Part 1 Today we are examining the role of interest in motivation and learning.

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Part 1
Today we are examining the role of interest in motivation and learning.

Part 1
Today we are examining the role of interest in motivation and learning. Please complete the assigned readings for today before starting these activities.
Respond to activities 8.1, 8.2, and 8.3 on a document and post your responses as a doc, docx, or pdf via Canvas.
Learning Goals
To articulate the role of interest in student motivation and learning.
To critically evaluate the practical applications of making learning interesting to education in the classroom (and beyond).
Activity 8.1
Read this scenario
Three teachers are trying to find a way to get their students interested in math. Teacher one notices that kids are very interested in computer games and looks for a math computer game. They find Math Blaster, a game in which students get points and blast aliens by quickly solving math problems. Teacher two notices that kids are often more interested when they can choose what they want to do and have some control over what they do. She designs a set of math activities and allows the students to choose which activities they would like to do. She also makes the activities flexible enough that students have choice in how to do them. Teacher three notices that kids are more interested when they are doing some real- world activity. So, she decides to have his class engage in the activity of “designing the perfect doghouse.” She has her students learn math in the process of designing the doghouse.
Now respond to this prompt:
What are the pros and cons of these three different approaches to fostering interest? Is one approach any better or worse than the others?
Activity 8.2
What are the four phases of interest development presented in the section “The Four-Phase Model of Interest Development” (Renninger & Su chapter)? How do these phases relate to the three teachers’ approaches from activity 8.1 to creating interest in math? Note: understanding the difference between catching or triggering interest and holding or maintaining interest is very important.
Activity 8.3
In the case study below, Mr. Marcus has trouble making learning interesting. Based on what you have already learned from the Renninger & Su excerpt, Csikszentmihalyi TED talk, and from other content from this class what advice could you give Mr. Marcus in regards to the following:
Introducing the topic.
Responding to his student’s comment about trouble getting started.
Instructing his students.
Assessing his students’ learning.
Case Study
Damon Marcus watches as his students take their seats, and then announces. “Listen, everyone, I have your tests here from last Friday. Liora, Ivan, Lynn, and Segundo, super job on the test. They were the only As in the class.”
After handing back the tests, Damon writes the following on the board:
A=4
B=7
C=11
D=4
F=3
“You people down here better get moving, ” Damon comments, pointing to the Ds and the Fs on the chalkboard. “This wasn’t that hard a test. Remember, we have another one in 2 weeks. We need some improvement. C’mon, now. I know you can do better. Let’s give these sharp ones with the As a run for their money.
“Now let’s get going. We have a lot to cover today… Now, when was the First Crusade? ”
“About 1500, I think,” Clifton volunteers.
“No, no” Damon shakes his head. “Remember that Columbus sailed in 1492, which was before 1500, so that doesn’t make sense… Liora ?”
“It was about 1100, I think.”
“Excellent, Liora. Now, remember, everyone, you need to know these dates, or otherwise you’ll get confused. I know that learning dates and places isn’t the most pleasant stuff, but you might as well get used to it because that’s what history is about. Plus, they’ll be on the next test.”
He continues, “The first Crusade was in 1095, and it was called the ‘People’s Crusade.’ There were actually seven in all, staring in 1095 and continuing until enthusiasm for them had ended in 1300. ”
Damon continues presenting information about the Crusades, and then, seeing that about 20 minutes were left in the period, he says, “Now, I want you to write a summary of the Crusades that outlines the major people and events and tells why they were important. You should be able to finish by the end of the period, but if you don’t, turn your papers in at the beginning of class tomorrow. You may use your notes. Go ahead and get started.”
As he monitors students, he sees that Jeremy has written only a few words on his paper. “Are you having trouble getting started?” Damon asks quietly. “Yeah… I don’t quite know how to get started,” Jeremy mumbles.
“I know you have a tough time with written assignments. Let me help you,” Damon nods. He takes a blank piece of paper and starts writing as Jeremy watches. He writes several sentences on the paper and then says, “See how easy that was? That’s the kind of thing I want you to do. Go ahead-that’s a start. Keep that so you can see what I’m looking for. Go back to your desk, and give it another try.
Part 2
Create an outline of your pedagogical creed presentation and submit it using this assignment tab.
Please clearly explain what you are considering for the visual representation. You are not expected to submit a fully formed visual representation yet but you are expected to provide a clear idea of what you are considering for the visual representation and articulate the connection between the visual representation and your ‘I believe statements…’ The visual representation could look like a variety of things: an object you create with different art materials, a painting or illustration, a poem you have written, a journal.
In this assignment you are starting to formulate your ideas for a visual representation for the presentation (in week 10) keeping in mind the following:
1) how your belief statements are represented in what you are creating
2) creativity and thought in its creation
3) be small enough to carry to and from class
Please share your ideas here and I will be happy to provide feedback on the outline presentations here.
Note: Completion of this outline will help you create a stronger pedagogical creed presentation. Both of these elements (this draft and pedagogical creed presentation) will help you articulate your final pedagogical creed paper with more thought and insight.
Helpful Resources:
Pedagogical Creed Presentation
Pedagogical Creed Paper
Part 3
Scenario: The governor of an undefined State is elected by the people and receives lots of support from local businesses and industry. Green Manufacturing is a company operating in the State. They produce drywall materials for the construction industry. Green Manufacturing has 500 employees and produces drywall from 100% solar energy. Green manufacturing’s primary goal is to make a profit and expand the company. Public health surveillance near Green Manufacturing showed a higher prevalence of childhood asthma within a 3 miles radius of the factory. Quantitative research that tested the air showed materials in the drywall polluting the air. Qualitative research with community members described the air as dusty during manufacturing hours.
Answer the following questions below from the perspective of each of the following roles: Governor of the State, a local pediatrician, a parent in the community, and the Green Manufacturing business owner. You must complete the perspective of EACH role for full marks.
Is there a public health problem? If so, how would you address it?
How will you implement the solution? Who should pay for the solution?
How will you know if the solution is working?
How do your answers differ based on your assigned role.
Part 4
Consult the table below and answer the following questions:In your own words, what is the difference between qualitative and quantitative research?
What are the benefits and drawbacks of qualitative research?
In what situations do you think qualitative research could benefit public health? Provide an example (not the ones listed in the table!).
What are the benefits and drawbacks of quantitative research?
In what situations do you think qualitative research could benefit public health? Provide an example (not the ones listed in the table!).
Your response to each question should be roughly 3-4 sentences. Use your own words to answer the questions. Copy and pasting of the table or other sources will lead to a lower mark.
Qualitative InquiryQuantitative Inquiry
Goals seeks to build an understanding of phenomena (i.e. human behaviour, cultural or social organization)
often focused on meaning (i.e. how do people make sense of their lives, experiences, and their understanding of the world?)
may be descriptive: the research describes complex phenomena such as: social or cultural dynamics, individual perception
seeks explanation or causation

