1. Think of a class outside of your major. Using the Gestalt principle, “The whole is greater than the sum of the parts,” describe your preconceived perception of the class, 3 details that you now know are different from that initial perception, and your continuing perception in spite of the details.
2. In church and in other settings, announcements are made that affect you. Label and describe 4 techniques covered in the textbook which the speaker could use to keep your attention.
3. You have gone through stages of Piaget’s cognitive development, in your professional beliefs and in your theological beliefs. Name and trace the development of any 1 of your beliefs through all 4 stages. Give at least 1 specific characteristic for each stage and use terms from Piaget’s theory. Though you may not remember your cognitive development at every stage, trace what must have happened to you in each stage to allow your current functioning. In relation to this belief, what is the best stage for you to be in now, and why?
4. Think of classes in your major. Name 3 concepts from Vygotsky’s theory and provide examples of how they could help to boost your zone of proximal development (ZPD) for learning in those classes.
Essay 3 Questions
Answer these questions in essay format, using the instructions provided in the Assignment Instructions folder. Review the Essay 3 Grading Rubric to see how your essay will be graded.
- Discuss and contrast extrinsic versus intrinsic motivation. Give an example of each type of motivation from your personal experience.
- Describe Maslow’s hierarchy of needs. Provide an example of a deficiency need overpowering the need for growth.
- Attributions can be described in terms of Locus (“place”), temporal stability, and controllability. Give an example of a time you were not able to perform well on a difficult task (a race, a test, etc.). Analyze 2 attributions you made about the situation in terms of locus, stability, and controllability. Explain your answers.
- List and define the 7 motivational strategies that are listed in the mnemonic TARGETS. Select 3 of these strategies and give an example of how a teacher would incorporate each into classroom practice to motivate students.