Summarize the post . For each discussion activity, you are responsible for posti

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Summarize the post .
For each discussion activity, you are responsible for posting a reply to at least to one postings made by your classmates.
After you have made your original post, read some of the posts from your classmates and construct one reply post of 100-150 words that responds to two of your group-mate’s original posts. Your reply post should be written such that it does one or more of: identifies something that you find especially interesting or insightful about your classmate’s original post; poses an engaging and relevant question and/or builds on the ideas from your classmate’s original post; raises a real-life experience or observation that you feel would be relevant to illustrate or help further develop an idea or point in your classmate’s original post.
Please note that you will need to make an original post before you can read and respond to your peers’ posts.
Some points to keep in mind:
Be clear and to the point in your postings.
Edit your work. Your posts should be coherent and use proper grammar and spelling.
Keep postings to 100-150 words. Quality is better than quantity.
Contribute your own thoughts about the material you have read.
Support your thoughts by referencing the readings used, and references used in post below or other outside literature.
Raise additional questions or points of discussion to stimulate further discussion.
If you have questions, show that you have already tried to find a solution.
Respect the viewpoints of your peers. Ask for clarification if you don’t understand a point. Assume good intentions.
Use the proper terminology introduced in the course readings.
When using literature in your postings, make sure to provide references in proper APA 7 Style.
Show respect and sensitivity to peers’ gender, cultural and linguistic background, political, and religious beliefs.
You are strongly encouraged to take the time to review the following documents on writing quality discussion posting and on taking roles in discussions.
Taking a role in online discussion.
Taking a Role in Online Discussions Below are some roles that anyone in an online discussion can fulfill in order to help move an online discussion forward in productive ways. See if you can determine what role is required in your online discussion and then write a message that takes on that role. Devil’s Advocate • Takes opposing points of view to those currently under discussion Pollinator • Travels to other groups, reads their postings and summarizes points made in other groups not made in home group. Facilitator • Comments on the groups process (e.g. “Perhaps we should all remember to put a subject line in our messages.”) • Encourages others to participate, • Starts a thread or an idea on the topic, if the discussion lags. Summarizer / Discussion Weaver • Summarizes the discussion for the group at specific intervals in 1 or 2 short paragraphs. Usually summarizes twice per week or if the discussion lags • Reminds others about what has already been discussed. • Asks the group what issues have been concluded and what ones are still to be discussed. • Relates ideas in posted messages to one another. Researcher • Assumes responsibility for looking at what is available on the net, journals etc. and brings ideas back to the group. Responder • Replies to others and builds on the ideas of others. This is a role that everyone in the group must perform for every discussion.
POST -1 ( Mari Del Monaco )
After reading the research on paying students for good grades, it is generally proven that giving students monetary incentives for learning increases student motivation. Personally, I feel monetarily incentivizing students for learning can positively impact students immediately and potentially improve their future outcomes. The following two reasons explain why I hold this belief:
Short-term monetary incentivization of learning can extrinsically motivate students to set performance goals and potentially increase their grades.
Long-term monetary incentivization of learning can fund student’s higher education, therefore allowing them to develop intrinsic learning motivation and mastery goals over time.
Before explaining my reasoning, the terms motivation, and intrinsic versus extrinsic motivation should be defined. Our text defines motivation as “an internal state that arouses, directs, and maintains behaviour” (Wollfolk et al., 2024, p. 1642). Building on this term, extrinsic motivation is “motivation created by external factors” like rewards or punishments, while conversely, intrinsic motivation is defined as “motivation associated with activities that are rewarded for their own sake” (Wollfolk et al., 2024, p. 1635, 1640). Our text referred to intrinsic and extrinsic motivation as a continuum; our motivation can be fully derived from external environments (extrinsic motivation), completely self-determined (intrinsic motivation), or lie somewhere in-between (Wollfolk et al., 2024).
Paying students to learn is a great example of extrinsic motivation. If students were given monetary incentives for good grades, they would set performance goals, meet those goals, and therefore, perform better at school. Performance goals are goals focused on measuring one’s own performance in comparison to other peers (Lasenby-Lessard, 2024). In mathematician Mohamad Jebara’s TedTalk, he stated students completed their weekly math goals 70% more when they were monetarily incentivized compared to students learning without cash incentives (Tedx Talks, 2018). A study by economics professors Schildberg-Hörisch and Wagner found monetary incentives increased educational attainment and enrolment levels by 38%. Schildberg-Hörisch and Wagner also found that when monetary incentives are given for education, students are extrinsically motivated to set and meet performance goals. If “top students” receive cash rewards for academic performance, everyone wants to become a “top student”. It was found in the German study, though, that already high-performing students were more likely to set performance goals (Schildberg-Hörisch & Wagner, 2020).
There is overwhelming evidence that monetarily incentivizing student learning motivates students to set higher goals for themselves. But does this motivation translate into improved grades for these students? Unfortunately, behavioural economist and journalist Tony Jiang found extrinsic motivation to learn does not translate into better grades for all students (Jiang, 2021). Financial incentive to learn does not improve the grades of the best and worst students in a class. Nonetheless, average students were far more likely to see grade improvement (Jiang, 2021).
It is proven that monetary incentive for learning extrinsically motivates learning. However, one may ask, can this extrinsic motivation develop into intrinsic motivation, or motivation to learn for its own sake? As previously stated, extrinsic and intrinsic motivation exist on a scale or continuum; learning that once was extrinsically motivated may develop into learning motivated partially or completely intrinsically. Mohamad Jebara suggests that while monetary incentive is the initial motivator for students, learning and understanding concepts themselves eventually becomes the incentive for students at higher levels (Tedx Talks, 2018). Students previously setting performance goals then grow to set mastery goals, “goals focused on improving and learning for its own sake” (Lasenby-Lessard, 2024). Tony Jiang also suggests mastery goals can be set when students are given financial incentives to learn at the post-secondary level. When finances are ample, the basal need for paying tuition is met. With the alleviation of financial burden, students can refocus their mental energy toward their degree completion instead of worrying about how to cover tuition (Jiang, 2021). With basal needs met, students have the energy to set mastery goals and develop intrinsic learning motivation. This reasoning is very akin to Maslow’s theory of the hierarchy of needs discussed in previous units.
In sum, I believe paying students for good grades is an overall positive idea to implement. The monetary incentivization of learning may extrinsically motivate learning at first. However, extrinsic motivation can potentially deepen into intrinsic motivation, and students may develop deep interest in their studies with a desire to master their subjects.
References
Lasenby-Lessard, J. (2024). ‘Unit 10: Motivation and Learning’ [Course Content] University of Guelph. https://courselink.uoguelph.ca/d2l/le/content/894178/viewContent/3829182/View
Jiang, T. (2021, February 24). Should we pay students to go to school? The Decision Lab. https://thedecisionlab.com/insights/education/should-we-pay-students-to-go-to-school
Schildberg-Hörisch, H., & Wagner, V. (2020). Monetary and non-monetary incentives for educational attainment: design and effectiveness. The Economics of Education, 249-268. https://doi.org/10.1016/B978-0-12-815391-8.00019-7
Tedx Talks. (2018, March 2). This company pays kids to do their math homework | Mohamad Jebara [Video]. YouTube. https://www.youtube.com/watch?v=wmE8dQcZgB4
Wollfolk, A., Usher, E. L., Perry, N., & Winne, P. H. (2024). Educational Psychology, Canadian Edition, 8th Edition. Pearson Canada, 8(1), 1635-1642. 9780137665310, 0137665318
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Label post -1 as (Mari Del Monaco)
Post -1 summary reply WRITE in 8-12 lines also add personal opinion it should be personal opinion about other post and also add creative attractive question. Do not use AI AND CHATGPT AS MAM HAS SOFTWARE TO DETECT EACH AND EVERY LINE . She has software to detect each and every single word.
Grading criteria is
Criteria A+ Discussion Post
Reply
Post
(4-5 points)
All response posts engaged classmates in further dialogue on the topic.
Length guidelines met; writing clear and compelling; poses an engaging and relevant question and/or builds on the ideas from a classmate’s original post OR raises a real-life experience or observation relevant to illustrating or further developing an idea or point in a classmate’s original post.
please start reading instructions mam.
And guidelines and you have to answer to this i am proving the grading rubrics everything write in own words. Donot use AI AND CHATGPT AS MAM HAS THE SOFTAWARE TO DETECT.EACH AND EVERY LINE and each and every word.
I Have also attached the grading rubric photo which is in form of image grading rubric is very much important you have to follow each and every instruction very carefully.
only these sources which i have provided you have been provided in post for post1 and reference for post which are provided only those no outsource has to be used.

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