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Facilitating Self-Regulation and Motivation

As an educational psychologist, you know that self-regulation and motivation play a role in learning for both young students and adults. As part of your job, you may be asked to consult on promoting more positive learner directed behaviors. Choose one of the consultation scenarios below that fits your interests.

Scenario One: Pat Evans teaches seventh grade language arts. Pat has taught for 3 years. Observations indicate that Pat uses a variety of media in the classroom, clearly posts and enforces classroom expectations, and is a content area expert. Pat is concerned about a group of boys and girls in the second period class. This class has 23 students. There are three students of concern; one is a girl and the others are boys. None of the students are below grade level, English is their first language, and they do not have IEPs or 504 plans. The behaviors of concern include coming late to class most days and failing to complete homework assignments. Pat has tried cooperative groups, but it has not had a positive impact on any of the three students.

Other assumptions: The school has good resources. The class has a set of mobile devices (such as iPads). There is wireless internet. The parents will not be involved in whatever program you design. The program must take place within the school day.

Scenario Two: In the rural town where you live, you have been asked to consult with Jordan Smith, the owner of the Widgets Manufacturing Company. Mr. Smith knows you are an educational psychologist not an industrial psychologist; he feels you are the company’s only hope. Mr. Smith is concerned because production is down, the workers seem apathetic and Mr. Smith does not know what to do to increase production. If production does not increase within the next 6 months, Mr. Smith may close the family business. Mr. Smith has developed a new system for manufacturing widgets, which will double to triple the widget production. The more widgets — the more sales. Yet, the workers ignore the routines and stick to the ones they know. Some of the workers have been making widgets for over 30 years.

Assumptions about the workers: Language is not an issue; the new system will double or triple output. The system is logical and safe; the workers have the intellectual capacity to master the new system. Over half of the workforce is 40 years of age or older. Training was adequate for workers to implement the new system.

In each of the scenarios listed, self-regulation and motivation will likely impact the learners’ ability to complete the learning tasks. Consider a developmentally appropriate approach for consultation in this situation. You will prepare a consultation proposal to address one of the scenarios. In your proposal for consultation, consider the following:

An initial statement of the problem.
The persons you would involve in the meeting.
Possible expected outcomes.
Next steps.
In your proposal, be sure to explicitly define the theories of learning that you plan to use, rationale, and why you believe your approach will work.
Describe possible technology applications that may be helpful in accomplishing the expected outcomes. You should discuss the features and characteristics of the technologies and explicitly address why the explored technologies were or were not chosen.
In addition to the text, be sure to include at least one outside research study or best practice article to support your approach.
The paper should be 2–3 pages (excluding title page and references). Format your paper, including citations and references, according to APA style (6th ed.).

Apply constructivist models in an instructional setting to improve learner performance.
Discuss the uses of technology to support constructivist learning activities.
It also addresses the course outcomes:

ED555-2: Evaluate selected instructional models based on context and learner differences.

ED555-3: Prioritize variables within learning contexts that promote learning effectiveness.

ED555-4: Determine the most appropriate application of emergent technology within contemporary learning contexts.

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