will be in progress simultaneously within a classroom; (2) withitness, which implies that the classroom teacher demonstrates to the students that he or she is continuously aware of what is occurring in all parts of the classroom; (3) signal continuity and momentum, which requires well prepared and briskly prepared lessons that focus student attention; and (4) challenge and variety in assignments, which requires learning objectives that are sufficiently difficult to require student effort to accomplish, but which are sufficiently easy to assure student accomplishment, and which requires sufficient variation in assignments to sustain student interest.
By contrast with Brophy (1987, pp. 328 336), Slavin (1987, pp. 316 325) contends that the best approach to student motivation is through the process of cooperative learning. Where Brophy (1987, pp. 328 336) contends that student motivation is best attained through the development of student guidance of the instructional program, Slavin (1987, pp. 316 325) holds that the path to student motivation is a
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