Business > CASE STUDY > JYT2 Task 3.docx JYT2 Task 3 I think some of the challenges that students have in cert (All)
JYT2 Task 3.docx JYT2 Task 3 I think some of the challenges that students have in cert
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JYT2 Task 3.docx JYT2 Task 3 I think some of the challenges that students have in certain academic areas can be explained by their experience around motivation and achievement. One of the challeng... es with student motivation falls with making students feel engaged in a lesson or unit, and providing them with opportunities for some of the “buy-in†to keep them motivated throughout a lesson. In math for example, many students do not see the value of much of what is being taught to them. Students need to see some value in whatever the course material may be. They often question what the importance of a lesson is, and ask themselves, “what does it matter.†Math concepts need to be authentic problems to increase student motivation. Students might also see the content area or classroom climate as unsupportive. In math especially, students need to view the material and the classroom as a safe place to investigate and make mistakes. Otherwise, students will not take any learning risks and will fear failure surrounding math concepts. In terms of student achievement, a challenge for teachers is making sure learning is scaffolded in such a way that it challenges students enough, but not so little that they lose motivation and interest. We also want our math experience to be authentic and do not want to give students answers, but want to see them persevere to solve. In math subjects in particular, students achieve better when there is a clear learning objective that students are aware of and. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]
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