Note: Assessments in this course build on each other and must be completed in sequential order.
Create a 2-page report on the optimal learning environment for the course you began developing in Assessment 1 (ATTACHED DOCUMENT) AND RUBRIC IS ATTACHED.
You should select a learning environment that will foster motivation in your learner population, support your efforts at classroom motivation, and best serve the goals of the course.
Create a report that does the following:
- Describes the learning environment most appropriate for the educational topic and intended audience that you identified.
- Briefly describes and evaluates theories of classroom management, learner management, and learner motivation that are relevant to your course and intended audience.
- Describes evidence-based strategies for classroom and learner management and evidence-based best practices to enhance learner motivation and how you would employ these in your learning environment and with a diverse group of learners.
- Supports your choices with scholarly resources.
- Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
- Length: 2 pages, plus a title page and a references page.
- Use correct APA format, including running head, page numbers, and a title page.
- Use and cite at least three scholarly articles in your plan.
- Writing should be free of grammar and spelling errors that distract from content.
- Vila Health: Management and Motivation | Transcript.
- Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed). San Francisco, CA: Jossey-Bass.
- Chapter 1: Understanding Motivation for Adult Learners.
- Burbach, B., Barnason, S., & Thompson, S. A. (2015). Using “Think Aloud” to capture clinical reasoning during patient simulation. International Journal of Nursing Education Scholarship, 12(1), 1â€“7.
- Reese, C. E., & Jeffries, P. R. (2010). Learning together: Using simulations to develop nursing and medical student collaboration. Nursing Education Perspectives, 31(1), 33â€“37.
Additional Resources for Further Exploration
- Dunlap, R. (2013). Nursing theory and the clinical gaze: Discovery in teaching theory across a cultural divide. Nursing Science Quarterly, 26(2), 176â€“180.
- Merriam, S. B., & Bierema, L. L. (2014). “Chapter 2: Traditional Learning Theories” in Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass.