Extrinsic and Intrinsic Motivation

1. Extrinsic and Intrinsic Motivation SWBAT: • Use extrinsic motivators more effectively • Cultivate intrinsic motivation in students

2. Extrinsic Motivation Definition: motivation coming from outside of an individual. Examples: money, rewards, praise, grades, etc. Uses: great for encouraging basic skill development, reinforcing good habits, and encouraging self-efficacy. Limitations: doesn’t create learning on an intrinsic level, can hurt self-efficacy if misused, kids can grow dependent when not coupled with a higher concept such as flow.

3. Intrinsic Motivation Definition: motivation coming from within an individual. Examples: anything that is done for the love of the act itself. Uses: develops deepest level of thinking and learning, self-directed learning. Limitations: difficult to teach the concept without a conscious plan, rewards are not immediate, requires solid skill base and the creation of meaningful lessons that appeal to kids with diverse interests. Daniel Pink

4. Flow Purpose Mastery Autonomy Intrinsic High level Skill and Concept Development Teacher Drives Learning Extrinsic Low level Self-Efficacy Supportive Environment Growth Mindset Cultural Appreciation Society Teachers Parents Peers

5. Self-Efficacy • Growth Mindset • Embrace challenges • Persist in the face of setbacks • See effort as the path to mastery • Learn from criticism • Inspired by success of others • Fixed Mindset • Avoid challenges • Give up easily • Effort is useless • Ignore feedback • Threatened by success of others Appreciation of Culture and Diversity Lessons • Create a classroom and school environment where culture and diversity is visible and respected. Allow students to share their own cultures. *High expectations http://michaelgr.com/2007/04/15/fixed-mindset-vs-growth-mindset-which-one-are-you/

6. Skill and Concept Development This is where the bulk of research and professional development seems to be focused: • Learning targets • Classroom management • Best Practices Goal: • Help kids develop habits and a solid skill/concept base that will allow them to reach levels of autonomy and mastery, eventually experiencing flow (intrinsic motivation). 13 Habits of Experts Kathleen Cushman

7. 13 Habits of Experts www.firesinthemind.org

8. What is Flow? • Theory developed by MihalyCsikszentmihalyi in 1980’s • MEE-hy CHEEK-sent-mə-HY-ee • Characteristics of a flow experience: • Loss of self-consciousness • Time disappears • Limitless energy • Skills and conceptual understanding developed to autonomy • Challenges appropriate to skill level • Success is met with new challenges and goals causing growth • The individual drives the experience • Optimal Flow: • Activity can inspire others • Activity gives a sense of greater purpose

10. How Do We Teach Flow? • Explain the concept of flow to students: • Share personal experiences • Get them to think about flow in their own lives • Learn about student interests, their flow experiences (flow database) • Give kids visual examples of people doing what they love (inspire them): • Videos/Guest speakers/Field trips • Connect flow to curriculum: • After developing skills, give them opportunities to use those skills in a • purposeful way (projects with autonomy, mastery, purpose) • Teach habits the lead to mastery: • 13 Habits of Experts • Flow journal (growth versus closed mindsets) • Metacognition and reflection

11. Socratic Seminar

12. 1. I have experienced flow in my life. 2. It is possible to incorporate flow in my classroom. 3. I have had success creating intrinsic motivation in my classroom. 4. I have had success with extrinsic rewards. 5. Developing intrinsically motivated students should be the top priority of every school.

13. Flow Purpose Mastery Autonomy Intrinsic High level Skill and Concept Development Teacher Drives Learning Extrinsic Low level Self-Efficacy Supportive Environment Growth Mindset Cultural Appreciation Society Teachers Parents Peers

14. In order to develop more skills and experience more flow, your are forced to grow as a person. Flow *Imagine this shape 3-dimensionally & Skills Concepts Self Be a Star!!! This area represents the fact that skills and concepts overlap.

15. Unlit Match

16. Ray

17. Star

18. Become a Star Find Flow Develop Your Skills and Understanding Believe in yourself, and help others do the same

19. My Educational Philosophy: Create Stars Create self-efficacy through the development of a supportive environment. Have high expectations for all students. Teach and model a growth mindset, develop appreciation of culture and diversity within students and self. Develop students’ skills and understanding of concepts as effectively and efficiently as possible through best practices. Develop and use extrinsic rewards appropriate to the context. Teach habits that lead to mastery. Teach the concept of flow. Explain and instill the value of being intrinsically motivated. Create opportunities for students to start experiencing and reflecting on flow in school so that they can continue the process throughout their lives.

20. Extrinsic and Intrinsic Motivation • When and how should extrinsic motivators be used? • How can we cultivate intrinsic motivation in students?