Practical Application of SDT EDUC 641: Learning Theories Presentation Spring 2017 Overview of Self-Determination Theory (“SDT”) By Jeff Sant Why SDT? Evolution of SDT Practical Application of SDT Overview of SDT May 3, 2017 www.jeffreysant.com

Learning Objectives (“LO”) Learners will be able to: Understand the evolution of learning theories that led to SDT Identify the three innate needs required for self-motivation Identify and understand impact of the different types of motivations Understand a process towards applying SDT in the classroom May 3, 2017 Slide 1 www.jeffreysant.com

Let’s Start with a Story…. Why SDT? I will give you $10 only if you share some of it with another person Uh…okay…that’s a no-brainer Evolution of SDT Should be simple….anything I give to someone is more than what they have now. Overview of SDT Practical Applications May 3, 2017 Slide 2 www.jeffreysant.com

Let’s Start with a Story…. Why SDT? 5 Scenarios of Sharing the Money Scenario #1: $5 for me and $5 for you $5 Evolution of SDT Scenario #2 $6 for me and $4 for you $4 Overview of SDT $5 $10 $6 Practical Applications $7 Scenario #3 $7 for me and $3 for you $3 $8 $9 $2 Scenario #4 $8 for me and $2 for you What do you think they said? $1 Scenario #5 $9 for me and $1 for you May 3, 2017 Slide 3 www.jeffreysant.com

Let’s Start with a Story…. Why SDT? Scenario #1: $5 for me and $5 for you 3 Said YES and 2 Said NO $5 Evolution of SDT Scenario #2 $6 for me and $4 for you $4 Overview of SDT $5 $10 $6 Practical Applications $7 Scenario #3 $7 for me and $3 for you $3 $8 $9 $2 Scenario #4 $8 for me and $2 for you Why did the 2 say NO? $1 Scenario #5 $9 for me and $1 for you May 3, 2017 Slide 4 www.jeffreysant.com

Practical Applications So Why Did I Choose SDT? Why SDT? My Personal Views: Motivated People Outperform Smart People What Drives Motivation? The Most Effective Employer / Teacher is the One that Can Motivate Evolution of SDT Overview of SDT Practical Applications May 3, 2017 Slide 5 www.jeffreysant.com

Theories Leading to SDT Why SDT? Behaviorism Observable Behaviors, not thoughts in someone’s head; all about reward contingencies Evolution of SDT Look “inside the head” for causes of behavior; people are “information processing machines” Cognitivism Overview of SDT Cognitive Development People have stages of development influenced by culture and environment Practical Applications Social Learning People are influenced by others, and their own self-efficacy LO Satisfied: #1 – Understanding Evolution of Theories Humanism / Motivational Theories People are NOT machines, but are dynamic organisms who explore May 3, 2017 Slide 6 www.jeffreysant.com

Theories Leading to SDT Why SDT? Humanism / Motivational Theories Humanistic Psychology Harry Harlow Hierarchy of Needs Evolution of SDT Abraham Maslow MIT Management Study Overview of SDT Douglas McGregor Practical Applications SDT Edward Deci and Richard Ryan Complementary Motivational Theories LO Satisfied: #1 – Understanding Evolution of Theories Flow Self-Theories Componential Theory of Creativity Mikhal Csikszentmihalyi Univ of Chicago Carol Dweck Stanford Theresa Amabile Harvard May 3, 2017 Slide 7 www.jeffreysant.com

Practical Applications The Theorists How did they meet? Deci = Soma puzzle (1969) at Carnegie Mellon Deci book in 1975 called “Intrinsic Motivation” University of Rochester: Ryan moved there in 1977, read Deci’s book Complimentary Strengths Ryan = philosophy and psychoanalytic psychology Deci = math and experimental psychology www.selfdeterminationtheory.org Why SDT? Evolution of SDT Overview of SDT Practical Applications Edward Deci and Richard Ryan Soma Puzzle May 3, 2017 Slide 8 www.jeffreysant.com

