When considering Kermit’s case and his desire to learn the keyboard, he demonstrates various characteristics for motivation as identified by the ARCS model. One is curiosity; he is curious to learn how to play this unique instrument and therefore tries varied strategies to satisfy this curiosity. He also views learning the keyboard as a means to an end. He needs to acquire these skills; this represents the end in his situation and therefore playing the instrument frequently or joining a keyboard club represent his means. He also wants to enhance self-efficacy and gain an overall sense of satisfaction in learning how to play the keyboard (Driscoll, 2005) .
The set of objectives to help achieve motivation for Kermit are;
To enhance and satisfy his curiosity about the keyboard
To help him achieve the personal goal of learning how to play the keyboard
To help Kermit develop self-efficiency in his keyboard skills and satisfaction in his level of expertise
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Strategies that would help achieve these objectives include enhancing his curiosity through the introduction of new and innovative ways through which he can play the keyboard. Looking for opportunities where he can match his personal motives and experience; especially opportunities for him to play the keyboard to others. Allowing him a significant degree of control over his learning process to ensure that he gradually develops self-confidence and feels self-efficient.
A plan that would help promote efficacy is students such as Kermit would involve the recognition of the type of audience. This is the initial step and it would help determine whether the students are interested in what would be taught to them. The next step would be the identification and definition of the motivation goals as presented by the students to ensure that learning strategies are tailored to take advantage of these motivation ( Davidson, Feldman & Margalit, 2012) . These strategies would be presented through a motivational model that merges well with what the students want to gain. The final step would be the implementation of the motivational model to achieve student goals while ensuring to try out and revise concepts where necessary.
References
Davidson, O. B., Feldman, D. B., & Margalit, M. (2012). A focused intervention for 1st-year college students: Promoting hope, sense of coherence, and self-efficacy. The Journal of psychology , 146 (3), 333-352.
Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Pearson Education, Inc.
