Motivation in education .ppt

In education, motivation helps children and young people to focus their attention on a key goal or outcome.

1. MOTIVATION IN EDUCATION
Shannon Frantz
EDU-502

2. INTRINSIC MOTIVATION
•Ryan and Deci define intrinsic motivation as “the prototypic manifestation of
human tendency toward learning and creativity” (2000).
•Intrinsic motivation, therefore uses the idea of self-regulation, which is
defined as “how people take in social values and extrinsic contingencies
and progressively transform them into personal values and self-motivations”
(2000).
•Research reveals that people who are intrinsically motivated have better
performance, persistence, and creativity because they are more interested,
exited, and have better self-esteem.
•To ensure intrinsic motivation, an individual needs “maintenance and
enhancement….[and] supportive conditions” (2000).
•Children are born with innate intrinsic motivation, but environmental factors
impact that quality over time.

3. EXTRINSIC MOTIVATION
•Extrinsic motivation occurs when an individual performs an activity in order
to obtain some separate outcome.
•It does not meet the three basic psychological needs.
•Fluctuations in these needs result in a variety of outcomes such as “mood,
vitality, physical symptoms, and self-esteem” (Ryan & Deci, 2000).

4. EXTRINSIC MOTIVATION
•Extrinsic motivation
occurs when an
individual performs an
activity in order to
obtain some separate
outcome.
•It does not meet the
three basic
psychological needs.
•Organismic Integration
Theory (OIT) looks at the
different forms of
extrinsic motivation:
(2007)

5. EXTRINSIC MOTIVATION
•Ryan and Deci’s research revealed that the more students were externally
regulated, the less they showed interest, value, and effort towards
achievement.
•Students who are extrinsically motivated also have difficult accepting
responsibility when there are negative outcomes, tending to blame others.
•Even when students utilized introjected regulation, there was an increase in
anxiety and the ability to cope with failure to achieve.
•Whereas, more autonomous extrinsic motivation yielded “more interest and
enjoyment of school and with more positive coping styles, as well as with
expending more effort…lower dropout, higher quality learning, and better
teaching ratings” (2000).
•Extrinsic motivators can eventually be internalized and become intrinsic when
the individual can fully connect it to their regulation.

6. COGNITIVE EVALUATION THEORY
•Cognitive Evaluation Theory (CET) tries to determine the social and
environmental factors that assist versus hinder intrinsic motivation.
•Facilitators –
•Social-contextual events (positive feedback, rewards)
•Optimal Challenges
•Feeling Respected
•Behavior is self-determined
•Choice
•Undermining –
•Tangible rewards contingent on task performance
•Threats/Directives
•Imposed goals

7. COGNITIVE EVALUATION THEORY
•Cognitive Evaluation Theory has determined that “autonomy-supportive
parents, relative to controlling parents, have children who are more
intrinsically motivated” (Ryan & Deci, 2000).
•It was also observed that there is lower intrinsic motivation in students who
viewed their teachers as cold and indifferent because they were missing
security and relatedness.
•It should be noted that CET only applies when people are partaking in
activities that intrinsically interest them, have novelty, are challenging, or
have aesthetic value.

8. SELF-REGULATION
•Internalization looks at “people’s ‘taking in’ a value or regulation” (Ryan &
Deci, 2000).
•Culture also impacts internalization, as different things are valued as
important in different societies.
•Integration is the “transformation of that regulation into their own so that…it
will emanate from their sense of self” (2000).

9. SOCIETY’S INTERPRETATION
•In society, too much autonomy has been portrayed negatively, working
against both the community or relatedness to others.
•Although independence and individuality do involve less relatedness,
autonomy is more the feeling of choice that can accompany any act.
•Parents and educators need to be concerned with “cognitive and
personality development because it speaks to the conditions that promote
the assimilation of both information and behavioral regulations” (Ryan &
Deci, 2000).

10. HOW CAN EDUCATORS
INCREASE MOTIVATION?
•Motivation can be increased through classroom activities that:
•Create curiosity
•Challenge
•Allow choices
•Provide a chance to be recognized
•Create opportunities for competition
•Allow cooperative learning

11. HOW CAN TECHNOLOGY
HELP TEACHERS?
•Technology motivates students because it helps to meet the factors listed on
the previous slide.
•Computerized activities are so diverse and new that curiosity remains strong
when using technology.
•Students can pick their levels for games to be appropriately
challenged and reinforce competence.
•Since pupils are in control of computerized activities, they can move at their
own pace, giving them autonomy in their learning.

12. HOW CAN TECHNOLOGY
HELP TEACHERS?
•Instruction can be differentiated or adjusted according to performance, helping
students gain competence.
•Students can select multiple levels of goals, thus promoting autonomy.
•Feedback can be immediate, which makes goals both personal
and meaningful, reinforcing autonomy.

