1. Biggs & Tang speak of the different types of motivation that we experience from our learners and the importance of the right type to drive deep learning and academic excellence.

2. There are those who are Extrinsically Motivated by what the outcome of their work and effort will produce, they are doing the activity for its instrumental value (Ryan & Deci 2000).
This could be positive in the form of a reward, or in some cases negative in the form of a sanction.

3. Some students may be Socially Motivated and thus work to please those people who are important to them or whose opinions matter.
Again with these students we find the focus and achievement on the non task related outcomes.

4.  Achievement Motivated, driven by their ego, with the focus only on what needs to be done in order to achieve the highest grade.
Whilst the outcome for these small groups of students is usually high academic attainment, this highly competitive environment has been shown to kill collaborative learning. In addition this ‘top mark, first past the finish post’ attitude has a negative impact on all but the very able students and can be detrimental to the enthusiasm of those less able.

5. With a desire to learn for enjoyment and
Intrinsically Motivated Students develop a deep desire to learn through genuine interest.
With a desire to learn for enjoyment and
self-fulfilment they will embrace their learning and achieve excellence. 
The joy of completing the task

6. Pre-structural
Uni-structural
Multi-structural
Relational
Extended Abstract

7. Challenging but achievable and realistic expectations;
SOLO has without doubt changed the way I plan, structure and question my students. Through the work of Pam Hook and her SOLO taxonomy books I have looked critically at my teaching and how I move my students from shallow to deep understanding through challenging outcomes.

8. The opportunity for active participation in the lessons
The opportunity for active participation in the lessons; one of the biggest impacts here has been Flipped Learning (thanks to Jon for all of his advice and support with this and for inviting me to see how he uses this in his teaching)

9. The flipped classroom model involves the use of technology and online media to improve learning in the classroom. In short the teacher spends more time interacting with students in the classroom rather than presenting to them.
Rather than assigning homework to consolidate learning, the teacher sets preparatory tasks where the learner attempts to understand and absorb the lesson material before entering the classroom. The teacher is then able to migrate through the class, clarifying misconceptions and offering details to further accelerate learning.
"This is the truth of the flipped classroom: students become stakeholders and active participants rather than passive buckets waiting to be filled." 

10. Opportunities for students to enjoy early success;
Opportunities for them to enjoy early success; I realised early opportunities for this are important if progress in a particular unit or topic is to be achieved and intrinsic motivation established. Thus to set a short initial task which allows for early success in a unit will positively impact on the motivation through the remainder of the unit.

11. Opportunity for FAIL and chances to perfect/redraft (SAIL); DIRT time
Opportunity for FAIL and chances to perfect/redraft (SAIL);  Following feedback students do the work again and again, redrafting until the work is as good as they can possibly make it. Linking back to my first two points of both challenge and the opportunity to experience early success, I aim to allow opportunity for early success that ensures motivation is maintained yet also to challenge enough to allow students to experience failure.

12. Daniel Pink
R - Feeling that others value you your input or your experience is a very motivational thing.
A - Giving students a level of autonomy will help them to feel that they have at least some control of what they are doing. It shows them that they are trusted .
M - it is important to consider that if we do not continue to challenge students, encourage them to improve or even change their skills then they will begin to feel less motivated.
P – contributing to and being part of something greater than ourselves
RAMP = challenges for the future

13. Thanks again to the following;-
John Biggs and Catherine Tang Teaching for Quality Learning at University.
Ron Berger.  An Ethic of Excellence
Pam Hook 
Dan Brinton, Belmont
Jon Tait  
Hywel Roberts 
Ross McGill  Teacher toolkit 
Tait Coles  ywired77
Daniel Pink