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Objective: provide a clear explanation of how the ARCS model of instructional design may be implemented to improve student motivation and achievement in the classroom.
ARCS may easily be implemented in all learning environments from introduction through mastery .
Attention
Begin lesson with an attention getting device ex. video, statistic, probing question Create an environment that promotes inquiry Provide a definite reason for the lesson Variability in presenting material Humor
Relevance
Tie learning to student experiences Understand student needs Provide choices for students to demonstrate their knowledge and abilities Model the expectation Define expectation clearly
Confidence
Create learning experiences where students can be successful Students must own their success Allow for frequent feedback directly related to progress Clear objectives and understanding of evaluation procedure must be present
Feedback will pertain directly to Assess students independently student s effort and motivation and allow for differentiation so for success. each student may be successful.
Satisfaction
Provide numerous opportunities for students to use skill Reinforce success with in student s currency Do not over reward simple tasks Showcase the skill in real world settings
ARCS model may be used in any instructional setting where student motivation is a contributing factor to student achievement.
ARCS in Algebra
Motivation in math is often challenging. Relevance is crucial to higher level math no one has the MOTIVATION to learn a skill they will never use. Relevance can be demonstrated in the attention getting activity. Ex. Video of math in action or manipulative. Brief organized units with little repetition will keep student attention.
Begin with the basic skill and expand as mastery at each level is met provides opportunity for success and confidence. Often returning to previously taught skills to build confidence when work become more difficult. Decide what currency your students value and reward in this manner. Rewards foster a sense of satisfaction. Ex. Free time at end of class.
References
Gagne, R., Golas, K., Keller, J., &Wager, W. (2005). Principles of instructional design. Wadsworth Cenage Learning: United States. Keller, J. ARCS model of motivational design. Retrieved on January 13, 2012, from http://www.arcsmodel.com