孕妇营养早餐食谱,3月里番,声现象
| http://www.szdhsjt.com/daixieAssignment/Assignmentgeshi/emphasis and responsibility for learning onto the student, with the teacher becoming a facilitator and coordinator of learning. These methods have made the learning of new information more efficient, but only when the students are motivated to take an active role in the teaching learning process. According to Oppenheimer (2001), motivation can be measured by evaluating students’ participation in the classroom. Furthermore, Oppenheimer claims that as students’ participation in the class increases, so do their exam scores. Therefore, the teaching-learning process becomes one in which the facilitator (teacher) has the task of deciding whether student participation is at optimal levels in order to enable optimal learning. As a result, the teacher must ensure students are properly motivated. The main concern of this assignment is to determine how to best motivate learners so that optimal learning takes place.
Definition Outline and Limitations Motivation Methods Breen and Lindsay (1999) describe intrinsic motivation as “learning for its own sake”. Furthermore, they state that motivation can be “evaluated as ‘high’ and ‘low’ depending on the value placed on that goal and the extent to which a person receives satisfaction from attaining it”. According to Taylor, [cited in Breen and Lindsay (1999)], it is very important for post-secondary students to achieve their personal goals in order to be continually motivated. The methods by which facilitators can increase intrinsic motivation are outlined in this section. Oppenheimer’s Process-Oriented Model |
