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  1. 1. Motivation<br />By: Christina McCanlies<br />Created for: READ 5493.50<br />Summer 2011, TWU University<br />
  2. 2. Motivation is more than engagement. What beliefs motivate you, your students, your teaching?<br />
  3. 3. What is the most common learning type of motivation?<br />Have you….<br />Worked harder for a reward at the end?<br />Promised rewards to you students for working?<br />Like….treasure boxes, computer time, extra recess….<br />Worked harder to avoid punishment?<br />Told your students they might be punished if they don’t work harder?<br />Like…no recess, no free time, calling home, or changing a grade….<br />
  4. 4. Answer:Extrinsic Motivation<br />Rewards, punishment, or pleasing others (Becker, McElvany, & Kortenbruck, 2010).<br />For learners - <br />Caused because students do not find a task personally relatable or have not developed autonomy (Hardré, 2009).<br />For teachers – <br />Common Western pedagogy – “Read and Test” strategy.<br />Easier to do.<br />Levels of expectations.<br />LEAST EFFECTIVE towards life-long learning.<br />
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  6. 6. What is the most challenging form of motivation to achieve?<br />Worked harder to teach yourself how to do something?<br />Have you….<br />Felt satisfaction because you figured something out independently?<br />Showed your students the resource and not the answer?<br />Encouraged self-selection, creativity, and choice?<br />Shared your knowledge with someone else? Let your students share theirs?<br />Felt empowered by your knowledge?<br />
  7. 7. Answer: Intrinsic Motivation<br />Enjoyment, self-selection, personal interests (Becker et al., 2010; LaGuardia, 2009)<br />For learners – <br />Progress and competence is caused because a student has developed a sense of identity as a learner (McCombs, Daniels, & Perry, 2008).<br />For teachers – <br />Relationships must exist between learner and teacher.<br />Teacher must show value in what is taught.<br />Interest, curiosity, social connections, and self-efficacy must be fostered (Cho, Xu, & Rhodes, 2010).<br />
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  9. 9. How to…<br />Motivate your Students<br />Get to know your students. How can you foster interest, curiosity, social connections, and self-efficacy?<br />How can you give your students more time to learn?<br />Find ways to shift your teaching away from extrinsic rewards. How can you make your lessons authentic?<br />
  10. 10. How to…<br />Motivate yourself<br />What is one thing you can change to develop stronger relationships with your peers and students?<br />Seek out new ideas and research from other sources. How do you get your ideas now and is it extrinsic or intrinsically motivated?<br />Analyze your teaching. How can you take what you enjoy and share that with others? <br />
  11. 11. References<br /> Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as <br /> predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773-<br /> 785.<br /> <br />Cho, S., Xu, Y., & Rhodes, J. A. (2010). Examining English language learners’ motivation of, and <br /> engagement in, reading: A qualitative study. Reading Matrix: An International Online Journal, 10(2),<br /> 205-221. <br />  <br />Hardré, P. L. (2009). The motivating opportunities model for performance SUCCESS: Design, <br /> development, and instructional implications. Performance Improvement Quarterly, 22(1), 5-26.<br /> <br />LaGuardia, J. G. (2009). Developing who I am: A self-determination theory approach to the <br /> establishment of healthy identities. Educational Psychologist, 44(2), 90-104.<br /> <br />McCombs, B., Daniels, D., & Perry, K. (2008). Children’s and teacher’s perceptions of learner-centered <br /> practices, and student motivation: Implications for early schooling. The Elementary School Journal, <br /> 109(1), 16-32.<br /> <br />Wang, H. Y., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, <br /> amount of reading, and past reading achievement on text comprehension between U.S. and Chinese <br /> students. Reading Research Quarterly, 39(2), 162-186.<br /> <br />