An instructor decides to divide their class into groups.
In order to motivate the learners in the groups the instructor designs the groups and the activity such that thE.
(Select TWO).
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A. B. C. D. E.CD.
The instructor's goal is to motivate the learners in the groups, which suggests that the learners may not be initially motivated to participate. In order to increase motivation, the instructor may use certain strategies. Two of these strategies are:
Learners have more autonomy over the direction of the activity When learners have more control over the direction of the activity, they are more likely to be invested in the outcome. This could mean giving them choices in how to complete the task or allowing them to contribute to the planning or design of the activity. When learners feel like they have a say in the direction of the activity, they are more likely to be motivated to participate.
Activity is relevant to the learners' job function as it relates to the material When learners can see the relevance of the activity to their job function, they are more likely to be motivated to participate. This could mean designing an activity that directly relates to their job or using examples and scenarios that are relevant to their work. When learners can see the practical application of what they are learning, they are more likely to be motivated to engage with the material.
The other options may not necessarily be effective for motivating learners in a group setting.
A. Learners need to complete a small part of a larger project without seeing the final outcome. This may not be motivating for learners as they may not see the relevance of their small part in the larger project, or they may not see the final outcome and therefore may not feel invested in the activity.
B. Learners are paired with the members they feel most comfortable with. This may not be effective for creating a sense of challenge and diversity in the group. Learners may be more likely to stick with what is comfortable rather than pushing themselves to work with others who have different perspectives and skill sets.
E. Skill level is below that of the class, making the activity easy to complete and building the learners' esteem. This may not be effective for motivating learners who may find the activity too easy or not challenging enough. Additionally, learners may not feel motivated if they do not feel like they are learning anything new or valuable.
In summary, the two strategies that are likely to be effective for motivating learners in a group setting are giving learners more autonomy over the direction of the activity and ensuring that the activity is relevant to their job function.