,CMG3701 Assignment 2 2025 - DUE 28 May
2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions.
MULTIPLE CHOICE,ASSURED EXCELLENCE
Scenario: Adapted from CMG study guide and prescribed book
(1st ed., 2019) Ms. Peterson was a dedicated and innovative
educator who recognised the importance of motivation in
fostering a dynamic and engaging learning environment. She
believed motivation was pivotal to learners' academic success
and personal development. To cultivate intrinsic and extrinsic
motivation, she implemented strategies encouraging goal
setting, self-regulation and perseverance among her learners.
Understanding that a structured yet flexible classroom
environment enhanced learner participation, she actively
involved learners in co-creating classroom rules and
expectations. This approach empowered learners to take
ownership of their learning environment, and fostered
responsibility and self-discipline in them. She also used diverse
teaching methodologies such as project-based learning, peer
collaboration and differentiated instruction, to accommodate
multiple intelligences and learning preferences. Ms. Peterson
valued positive reinforcement and provided timely feedback to
enhance learners' self-efficacy. She integrated real-world
applications into her lessons, making learning relevant and
meaningful. In addition, she established strong educator–
,learner relationships by demonstrating empathy, active listening
and open communication. She encouraged cultural inclusivity
and socialisation by incorporating intercultural exchanges and
collaborative activities. To further enrich the learning
experience, Ms. Peterson designed her classroom to be
aesthetically stimulating and conducive to learning. Visual aids,
interactive displays and flexible seating arrangements optimised
engagement. She also recognised the importance of parental
involvement, and worked closely with families to bridge home
and school learning experiences. Through these holistic efforts,
Ms. Peterson successfully nurtured a learning environment in
which learners felt motivated, valued and capable of achieving
their full potential. Question 1 1.1. Apply the strategies which
Ms. Peterson used to a real-life classroom scenario where
learners exhibit low motivation. How would you modify her
approach to suit different learning contexts? 1.2. Identify three
ways in which an educator can use goal setting to enhance
learner motivation and engagement. 1.3. Describe how positive
reinforcement can be applied in the classroom to improve
learner behaviour and learning outcomes. Question 2 2.1.
Analyse how Ms. Peterson’s approach to classroom
management contributes to developing self-regulated learners.
2.2. Discuss three factors that influence a positive classroom
climate, and provide examples of how Ms. Peterson applied
them. 2.3. Examine the role of parental involvement in learner
, motivation, and suggest strategies to enhance cooperation
between parents and educators. Question 3 3.1. Evaluate the
effectiveness of Ms. Peterson’s strategies in fostering
motivation. What potential challenges might arise, and how
could they be mitigated? 3.2. Compare and contrast intrinsic
and extrinsic motivation, using examples from the scenario to
illustrate their impact on learning. 3.3. Assess the importance of
intercultural socialisation in the classroom and how it influences
learner engagement. Question 4 4.1. Design a motivation-
driven intervention programme for educators based on Ms.
Peterson’s practices, to ensure adaptability for various
educational settings. 4.2. Propose an innovative classroom
management strategy which integrates discipline and student
motivation. Justify your approach.
Question 1
1.1 Application of Ms. Peterson’s Strategies in a Low-
Motivation Classroom
In a real-life Grade 8 classroom with learners displaying low
motivation, Ms. Peterson’s strategies can be adapted as follows:
Goal Setting & Self-Regulation: Begin with short-term,
achievable academic and behavioral goals, allowing
learners to track their progress with visual goal charts.
2025 ;100 % TRUSTED workings, Expert Solved,
Explanations and Solutions.
MULTIPLE CHOICE,ASSURED EXCELLENCE
Scenario: Adapted from CMG study guide and prescribed book
(1st ed., 2019) Ms. Peterson was a dedicated and innovative
educator who recognised the importance of motivation in
fostering a dynamic and engaging learning environment. She
believed motivation was pivotal to learners' academic success
and personal development. To cultivate intrinsic and extrinsic
motivation, she implemented strategies encouraging goal
setting, self-regulation and perseverance among her learners.
Understanding that a structured yet flexible classroom
environment enhanced learner participation, she actively
involved learners in co-creating classroom rules and
expectations. This approach empowered learners to take
ownership of their learning environment, and fostered
responsibility and self-discipline in them. She also used diverse
teaching methodologies such as project-based learning, peer
collaboration and differentiated instruction, to accommodate
multiple intelligences and learning preferences. Ms. Peterson
valued positive reinforcement and provided timely feedback to
enhance learners' self-efficacy. She integrated real-world
applications into her lessons, making learning relevant and
meaningful. In addition, she established strong educator–
,learner relationships by demonstrating empathy, active listening
and open communication. She encouraged cultural inclusivity
and socialisation by incorporating intercultural exchanges and
collaborative activities. To further enrich the learning
experience, Ms. Peterson designed her classroom to be
aesthetically stimulating and conducive to learning. Visual aids,
interactive displays and flexible seating arrangements optimised
engagement. She also recognised the importance of parental
involvement, and worked closely with families to bridge home
and school learning experiences. Through these holistic efforts,
Ms. Peterson successfully nurtured a learning environment in
which learners felt motivated, valued and capable of achieving
their full potential. Question 1 1.1. Apply the strategies which
Ms. Peterson used to a real-life classroom scenario where
learners exhibit low motivation. How would you modify her
approach to suit different learning contexts? 1.2. Identify three
ways in which an educator can use goal setting to enhance
learner motivation and engagement. 1.3. Describe how positive
reinforcement can be applied in the classroom to improve
learner behaviour and learning outcomes. Question 2 2.1.
Analyse how Ms. Peterson’s approach to classroom
management contributes to developing self-regulated learners.
2.2. Discuss three factors that influence a positive classroom
climate, and provide examples of how Ms. Peterson applied
them. 2.3. Examine the role of parental involvement in learner
, motivation, and suggest strategies to enhance cooperation
between parents and educators. Question 3 3.1. Evaluate the
effectiveness of Ms. Peterson’s strategies in fostering
motivation. What potential challenges might arise, and how
could they be mitigated? 3.2. Compare and contrast intrinsic
and extrinsic motivation, using examples from the scenario to
illustrate their impact on learning. 3.3. Assess the importance of
intercultural socialisation in the classroom and how it influences
learner engagement. Question 4 4.1. Design a motivation-
driven intervention programme for educators based on Ms.
Peterson’s practices, to ensure adaptability for various
educational settings. 4.2. Propose an innovative classroom
management strategy which integrates discipline and student
motivation. Justify your approach.
Question 1
1.1 Application of Ms. Peterson’s Strategies in a Low-
Motivation Classroom
In a real-life Grade 8 classroom with learners displaying low
motivation, Ms. Peterson’s strategies can be adapted as follows:
Goal Setting & Self-Regulation: Begin with short-term,
achievable academic and behavioral goals, allowing
learners to track their progress with visual goal charts.