13. HOW CAN TECHNOLOGY
HELP TEACHERS?
•Since students are able to share their computer work easily, it leads to them
being able to be recognized for their achievements.
•Pupils are able to challenge one another, adding competition and drive to
student performance. However, rather than foster direct competition (winning
over doing one’s best), teachers should focus on performance goals and
mastery. Teachers also need to be aware that some students may exhibit
avoidance if they pre-conceive that they are going to fail because they want to
avoid unfavorable judgments from their peers and instructors.
•Interactivity of technology allows for cooperative learning and, thus,
relatedness. It has also been shown that cooperative learning yields greater
productivity and better peer relationships.

14. HOW CAN TECHNOLOGY
HELP TEACHERS?
•Technology can both intrinsically and extrinsically motivate students.
•It uses sensory, cognitive curiosity, and haptic modality.
•Sensory curiosity – “the attention attracting value of variations and
changes in the light, sound, or other sensory stimuli of an
environment” (Ciampa, 2013).
•Cognitive curiosity – “when learners discover that their knowledge is
incomplete or inconsistent, and they have the desire to explore and
attain new information and competence with the technology” (2013).
•Haptic modality – “utilizing the sense of touch” (2013).

15. POETRY UNIT –
TECHNOLOGY + MOTIVATION
•For the following lesson, I adapted materials that I
currently using in my lower level freshmen poetry unit.
•My thought process is that although teachers cannot
directly control intrinsic motivation, it can be greatly
influenced by content that meets the objectives listed
below. Some of these factors may engage, in the very
least, extrinsic motivation to meet the state standard
requirements.
•My goal was to incorporate as many of the key
motivational goals as possible: create curiosity,
challenge, allow choices, provide a chance to be
recognized, create opportunities for competition, and
allow cooperative learning.

16. POETRY UNIT –
INTRODUCING POETRY
•To introduce the unit, I try to generate student interest in
poetry, a topic that pupils may have had negative
experiences with or have little interest in. (CURIOUSITY)
•I have them go to the Teen Ink website (Click the logo to
the left to check it out) and explore poetry written by
teenagers, looking for a piece that they enjoy.
(CHOICE)
•Once they find it, they should copy and paste it into a
word document. Then, underneath it, they should
explain in their own words what the poem is about and
why they enjoyed it. If they are aware of any poetic
techniques, they may also include this information. The
goal is to get at least a 5 sentence response.
(CHALLENGE)

17. POETRY UNIT –
INTRODUCING POETRY
•I put a screen capture of the forum assignment here, as you might not have
access to our district Moodle webpage.

18. POETRY UNIT –
INSTRUCTIONAL POWERPOINT &
POETRY UNIT STUDY GUIDE
•In order to help students better understand poetry terminology and examples,
I walk them through a portion of the Poetry Unit PowerPoint before we read
each poem.
•The PowerPoint is available on my teacher website, so absentee
students/special education students can review the materials. (ALLOW
CHOICES/CHALLENGE)
•Students will copy down information from the slides into their
Poetry Unit Study Guide.

19. POETRY UNIT – MODELING
•After I have hooked the students with Teen Ink activity, I model a method to
read and understand poetry using two Langston Hughes Poems, “Dream
Deferred” and “Dreams.” It includes the following steps, which are outlined in
their study guides: (CHALLENGE/COOPERATIVE LEARNING)
•Read the poem
•Reread the poem.
•Identify unknown words and phrases and define them
•Use context clues
•Ask a friend
•Ask a teacher
•Look it up!
•Reread poem again!
•Translate each stanza into your own words
•Ask yourself questions to check for understanding.
•Do I understand the poem now?
•What is the poem about?
•What point is the author trying to make?)

20. POETRY UNIT – SCAFFOLDING
•Before we read a poem, I give them the necessary terminology using Poetry
Unit PPT and Poetry Unit SG.
•Gradually, as students get more used to this process, they will begin working
through the poems with a classmate and, then finally themselves.
(CHALLENGE/COOPERATIVE LEARNING)
•As we work through each poem, I’ll first give students the option of having me
read the poem, having volunteers read the poem, or listening to the audio
version on their laptops. Our school district is one-to-one, so every student has
access to a laptop. (ALLOW CHOICES/CHANCE TO BE RECOGNIZED)
•Click on the picture below to access the links to all of the poetry audios.

21. POETRY UNIT – SCAFFOLDING
•Afterwards, students will do a silent re-reading of the poem, jotting down areas
where they have questions. (CHALLENGE) We then discuss those questions.
•Finally, pupils do a last re-read, summarizing each verse of the poem in their
own words. Then we discuss the overall interpretations of the poem.
(CHALLENGE/CHANCE TO BE RECOGNIZED)

22. POETRY UNIT – ASSESSMENT
•I currently give the following paper/pencil Poetry Unit Test. To make the unit
more engaging, I’m learning how to convert this over to a computerized test,
made possible by our new grade book, Sapphire. Click the logo at the bottom
to be directed to our sign-in page.
•As a result of the computerized test, students will be able to receive
immediate feedback and the grades will transfer directly into the teacher’s
grade book (CHALLENGE).
•The Poetry Unit Test is only one component of the unit assessment.