1. Motivation in education
Shannon Frantz
EDU-502

2. Motivation and psychological needs
There are three psychological needs that humans are born with that impact motivation:
(2014)

3. Self-determination theory
Self-Determination Theory (SDT) is based on the idea that humans have inner resources that help develop personality and behavior regulation.
In terms of motivation, this means that people have innate personal growth and psychological needs that impact self-motivation and their personalities.
Motivation can be hindered by environmental factors, such as social environment.

4. Intrinsic motivation
Ryan and Deci define intrinsic motivation as “the prototypic manifestation of human tendency toward learning and creativity” (2000).
Intrinsic motivation, therefore uses the idea of self-regulation, which is defined as “how people take in social values and extrinsic contingencies and progressively transform them into personal values and self-motivations” (2000).
Research reveals that people who are intrinsically motivated have better performance, persistence, and creativity because they are more interested, exited, and have better self-esteem.
To ensure intrinsic motivation, an individual needs “maintenance and enhancement….[and] supportive conditions” (2000).
Children are born with innate intrinsic motivation, but environmental factors impact that quality over time.

5. Extrinsic motivation
Extrinsic motivation occurs when an individual performs an activity in order to obtain some separate outcome.
It does not meet the three basic psychological needs.
Fluctuations in these needs result in a variety of outcomes such as “mood, vitality, physical symptoms, and self-esteem” (Ryan & Deci, 2000).

6. Extrinsic motivation
Extrinsic motivation occurs when an individual performs an activity in order to obtain some separate outcome.
It does not meet the three basic psychological needs.
Organismic Integration Theory (OIT) looks at the different forms of extrinsic motivation:
(2007)

7. Extrinsic motivation
Ryan and Deci’s research revealed that the more students were externally regulated, the less they showed interest, value, and effort towards achievement.
Students who are extrinsically motivated also have difficult accepting responsibility when there are negative outcomes, tending to blame others.
Even when students utilized introjected regulation, there was an increase in anxiety and the ability to cope with failure to achieve.
Whereas, more autonomous extrinsic motivation yielded “more interest and enjoyment of school and with more positive coping styles, as well as with expending more effort…lower dropout, higher quality learning, and better teaching ratings” (2000).
Extrinsic motivators can eventually be internalized and become intrinsic when the individual can fully connect it to their regulation.

8. Cognitive evaluation theory
Cognitive Evaluation Theory (CET) tries to determine the social and environmental factors that assist versus hinder intrinsic motivation.
Facilitators –
Social-contextual events (positive feedback, rewards)
Optimal Challenges
Feeling Respected
Behavior is self-determined
Choice
Undermining –
Tangible rewards contingent on task performance
Threats/Directives
Imposed goals

9. Cognitive evaluation theory
Cognitive Evaluation Theory has determined that “autonomy-supportive parents, relative to controlling parents, have children who are more intrinsically motivated” (Ryan & Deci, 2000).
It was also observed that there is lower intrinsic motivation in students who viewed their teachers as cold and indifferent because they were missing security and relatedness.
It should be noted that CET only applies when people are partaking in activities that intrinsically interest them, have novelty, are challenging, or have aesthetic value.

10. Self-regulation
Internalization looks at “people’s ‘taking in’ a value or regulation” (Ryan & Deci, 2000).
Culture also impacts internalization, as different things are valued as important in different societies.
Integration is the “transformation of that regulation into their own so that…it will emanate from their sense of self” (2000).

11. Society’s interpretation
In society, too much autonomy has been portrayed negatively, working against both the community or relatedness to others.
Although independence and individuality do involve less relatedness, autonomy is more the feeling of choice that can accompany any act.
Parents and educators need to be concerned with “cognitive and personality development because it speaks to the conditions that promote the assimilation of both information and behavioral regulations” (Ryan & Deci, 2000).

12. How can educators increase motivation?
Motivation can be increased through classroom activities that:
Create curiosity
Challenge
Allow choices
Provide a chance to be recognized
Create opportunities for competition
Allow cooperative learning

13. How can technology help teachers?
Technology motivates students because it helps to meet the factors listed on the previous slide.
Computerized activities are so diverse and new that curiosity remains strong when using technology.
Students can pick their levels for games to be appropriately challenged and reinforce competence.
Since pupils are in control of computerized activities, they can move at their own pace, giving them autonomy in their learning.

14. How can technology help teachers?
Instruction can be differentiated or adjusted according to performance, helping students gain competence.
Students can select multiple levels of goals, thus promoting autonomy.
Feedback can be immediate, which makes goals both personal and meaningful, reinforcing autonomy.

15. How can technology help teachers?
Since students are able to share their computer work easily, it leads to them being able to be recognized for their achievements.
Pupils are able to challenge one another, adding competition and drive to student performance. However, rather than foster direct competition (winning over doing one’s best), teachers should focus on performance goals and mastery. Teachers also need to be aware that some students may exhibit avoidance if they pre-conceive that they are going to fail because they want to avoid unfavorable judgments from their peers and instructors.
Interactivity of technology allows for cooperative learning and, thus, relatedness. It has also been shown that cooperative learning yields greater
productivity and better peer relationships.

16. How can technology help teachers?
Technology can both intrinsically and extrinsically motivate students.
It uses sensory, cognitive curiosity, and haptic modality.
Sensory curiosity – “the attention attracting value of variations and changes in the light, sound, or other sensory stimuli of an environment” (Ciampa, 2013).
Cognitive curiosity – “when learners discover that their knowledge is incomplete or inconsistent, and they have the desire to explore and attain new information and competence with the technology” (2013).
Haptic modality – “utilizing the sense of touch” (2013).

