Today in class we talked all about the subject of motivation and how vital it is to creating a successful learning environment. Motivation takes many forms intrinsically and extrinsically with rewards, tangible or simply motivation to get that "feel good" feeling by learning. Motivation energizes students to learn and be proactive about pursuing goals in the class. This matters especially when the student is in a subject that is not particularly his or her favorite or strongest subject.
There are three types of motivation that stand out to me: situated motivation, extrinsic, and intrinsic. In class, I brought up the story about being in a 9th grade physical science course in high school. On days in which we were in the science lab I was very motivated to get my hands on the equipment and solving the worksheets either individually or in a group. I was motivated in those situations because I really loved lab days but did not enjoy test days.
I am extrinsically motivated to do exceptionally well in school when I am at my job. I enjoy the people that I work with but I am ready to move on. This makes me understand that the only way out is by giving my 100% at school. I am motivated by the fact that I will soon have a degree and a teaching job that will get me out of my current situation. While in school, I remember having class review games such as Jeopardy that provided extrinsic motivators like bonus credit on an upcoming test. Those kinds of motivators encourage me to commit all of my efforts to succeed.
Intrinsic motivation comes from when I am motivated by factors within myself to perform the task at hand. For example, I get enjoyment out of talking to war veterans, especially the World War II guys, because I know they will not be with us much longer. I believe it is morally right to thank these men and listen to their stories out of pure enjoyment and satisfaction. When in school, I also get enjoyment out of simply being there every day. I understand how important education is to my future, therefore, I feel obligated to give my all every day in school.
From our textbook on page 363, I found two theories that make sense and could help me out in the future. Under the cognitive theory, "learners tend to be more intrinsically motivated when they believe they have some control of choice in their activities - in other words, when they have a sense of self-determination" (Ormrod 363). Here are some ways I can use this theory in my future classroom: give the students choice in a type of authentic assessment so they do not feel forced to do a project in one concrete way. I can see how this can boost motivation because they might feel stronger about a subject or idea over another. I want my students to be fully engaged and by giving them choice it should motivate them to do well on the assignment.
I also found the sociocultural theory to be beneficial as well. It talks about how students may gradually internalize the importance of good behaviors set by the parents. My parents, especially my step-dad, disciplined me in such a way that I learned how to be a good student and set an example for others. They externally motivated me in such a way that I now want to be a teacher and help others do the same thing!
I like how you described how you were extrinsically and intrinsically motivated because I kind of thought you had to choose one, but realized you could be a little bit of both. Like, I thought I was extrinsically motivated because I want the good grade and recognition, but now I know I am also a little intrinsically motivated with my schooling because I do not want to be a server for the rest of my life and my education is the way out. I also liked your idea about letting the students choose what they want to do instead of it being a concrete way of doing things. Of course the students are going to want to do the project on something they are interested in verses just givingthem a big project on something that they find boring. I also like your out look on school; I need to get a little more motivated about this stuff, but in my 5th year of college I feel slightly burned out. But, your outlook made me think about how I can change me and become a better student and try to enjoy just being there. So, thank you for that because I needed to hear that (even though that was not directed to me, I can relate, or well, will try to relate lol.) :-)
ReplyDeleteDavid, you mention how important extrinsic motivation is. I agree, but the problem of giving another cupcake today presents a dilemma. Regardless of whether or not extrinsic motivation encourages performance over mastery goals, students could become desensitized to extrinsic rewards. Do you think it would be more effective if extrinsic rewards were surprises?
ReplyDeleteYou also mentioned student autonomy in decision-making during authentic projects. But how much autonomy do we give students? I know we talked today about giving them the right choices (not just whether or not they want to do an assignment), but would you give them full autonomy? Or would you give them soft guidelines to scaffold them to good choices?
Glad to see you wrestling a little here with the different theories. Your idea of interviewing WWII veterans is one way you could make your history more hands on. I still remember a second or third grade history assignment where I was to interview my grandpa about the depression. There are lots of history teachers who get kids excited about history with interview projects. And these days with the commonness of cell phones, most people are able to record their interviews cheaply.
ReplyDeleteAnd choice is the best. We will kind of address Dylan's question about autonomy next week.
Thanks for the comments everyone. Yeah Brian that does sound like a great idea. Here's another one I just thought of: interview/research a local historical figure about (insert subject here). Local history is often times overlooked and that needs to be a part of who we are as Tennesseans. Time for me to go comment on some blogs!
ReplyDeleteI feel like I'm beating a dead horse here, but I found your thoughts on intrinsic vs extrinsic motivation interesting. Its interesting how these two opposite forms of motivation can coexist in one person. Using myself as an example, I love history. According to intrinsic motivation I am motivated to do well in history because I find it compelling. But at the same time am I not extrinsically motivated by what my love of history will get me? Am I not motivated by that degree that will get me where I want to go?
ReplyDeleteI feel like I'm beating a dead horse here, but I found your thoughts on intrinsic vs extrinsic motivation interesting. Its interesting how these two opposite forms of motivation can coexist in one person. Using myself as an example, I love history. According to intrinsic motivation I am motivated to do well in history because I find it compelling. But at the same time am I not extrinsically motivated by what my love of history will get me? Am I not motivated by that degree that will get me where I want to go?
ReplyDelete