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Shut Up and Do It: The Story of Motivation

Shut Up and Do It: The Story of Motivation. Matthew Court, Angie Mastine and Amanda Shea. http://www.youtube.com/watch?v=MRkiouh5NEI. The Love of Learning: Intrinsic Motivation.

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Shut Up and Do It: The Story of Motivation

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  1. Shut Up and Do It: The Story of Motivation Matthew Court, Angie Mastine and Amanda Shea

  2. http://www.youtube.com/watch?v=MRkiouh5NEI

  3. The Love of Learning: Intrinsic Motivation • Intrinsic motivation occurs when the learning activity and the learning environment elicit motivation in the student. • Deriving from within a person. A person self motivating themselves from within. • Can also occur from an activity.

  4. Key Motivators • “We do not motivate students but rather create, through our teaching, opportunities that can evoke motivation in students.” Brandt 1995/Chance 1992 • Goals and rewards = Meaningful • When learning = importance • When learning = valued accomplishment • When learning = “integrating themselves with the world, with others, and promotes self-awareness” • When learning provides feedback, challenge, variety, and responsibility.Thomas S. Bateman, and J. Michael Crant

  5. The Debate: Is Intrinsic motivation real or wishful thinking? • When Extrinsic and Intrinsic clash = decrease in intrinsic motivation. Thomas S. Bateman, and J. Michael Crant • “But there is no real evidence that intrinsic motivation even exists.” Steven Reiss psychology at Ohio State University • Why? People are different, thus what makes them happy is different….“They are taking many diverse human needs and motivations, putting them into just two categories, and then saying one type of motivation is better than another.”

  6. The Bartering System: Extrinsic Motivation (Chocolate for an Essay) • An extrinsically motivated student can be characterized as a student that is motivated by an external reward or to avoid a punishment. • Extrinsic motivation comes from outside incentives and consequences rather than from internal motivation.

  7. Jump Start? • Tangible rewards reinforce appropriate behaviour. Rewarding good behaviour will make it occur more often. • Low motivated students need a reason to come to school. Rewards are a reason for students • By rewarding students with tangible and positive reinforcement they can learn to listen, to complete work and to behave appropriately.

  8. Slackers? • Tend to gravitate toward an easier work load while giving little effort. • Trying to get the most out of the least. • Work to get a reward or avoid a punishment. • “What’s in it for me?” type of attitude. • Some argue that rewards devalue learning. • Students may be insulted. • Reward’s have not shown to stimulate any change in unsupervised students.

  9. The Bribes: Tangible Rewards • Stickers • Tokens • Prizes • Food • Money • Honours • Parties

  10. Subtle Bribes: Intangible Rewards • Praise • Smile • Nod of the head • Privileges in the classroom • Written comments

  11. What are your opinions on intrinsic and extrinsic motivation?

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