CMG3701
Assignment 2 2025
Unique #:831964
Due Date: 28 May 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1. (2 ANSWERS PROVIDED)
Ms. Peterson’s approach provides a strong foundation for addressing low motivation
in real-life classroom situations. In a real-life scenario where learners show low
motivation—perhaps due to socio-economic challenges, a lack of parental support,
or language barriers—her strategies can be applied with necessary adjustments.
In a rural classroom with limited resources, for example, learners may feel
disconnected from formal education because they don’t see its relevance to their
lives. In this case, Ms. Peterson’s strategy of integrating real-world applications
would be extremely useful. Lessons could be designed around local contexts, such
as agriculture or small business, helping learners see how education connects to
their everyday environment. This would make learning more meaningful and
increase motivation.
Ms. Peterson’s use of goal setting and self-regulation would also be valuable, but
learners in disadvantaged environments may need more scaffolding. The educator
might use visual goal trackers or weekly progress charts to help learners monitor
their growth. Regular check-ins could replace independent self-regulation in the
beginning until learners develop the skill.
In terms of co-creating classroom rules, this could be modified to include community
norms and values to make them more culturally relevant. In multilingual classrooms,
for instance, these rules could be discussed in the learners’ home language to
ensure understanding and inclusivity.
Her use of differentiated instruction and project-based learning can be adjusted
based on available resources. Instead of using technology, group tasks could involve
drawing, storytelling, or using recyclable materials for projects. This would still cater
to different intelligences and learning styles, while remaining practical.
Finally, while parental involvement may be limited due to work commitments or
literacy levels, the school can organise monthly community meetings or home visits
to keep parents informed and involved in simple but meaningful ways.
Varsity Cube 2025 +27 81 278 3372
, In summary, Ms. Peterson’s strategies are adaptable to real-life scenarios by
focusing on cultural relevance, learner support structures, and resource-sensitive
methods, ensuring that all learners feel included, capable, and motivated.
OR
In a real-life classroom setting at a public high school in a low-income urban area,
learners often show low motivation due to external challenges such as unstable
home environments, lack of access to learning materials, and low self-confidence. In
this context, Ms. Peterson’s strategies can still be highly effective but would require
thoughtful adaptation to suit the specific challenges faced by the learners.
To begin, goal setting and self-regulation can be introduced gradually by helping
learners create short-term, achievable academic goals. For instance, instead of
expecting immediate long-term planning, learners can set weekly goals like
improving their test scores or completing homework. This encourages a sense of
accomplishment and builds intrinsic motivation over time.
The strategy of co-creating classroom rules would be very powerful in this context.
By involving learners in setting expectations, the teacher creates a sense of
ownership and reduces behavioral issues, making students feel respected and
responsible. This also empowers them in an environment where they may otherwise
feel powerless.
To address diverse learning preferences, Ms. Peterson’s use of project-based
learning and differentiated instruction would be modified to include more low-cost
and locally available resources. For example, group projects can focus on
community issues or use recycled materials, encouraging relevance and creativity
without financial strain.
In a low-motivation setting, positive reinforcement and timely feedback become
crucial. Learners may not receive encouragement at home, so even small successes
should be acknowledged through praise, certificates, or class displays of progress.
Feedback must be constructive and specific to build self-efficacy.
Varsity Cube 2025 +27 81 278 3372
Assignment 2 2025
Unique #:831964
Due Date: 28 May 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1. (2 ANSWERS PROVIDED)
Ms. Peterson’s approach provides a strong foundation for addressing low motivation
in real-life classroom situations. In a real-life scenario where learners show low
motivation—perhaps due to socio-economic challenges, a lack of parental support,
or language barriers—her strategies can be applied with necessary adjustments.
In a rural classroom with limited resources, for example, learners may feel
disconnected from formal education because they don’t see its relevance to their
lives. In this case, Ms. Peterson’s strategy of integrating real-world applications
would be extremely useful. Lessons could be designed around local contexts, such
as agriculture or small business, helping learners see how education connects to
their everyday environment. This would make learning more meaningful and
increase motivation.
Ms. Peterson’s use of goal setting and self-regulation would also be valuable, but
learners in disadvantaged environments may need more scaffolding. The educator
might use visual goal trackers or weekly progress charts to help learners monitor
their growth. Regular check-ins could replace independent self-regulation in the
beginning until learners develop the skill.
In terms of co-creating classroom rules, this could be modified to include community
norms and values to make them more culturally relevant. In multilingual classrooms,
for instance, these rules could be discussed in the learners’ home language to
ensure understanding and inclusivity.
Her use of differentiated instruction and project-based learning can be adjusted
based on available resources. Instead of using technology, group tasks could involve
drawing, storytelling, or using recyclable materials for projects. This would still cater
to different intelligences and learning styles, while remaining practical.
Finally, while parental involvement may be limited due to work commitments or
literacy levels, the school can organise monthly community meetings or home visits
to keep parents informed and involved in simple but meaningful ways.
Varsity Cube 2025 +27 81 278 3372
, In summary, Ms. Peterson’s strategies are adaptable to real-life scenarios by
focusing on cultural relevance, learner support structures, and resource-sensitive
methods, ensuring that all learners feel included, capable, and motivated.
OR
In a real-life classroom setting at a public high school in a low-income urban area,
learners often show low motivation due to external challenges such as unstable
home environments, lack of access to learning materials, and low self-confidence. In
this context, Ms. Peterson’s strategies can still be highly effective but would require
thoughtful adaptation to suit the specific challenges faced by the learners.
To begin, goal setting and self-regulation can be introduced gradually by helping
learners create short-term, achievable academic goals. For instance, instead of
expecting immediate long-term planning, learners can set weekly goals like
improving their test scores or completing homework. This encourages a sense of
accomplishment and builds intrinsic motivation over time.
The strategy of co-creating classroom rules would be very powerful in this context.
By involving learners in setting expectations, the teacher creates a sense of
ownership and reduces behavioral issues, making students feel respected and
responsible. This also empowers them in an environment where they may otherwise
feel powerless.
To address diverse learning preferences, Ms. Peterson’s use of project-based
learning and differentiated instruction would be modified to include more low-cost
and locally available resources. For example, group projects can focus on
community issues or use recycled materials, encouraging relevance and creativity
without financial strain.
In a low-motivation setting, positive reinforcement and timely feedback become
crucial. Learners may not receive encouragement at home, so even small successes
should be acknowledged through praise, certificates, or class displays of progress.
Feedback must be constructive and specific to build self-efficacy.
Varsity Cube 2025 +27 81 278 3372
