Module 5

            Chapter 12 hit home. I have always been fascinated by the concept of “motivation”. I believe it is crucial to teach students how to be ambitious, by doing so teachers are giving students the willingness to learn and grow. According to Woolfolk, motivation is an internal state that arouses, directs, and maintains behavior (pg.430). There are many factors that influence motivation. The Incentive Theory suggests that people are pulled toward behaviors by rewards or incentives. Extrinsic (external) motivation comes from outside source, e.g. If students complete assignment they will be rewarded with candy. Intrinsic (internal) motivation comes from within, e.g. Learning how to swim because it gives you a sense of satisfaction. Woolfolk emphasizes that incentives are negative because you are motivated to behave a certain way to avoid an unpleasant outcome. Instead teachers should support self-determination and autonomy. Woolfolk suggests that teachers encourage students to make choices, help students plan and accomplish goals, and hold students accountable for the consequences of their choices. (p 437). This chapter was especially helpful to me because I want to find a balance between having order in the classroom and giving my students personal freedom.

            Chapter 14 focused on teaching strategies and the teacher. The chapter begins by listing the characteristics of effective teachers: clarity, organization, warmth, enthusiasm, and knowledge. Then we learn about different research that focuses on teaching and planning which leads to the concept of “Bloom’s Taxonomy” or (cognitive domain). Bloom's Taxonomy is a multi-tiered model of classifying thinking according to six cognitive levels of complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation (p 515). According to Woolfolk, This system is helpful in planning assessments. We are then introduced to different teaching approaches: direct instruction (explicit teaching) and differentiated instruction, which was very helpful. I want to be able to teach and cover important points without loosing complete interest from students. I also learned how to successfully use grouping.
           Chapter 15 Classroom assessments, grading, and standardized testing, was definitely not the most intriguing chapter; however there was important information that I know I will put to use in the years to follow. Woolfolk emphasized the difference between measurement and assessment. Measurement is quantitative whereas, assessment is the processes of gathering information about students learning (p 548). There are many types of assessments and some tests are more reliable than others. About a year ago I took a class that focused on assessments. In this class I was introduced to, in my opinion the best form of assessment, the portfolio approach. Creating a portfolio for students allows parents to see the progress their child has made over the school year. It is rewarding proof for the teacher, student, and parents.