Research
Question Qualitative inquiry is often used for exploratory questions, such as How? or Why? questions.
Examples:
How do breast cancer survivors adapt to their post-mastectomy body?
How is bereavement experienced differently by mothers and fathers?
Quantitative research aims to be more conclusive and pertain to larger populations, answering questions such as What? When? Where?
Examples:When should women have their first mammogram?
What is the relation between bereavement and clinical depression?
Data may be comprised of words, behaviors, images
the goal is data that can enhance the understanding of a phenomenon
can be manipulated numerically
the goal is precise, objective, measurable data that can be analyzed with statistical procedures
Design Because the goal is exploratory, the researcher often may only know roughly what they are looking for. Thus, the design of the project may evolve as the project is in progress in order to ensure the flexibility needed to provide a thorough understanding of the phenomenon in question
A central tenet of quantitative research is the strictly controlled research design in which researchers clearly specify in advance which data they will measure, and the procedure that will be used to obtain the data
Data collection
Instruments researchers are themselves instruments for data collection, via methods such as in-depth interviewing or participant observation. Data are thus mediated through a human instrument
date often collected ‘in the field’: the researcher observes or records behavior or interviews the participants in their natural setting (e.g. a clinic, the family home)
tools are employed to collect numerical data (e.g., surveys, questionnaires or equipment)
research environment is often a controlled representation of reality
Informant Selection usually collected from small non-random samples (e.g., purposive samples, convenience samples, snow-balled samples)
not ‘measurable’ in a quantifiable or mathematical way
the aim is ensure that a sample is representative of the population from which it is drawn
gold standard is a random sample
Analyis often inductive: the researcher builds abstractions, concepts, hypotheses, and theories from the data gathered
often relies on the categorization of data (words, phrases, concepts) into patterns
sometimes this data will then be embedded in larger cultural or social observations and analyses
Often complexity and a plurality of voices is sought
often deductive: precise measurement, mathematical formula, testing hypotheses
Results The goal of qualitative research is to understand participants’ own perspectives as embedded in their social context
contextually based and thus do not seek generalizability in the same sense as quantitative research
Goal is prediction, generalizability, causality
The table is retrieved from: https://www.mcgill.ca/mqhrg/resources/what-difference-between-qualitative-and-quantitative-resear
Part 5
Duwamish Superfund Informational Video – English (10-minute video) After watching the above video and reading chapter two in your assigned text, answer the following questions related to data and evidence-based public health:In your own words, why is it important to include interviews and lived experiences of folks living near the Duwamish as part of the data collection?
Imagine you are tasked with assessing pollution and community impact of the Duwamish Waterway; What are three sources of data you would collect and why?
In the case of the Duwamish Superfund site, identify one public health interventions? How would you evaluate if it is effective?
For your submission, please type approximately 2-3 paragraphs.

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