Writing Homework Help

Over the past two modules, you have spent time gathering data about student motivation and engagement in your classroom. In this module’s application, you will use what you have learned from the Student Survey and your Teacher Survey self-assessment to critique and modify an existing lesson plan and a unit of study. Your critique and modifications will be based on the TARGET framework.

In this application, you will apply your research skills to locate and incorporate information in two of your responses from scholarly sources outside the course. You will also cite the sources in APA format in your responses with a full APA references page at the end of your response.

• Create a Word document for your response.
• Use APA format for the title page, references page and in-text citations. Use part titles as subheadings.
• Follow the steps to complete Parts 1, 2, 3, and 4 according to the directions for each part.
• Follow the directions to submit your final Word or text document. Submit all parts in one document.

Part 1: Evaluate a Lesson Plan

Now you are ready to evaluate one of your lesson plans to enable you to make modifications that will increase motivation and engagement.

NOTE: Components of this evaluation are adapted from the Observing Patterns of Adaptive Learning: A Protocol for Classroom Observations (Links to an external site.) (1997) developed by Patrick et al. at the University of Michigan.

Step 1. Follow the outline at the bottom of this page to complete the lesson plan evaluation. You do not need to recreate the questions in your Word document, but use the bold headings to organize your evaluation.

Step 2. For each of the headings, beginning with Goals and Content, compose a well-developed paragraph.

Part 2: Modify a Lesson Plan

Step 3. Compose a well-developed paragraph containing the answers to questions 1 and 2 below.

Incorporate information from one scholarly source outside the course.

Step 4. Cite the source in APA format in your response with a full APA bibliography at the end of your response.

1. Describe a strategy you will use to increase student motivation and engagement in this lesson.
2. What effect(s) do you expect this strategy to have on student motivation, engagement, and learning?

Part 3: Evaluate a Unit of Study

Now you will evaluate a unit of study by completing a TARGET component analysis, much like you did for your lesson plan. However, because you are evaluating an entire unit, your perspective should be broader and more general. You will use this unit of study and the TARGET evaluation as a part of your Module 4 Application assignment.

Step 5. Follow the outline at the bottom of this page to complete the unit of study evaluation. You do not need to recreate the questions in the Word or text document, but use the bold headings to organize your evaluation.

Step 6. For each of the headings, beginning with Goals and Content, compose a well-developed paragraph.

Part 4: Modify a Unit of Study

Step 7. Compose a well-developed paragraph containing the answers to questions 1 and 2 below. Incorporate information from one scholarly source outside the course.

Step 8. Cite the source in APA format in your response with a full APA bibliography at the end of your response.

1. Describe a strategy you will use to increase student motivation and engagement in this unit of study.
2. What effect(s) do you expect this strategy to have on student motivation, engagement, and learning?

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Lesson Plan Evaluation Outline

Lesson Objective(s):

Subject Area:

Target Group/Grade:

Goals and Content – Consider the knowledge, skills, strategies, and attitudes you expect students to gain from this lesson. Thinking about one or more of the four perspectives of motivation (self-efficacy, adaptive feedback, intrinsic motivation, and goal orientation), what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Task – Consider the routines, rules, procedures, and materials. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Authority – Consider your role and the role of the students in the lesson. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Recognition – Consider the ways students are (or are not) recognized for their work in this lesson: contingency of praise (ex. conduct, participation, achievement), what the praise or criticism is attributed to (e.g., effort, ability, luck), concrete forms of recognition beyond praise (e.g., candy, stickers), and any non-verbal recognition. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Grouping – Consider the ways students may (or may not) be grouped for the lesson: number of groups, size of groups, basis of group formation (e.g., ability, cooperation, competitive teams), whether students have different roles in the group, and if so, how the roles are allocated and what they involve, and the characteristics of the groups (ex gender, ethnicity, special needs students). Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Evaluation – Consider how both you and your students will know if they have reached the lesson’s goal. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Time – Consider the time allotted for task completion, the order of tasks (if any), and overlap (if any) into another time period. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing lesson? What modifications would you suggest to eliminate or lessen the weaknesses?

Unit of Study Evaluation Outline

Unit Objective(s):

Subject Area(s):

Target Group/Grade:

Goals and Content – Consider the knowledge, skills, strategies, and attitudes you expect students to gain from this unit. Thinking about one or more of the four perspectives of motivation (self-efficacy, adaptive feedback, intrinsic motivation, and goal orientation), what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?

Task – Consider the routines, rules, procedures, and materials in this unit. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?

Authority – Consider your role and the role of the students in the unit. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?

Recognition – Consider the ways students are (or are not) recognized for their work in this unit: contingency of praise, what the praise or criticism is attributed to, concrete forms of recognition beyond praise, and any non-verbal recognition. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?

Grouping – Consider the ways students may (or may not) be grouped for the unit: number of groups, size of groups, basis of group formation, whether students have different roles in the group, and if so, how the roles are allocated and what they involve, and the characteristics of the groups. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?

Evaluation – Consider how both you and your students will know if they have reached the unit’s goal. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?

Time – Consider the time allotted for task completion, the order of tasks (if any), and overlap (if any) into another time period. Thinking about one or more of the four perspectives of motivation, what are the strengths and weaknesses of the existing unit? What modifications would you suggest to eliminate or lessen the weaknesses?