Three Innate Needs of SDT Self-Determination Theory Why SDT? People innately need: Evolution of SDT Autonomy Competence Relatedness Overview of SDT Leads to: Leads to: Practical Applications Motivation and Engagement LO Satisfied: #2 – Identification of the Three Innate Needs Manifests in: Enhanced Performance Persistence Creativity Heightened Self-Esteem May 3, 2017 Slide 9 www.jeffreysant.com

Motivation Types Motivation Extrinsic Intrinsic Passive Compliance Why SDT? Has 2 Types Extrinsic Intrinsic Evolution of SDT Overview of SDT People will Respond by: Is a type of: Practical Applications Passive Compliance Active Personal Commitment Through “Integration,” Can Lead to: LO Satisfied: #3 – Understanding Motivation Types Is a type of: Amotivation (Unwilling) Controlled Motivation Autonomous Motivation May 3, 2017 Slide 10 www.jeffreysant.com

Process of Motivation Why SDT? Three Key Definitions Relating to Process of Motivation Regulation Evolution of SDT = A value, societal norm, view, demand from the Outside Internalization = Taking Something from the Outside “in” Overview of SDT Integration = Making the Outside Thing part of your “Self” Practical Applications Influences LO Satisfied: #2 – Identification of the Three Innate Needs Varies based on different types of Extrinsic Motivators Amotivation Does Not Influence Intrinsic Motivation Extrinsic Motivation May 3, 2017 Slide 11 www.jeffreysant.com

Continuum Towards Autonomous Motivation Why SDT? Types of Extrinsic Motivators Evolution of SDT Differ based on their Regulatory Styles Overview of SDT External Regulation Introjected Regulation Identified Regulation Integrated Regulation Practical Applications Compliance Rewards Punishment Mom’s Guilt Trip Anxiety Avoidance Ego Enhancements Personal Consciously Valued Important Synthesis with Self Congruence Awareness LO Satisfied: #2 – Identification of the Three Innate Needs Begins to look like: Goal: How to move people from left to right? Intrinsic Motivation May 3, 2017 Slide 12 www.jeffreysant.com

Practical Applications Five Steps To Promote Autonomy in the Classroom Why SDT? Setting Autonomy-Supported Limits Setting Goals and Evaluating Performance Evolution of SDT Decide “WHAT” to do and “HOW” to do it Administering Rewards and Recognition Recognizing the Obstacles Overview of SDT From Deci’s book Why We Do What We Do (1996) Practical Applications What = Scope How = Process Examples: UDL, Choosing Topics / Media, Class Set-ups / Social Arrangements Clarity Consistency Consequences Partnership Self-Assessments Formative Assessments Algorithmic vs. Heuristic Jobs Dealing with Boring Tasks Training Budget Non-Examples LO Satisfied: #3 – Understanding Process for Promoting Autonomy in the Classroom May 3, 2017 Slide 13 www.jeffreysant.com

Resources for Promoting Autonomy in the Classroom Why SDT? Recommended books and sites Evolution of SDT Overview of SDT http://www.apa.org/education/k12/learners.aspx Practical Applications May 3, 2017 Slide 14 www.jeffreysant.com

References Used in Paper Amabile, T. (2012). Componential theory of creativity Harvard Business School Boston, MA. CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention. New York: Harper Collins. Deci, E. (2012, August). Promoting Motivation, Health, and Excellence: Ed Deci at TEDxFlourCity. [Video file]. Retrieved from https://youtu.be/VGrcets0E6I Deci, E. L., & Flaste, R. (1996). Why we do what we do: Understanding self-motivation Penguins Books. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development Psychology Press. Evans, M., & Boucher, A. R. (2015). Optimizing the power of choice: Supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2), 87-91. Gredler, M. E. (2005). Learning and instruction: Theory into practice Pearson/Merrill Prentice Hall Upper Saddle River, NJ. Pink, D. H. (2011). Drive: The surprising truth about what motivates us Penguin. Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7(2), 145-154. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4), 207-231. Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158. Vygotsky, L. S. (1978). Mind in society. 1978. The Development of Higher Psychological Processes.MA: Harvard May 3, 2017 Slide 15 www.jeffreysant.com