This is second meeting of MMSEL (Motivation and Management of Students for Effective Learning course. Ok, now I will reflect what is happening on the second meeting. Before we started the class, we did game about remembering friends’ breakfast. Let’s guess whether I still remember about my friend’s breakfast? Hmm, Ms. Lydia ate cheesecake, mba Desy and Evik were not breakfast, Ayu ate ketupat sayur, some of us ate Bakwan, Jo ate singkong, Huda ate jo’s breakfast, ratih ate nasi uduk, Bubur ayam for Mita (not yet) haha, Eki cheetos. Others? Ah sorry I forgot their breakfast *:p*What a funny game I think. The way to remember students name is unique, use a simple game.
After that, we presented our group work like a gallery work. This gallery work was about theory of Motivation. All group’s work were put on the wall, some students stay on each group work and some students stray. We learn 5 different kinds theory of Motivation, behavior theory, cognitive theory, sociocultural, social cognitive, and humanistic theory. Sometimes, I can’t differentiate between social cognitive theory and sociocultural theory.
After go to gallery work, I get some points of social cognitive theory. That are learning theory based on the ideas that people learn by watching what others do and that human thought processes are central to understanding personality. There are personal qualities, behavior and environment for the achievement motivation of social cognitive theory. And for Sociocultural theory, there is an important concept in sociocultural theory is known as the zone of proximal development. According to Vygotsky, the zone of proximal development “is the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” Essentially, it includes all of the knowledge and skills that a person cannot yet understand or perform on their own yet, but is capable of learning with guidance. So, main point of this theory is about learning with Guidance from environment to improve potential development of the students. Can you share with me about differences of sociocultural and social cognitive theory of motivation? So, I can understand more about that. 🙂
After that, we learn about Humanistic theory. There are 5 level hierarchies of needs by Abraham Maslow, physiological, safety, belongingness and love, esteem, and self actualization. The level depends on the needs of human. The basic is physiological and the highest is self actualization, the need to develop potential talents and capabilities.
Then, we learn about the need for self Determination through role play from different groups. There are 4 needs, the need for competence, autonomy, relatedness, and preserve self worth. Each group did role play that present different kinds of need for self determination. My group presented about the need for self worth. It’s about an emotional reaction to or an evaluation of the self. Do you still remember words “I’m a genius! I’m a genius!” Yes, that is one of emotional reaction. All of us can learn each other from the role play and I think this activity is effective enough to learn about new material. That’s funny, effective and also interesting right? So we can get the main concept by learning from others. 🙂