providing students with
attainable goals and setting students up for success. When a student is confident in their ability to
succeed they will be more likely to want to do the task and complete it. When a student is
discouraged not only does that keep the student from doing their work it keeps the student from
learning. By setting attainable goals this will encourage students and build confidence
Lastly the S. The S is for satisfaction. Students should be satisfied with what they have
learned and the work they have produced. That satisfaction should come from the learning
process that the student completed, not the grade the student-produced.
By using the ARCS model research shows that there is more of a motivation appeal to
lessons as well as it encourages intrinsic motivation. This resulted in more positive outlooks on
motivation and more self-regulated learning. (Thaer & Thaer, 2016).
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Mastery Goal and Performance Goal Practices
In my school currently, it saddens me to say that my school mainly focuses on
performance-based goal orientation. For our attendance, behavior, and academics my school has
several different competitions that they have in place to try and motivate students. Behaviors
wise we have a house system. Each student is in a house and they score points throughout the
week to win a prize on Monday. For attendance, the competition is based on weekly average
attendance but each classroom is competing against others and win a prize at the end of the
week. Lastly for academics, mostly for the older grade levels, the top 10-15 students are added to
an “academic hall of fame” and are given prizes. This is updated monthly.
When trying to implement a mastery goal orientation I have started by emphasizing that
mistakes are not a bad thing and that students can learn from them. When mistakes are used as a
good thing in a classroom students are less intimidated by them as well as they are able to use
what they have learned from them. Also, I have made more of a point to let students have
choices in their work. When students have a say in their work they are more likely to participate
and be engaged in the lesson. Lastly, I have made a point to always give some kind of positive
feedback. Even when the student thinks they have done everything I always try to give them
something that they have done right. This not only continues to encourage students but also gives
them the confidence they need to keep going.
Some ways that a teacher could establish mastery goals in a performance-based school
would be for a teacher to build a community in their classroom, and minimize comparisons and
competitions between students. When teachers build a community and stop comparing students,
they are more likely to focus on their own grades and work than the students around them. This
also makes student performance more private. So even when a student does succeed they do not
have to worry about their peer's opinions would be. (Svinicki, 2010)
In conclusion, I feel that I have learned so much in this class that will help my students
succeed. I hope that I can continue to motivate my students to learn and continue to motivate
myself in my own career.
References
Parrish, N. (2023, January 26).
How to Reinforce the Relationship Between Student Engagement
and Motivation
. Avanti. Retrieved September 22, 2023, from
https://www.my-avanti.com/how-to-reinforce-the-relationship-between-student-engagem
ent-and-motivation/
Svinicki, M. D. (2010).
Fostering a Mastery Goal Orientation in the Classroom
[The University
of Texas at Austin].
Thaer, A., & Thaer, G. (2016). The Effect of ARCS Motivational Model on Achievement
Motivation and Academic Achievement of the Tenth Grade Students.
New Educational
Review
,
43
(1), 68–76. https://doi.org/10.15804/tner.2016.43.1.05
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