 Cody has trouble initiating a given learning task. › He has developed coping skills when he does not understand a given assignment. › He is unsure of the stages to initiate a task and remain on task through completion.  Cody displays task avoidance behavior. › Pencil sharpening, frequent breaks and verbal outbursts.  Cody has limited intrinsic motivation to complete learning objectives. › He is unable to draw connections between objectives and personal interests.

 Through gathering a greater depth of understanding about Cody’s individual interests, could it result in great gains being made in his overall performance?  As seen through Stipek’s Identification of Motivational Problems Assessment (Stipek, 2002). › Cody pays attention to the teacher when directions are given. › Cody appears to be focused and interested in direct instruction.  Does task completion and intrinsic motivation increase through the use of task checklists and flow charts? › Through self-initiation tools, Cody’s ability to work independent of teacher support and self-value of task is increased.

 Brophy (2010) identifies the need to both design instructional objectives within the student’s zones of proximal development while providing the necessary scaffolding to support the learner (p. 55).  Through identifying strategies that “play to the learner’s sense of knowing,” intrinsic motivation in the learning process is increased and allows the student to build upon their own knowledge as a support for new learning objectives (Brophy, 2010).  As noted by Stipek (2002), the ability of the student to play an active role in the development of the learning process directly correlates to the development of self worth (p.93).

 Plan › Implement tools and strategies to help Cody self- initiate on task behavior. › Increase Cody’s intrinsic motivation in the learning process with successful completion of learning objectives through utilization of process development tools.  Process flowchart and check lists.  Goal › Have Cody self-initiate a given learning assignment within 5 minutes of task directions. › Limit teacher assistance in the task initiation. › Accurately complete assignments in allotted classroom time.

 Rationale › Through the establishment of reward based expectations, the individual learner becomes responsible for their time management throughout the learning process. This establishes the importance of time within the process of task completion and the importance of completing the task as an independent variable to time. Brophy (2010) identifies the importance of the support of motivation in reluctant learners, stating the use of process focused support rather than that of punishment as a means of development in the learning goal (p. 102).

Motivational Dimensions Pre-InterventionPost- Intervention Task Limited to direct instruction and high frequency of student choice. Assignment chunking allowing for utilization of task checklists and flowcharts to develop self- initiation. Authority Student choice on assignments and learning objective development. Focus on independence through process tools to develop academic abilities and confidence in learning process. Recognition Focus placed on intrinsic motivational strategies. External praise and reward utilized to develop intrinsic motivation in the learning objective and process. Group Small groups developed by student learning needs. Cody is placed with higher performing students to foster positive interaction in the learning objective and process development. Evaluation Formal and informal assessment focused on student groupings formulate grading structure. Progress monitoring permits for frequent feedback and allows Cody to develop as an active participant in his academic progress. Time Flexible time is given for completion of learning objectives. Cody is given additional time to complete all assignments.

 Since the institution of the checklist and flow chart, Cody has significantly reduced his time off task because he now knows what to do next. Each stage of the flowchart has expectations of time allowed, thus eliminating wasted time and establishing time process goals. He no longer wastes time figuring out the next step or what to do if he is unsure of the expectations.  Cody still displays some work avoidance behavior such as pencil sharpening and frequent bathroom breaks but it is mostly during reading time. › This behavior has greatly decreased during group activities and math.  With Cody’s increased success through the use of process tools he is beginning to develop self worth in the learning process, leading to the development of intrinsic motivation.

 Continued progress monitoring with frequent process discussion.  Allowing Cody more choice in grouping and daily activities as development progresses. › This will foster autonomy and develop confidence in the learning process.  Collect data on Cody’s personal interests. › This will allow for the relation of learning objectives to personal interests and foster intrinsic motivation.