Educ 5420 discussion unit 4 doc6
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Intrinsic and extrinsic motivations were one of the motivations that I found interesting, especially that both are essential in a classroom environment for learners to achieve a goal.
It is important to note that motivation plays an important role in a teacher’s pedagogy.It offers students to search and learn new skills and knowledge.A teacher’s role is to apply a variety of ways to motivate learners both intrinsically and extrinsically, given the fact that most learners are extrinsically motivated more than intrinsically motivated.
Ryan & Deci, (2000) reveal that people have not only different amounts, but also different kinds of motivation. That is, they vary not only in level of motivation (i.e., how much motivation), but also in the orientation of that motivation (i.e., what type of motivation). Orientation of motivation concerns the underlying attitudes and goals that give rise to action
—that is, it concerns the why of actions. As an example, a student can be highly motivated to do homework out of curiosity and interest or, alternatively, because he or she wants to procure the approval of a teacher or parent. A student could be motivated to learn a new set
of skills because he or she understands their potential utility or value or because learning the skills will yield a good grade and the privileges a good grade affords. In these examples the amount of motivation does not necessarily vary, but the nature and focus of the motivation being evidenced certainly does.
For example, in my grade six english class,whenever I give students a writing assignment that has specific descriptors that they should use to guide in their writing.Many times when they embark on their writing journey, I go ahead of them with my writing and then I read a fraction of my writing and ask them to listen or identify the descriptors.Whenever I am done reading, many of them ask me for more time to modify their writing.The demo I give them motivates them to adjust theirs and pay attention to what they need to factor in their writing.And because I always have a reader’s theater where they read their writing, they are
always motivated to ensure that their writing is compelling for their own peers to comment on.
Therefore, a teacher’s demonstration could be an intrinsic motivating factor for students to get their learning or writing acumen apt.
Additionally,Ryan & Deci, (2000) again assert that understanding these different types of extrinsic motivation, and what fosters each of them, is an important issue for educators who cannot always rely on intrinsic motivation to foster learning. They opine that because many of the tasks that educators want their students to perform are not inherently interesting or enjoyable, knowing how to promote more active and volitional (versus passive and controlling) forms of extrinsic motivation becomes an essential strategy for successful teaching.
Valerio, K. (2012) also reveals that the creation of a supportive learning environment can assist in the development of successful learners in the classroom, where students want to learn for the enjoyment of learning, a hub of intrinsic motivation.
(Hinde-McLeod & Reynolds, 2007) as cited in Valerio opines that a supportive environment equally involves teachers having high expectations for students’ individual learning abilities. This entails ensuring learning outcomes fit within a learner’s Zone of Proximal Development
(ZPD) (Vygotsky, 1978), meaning that teachers need to provide tasks that are challenging yet, through the mediation of quality support, are achievable.
Another example is when I assign a task for the different groups to embark on, and thereafter ask each group to share or explain their findings and that they would be evaluated by their fellow peers.At this point , group effort exhibits hardwork and competition as they all are aiming for good reviews.Additionally,after sharing their writings,when assigned an individual task that mirrors the group one, they end succeeding because at this
point of doing individual tasks, they would have arrived their ZPD, hence intrinsic motivation.
Also, Handley, (2010) reveals that Intrinsic motivation can be increased through engaging learning experiences. Teachers need to deliver content in a way that grabs the attention of their students − for example, teachers can utilize members of the school community, have lessons outside of the classroom or have students dress up as certain characters. Engaging
students can assist in the struggle against loss of motivation, dislike of subjects and disruption of classroom management.
For example, I am teaching the drama version of by Charles Dickens and when I introduced
the play with dire pictures that paint a miserable picture of London in the Victorian era,pictures that exhibited the child labor and suffering of the poor as revealed in London, I pointed to the learners that some of those themes will be encountered in the drama.I additionally assigned roles for the first two scenes including assigning some kids to be in charge of props.I saw intrinsic motivation as some of the kids had already read the text on their own while some of them stormed the costume room to identify the props for the two scenes.The excitement for them to study the text and dress like the characters in the play is
an example of both intrinsic and extrinsic motivation for the, to enjoy learning the drama.
References:
Handley, R. (2010). ‘Teaching that engages students in learning’. Special Education Perspectives, 19 (1), 3–5
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education, 25, 54-
67.
https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
Valerio, K. (2012) Intrinsic Motivation in the Classroom.Journal of Student Engagement:Education Matters.
https://ro.uow.edu.au/cgi/viewcontent.cgi?article=1012&context=jseem
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