Discuss the following:
- Share and critique ideas on how you feel each theory relates to differentiated instruction.
- To which theory are you most attracted? Why?
Part 2
Discuss the following:
- Do you believe these models are complementary?
- If so, how could they contribute to the construction of a differentiated classroom approach?
- If not, what makes them incompatible?
- How do you feel about other students’ viewpoints on this?
Part 1
Discuss the following:
- Explain if you agree or disagree with the above statement, and give examples to support your opinion.
- Be sure to make the distinction between intrinsic and extrinsic motivation in your discussion.
- Cite specific research to support your discussion of motivation.
- Comment on the approaches taken by other students.
Part 2
Discuss the following:
- Describe at least 3 feedback methods that you might use to change the behavior or attitudes of students.
- What did you look at to decide whether each feedback method has an intrinsic motivating effect or an extrinsic motivating effect?
- What literature did you find to support your choices?
- What do your fellow students think are the best methods to use?
- How do their ideas differ from yours?
- How do you align your choices with the affective domain and taxonomy as established by Krathwohl, et al.?
- Do you believe that the affective taxonomy is used appropriately to create and deliver courses to support the ideas of feedback and motivation? Why or why not?
