Motivation

Motivation

1. Intrinsic

   • Inner desire to learn, the task is rewarding
   • Perceptions of Competence
     • Attribution Theory
       • Students have greater perceptions of competence when they attribute their successes to internal attributions like effort and ability instead of luck or the difficulty of the task.
       • Good Praise
         • Praise students' EFFORT not ability. Encourage grit and GROWTH MINDSET. "You put a lot of time and effort into designing that circuit. Good job!" Students will attribute success and failure to EFFORT!
     • Social Cognitive Theory
       • The greatest contributor to students perception of confidence is their previous experience with that subject or assignment
       • ZOPD/Groups
         • What the student can accomplish with the assistance of the teacher
         • Let students work in groups on assignments. As the teacher, I will walk around helping students. If students have a good experience working in groups, they will have a good experience with the topic in the future
     • Teacher Expectancy Theory
       • Students perception of their own competence forms from their teacher’s perception of their competence
       • Initialing
         • For labs I will "initial" students work as they complete sections of the assignment. Students now believe they are competent in what they have accomplished because I believe they are competent.
     • Balance
       • Try to work towards high competence and high autonomy
         • HC, HA- good learning environment LC, HA- Chaos HC, LA- Boredom LC, LA- low intrinsic motivation (it's ok to start here)
   • Perceptions of Autonomy
     • Self-Determination Theory
       • Teachers who give their students more autonomy help their students to be motivated more intrinsically and as a result their students have a higher self-esteem and believe they are more competent
       • Choosing Assignments
         • Let students decide which circuit they want to build. Let students decide which function "do until" or "for" they want to use to accomplish a task.
       • Choosing Classroom Rules
         • Let student set rules or grading criteria *Warning: maybe give parameters
   • Purpose
     • Role Models
       • I will invite Role Models or guest speakers to my class. 
     • "Make it Real
       • I will make assignments about modern technology that students are interested in like cell-phones etc.

2. Extrinsic

   • Rewards
     • Good Grades
     • Candy/Food for participation
     • Praise
   • Punishments
     • Poor Grades
     • Detention
     • Extra homework
   • Jumpstarting
     •   Jumpstarting is using extrinsic motivation to allow the realization of intrinsic motivation.
   • The task is after the reward

3. Shelley Alkema