17. Poetry unit – technology + motivation
For the following lesson, I adapted materials that I currently using in my lower level freshmen poetry unit.
My thought process is that although teachers cannot directly control intrinsic motivation, it can be greatly influenced by content that meets the objectives listed below. Some of these factors may engage, in the very least, extrinsic motivation to meet the state standard requirements.
My goal was to incorporate as many of the key motivational goals as possible: create curiosity, challenge, allow choices, provide a chance to be recognized, create opportunities for competition, and allow cooperative learning.

18. Poetry unit – INTRODUCING POETRY
To introduce the unit, I try to generate student interest in poetry, a topic that pupils may have had negative experiences with or have little interest in. (CURIOUSITY)
I have them go to the Teen Ink website (Click the logo to the left to check it out) and explore poetry written by teenagers, looking for a piece that they enjoy. (CHOICE)
Once they find it, they should copy and paste it into a word document. Then, underneath it, they should explain in their own words what the poem is about and why they enjoyed it. If they are aware of any poetic techniques, they may also include this information. The goal is to get at least a 5 sentence response. (CHALLENGE)

19. Poetry unit – INTRODUCING POETRY
Students will then post their responses in a Moodle forum. (Click the logo to see the sign-in page)
Pupils are then required to respond to two other poetry posts. (COOPERATIVE LEARNING)
They should also return and respond to any comments left about their poetry selection. (CHANCE TO BE RECOGNIZED)

20. Poetry unit – INTRODUCING POETRY
I put a screen capture of the forum assignment here, as you might not have access to our district Moodle webpage.

21. Poetry unit – instructional powerpoint & poetry unit study guide
In order to help students better understand poetry terminology and examples, I walk them through a portion of the Poetry Unit PowerPoint before we read each poem.
The PowerPoint is available on my teacher website, so absentee students/special education students can review the materials. (ALLOW CHOICES/CHALLENGE)
Students will copy down information from the slides into their Poetry Unit Study Guide.

22. Poetry unit – MODELING
After I have hooked the students with Teen Ink activity, I model a method to read and understand poetry using two Langston Hughes Poems, “Dream Deferred” and “Dreams.” It includes the following steps, which are outlined in their study guides: (CHALLENGE/COOPERATIVE LEARNING)
Read the poem
Reread the poem.
Identify unknown words and phrases and define them
Use context clues
Ask a friend
Ask a teacher
Look it up!
Reread poem again!
Translate each stanza into your own words
Ask yourself questions to check for understanding.
Do I understand the poem now?
What is the poem about?
What point is the author trying to make?)

23. Poetry unit – SCAFFOLDING
Before we read a poem, I give them the necessary terminology using Poetry Unit PPT and Poetry Unit SG.
Gradually, as students get more used to this process, they will begin working through the poems with a classmate and, then finally themselves. (CHALLENGE/COOPERATIVE LEARNING)
As we work through each poem, I’ll first give students the option of having me read the poem, having volunteers read the poem, or listening to the audio version on their laptops. Our school district is one-to-one, so every student has access to a laptop. (ALLOW CHOICES/CHANCE TO BE RECOGNIZED)
Click on the picture below to access the links to all of the poetry audios.

24. Poetry unit – SCAFFOLDING
Afterwards, students will do a silent re-reading of the poem, jotting down areas where they have questions. (CHALLENGE) We then discuss those questions.
Finally, pupils do a last re-read, summarizing each verse of the poem in their own words. Then we discuss the overall interpretations of the poem. (CHALLENGE/CHANCE TO BE RECOGNIZED)

25. Poetry unit – assessment
I currently give the following paper/pencil Poetry Unit Test. To make the unit more engaging, I’m learning how to convert this over to a computerized test, made possible by our new grade book, Sapphire. Click the logo at the bottom to be directed to our sign-in page.
As a result of the computerized test, students will be able to receive immediate feedback and the grades will transfer directly into the teacher’s grade book (CHALLENGE).
The Poetry Unit Test is only one component of the unit assessment.

26. POETRY UNIT – WRITING
As the final component of the unit, students will receive a packet on Ballads and Odes, which gives an example of each as well as a teacher directed format for writing one.
Students will then be given the Ballad Rubric.
Then, using their laptops, students will create their own ballad or ode in Word. This is usually a two day process (CHOICES).
They may use online resources such as a rhyming dictionary to assist them (CHALLENGE).
While students write, they may sit with and ask for assistance not only from the teacher, but also from their peers (COOPERATIVE LEARNING).

27. POETRY UNIT – COFFEEHOUSE
As students finish the poetry writing piece, they will then be given a Poetry Coffeehouse Presentation Rubric.
To make presentation day extra special and to encourage good audience behavior, students are given warm beverages and a snack.
Before they present, the teacher will ask students to listen for their favorite poem, so we can vote for a classroom poet laureate. (COMPETITION).
Pupils will then present their poems to the class, turning in their ballad/ode rubrics and poems as they finish.
After all students present, they anonymously write down the top name of their favorite poem presenter. The teacher tallies them and announces the poet laureate and the second and third place runners-up (CHANCE TO BE RECOGNIZED).

28. POETRY UNIT – MATERIALS
All materials for this Motivation PowerPoint and the Poetry Unit are located on my Wikispace by clicking the logo below.

29. resources
Ciampa, K. (2013). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30, Ryan, R., & Deci, E. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), Ryan, R., & Deci, E. (2007). Figure 1. Schematic representation of self- determination theory illustrating the features of three of the component subtheories: basic psychological needs theory, cognitive evaluation theory, and organismic integration theory [Online image]. In Intrinsic motivation and self-determination in exercise and sport. Retrieved May 21, 2015 from Self-Determination Theory[Online image] Retrieved May 21, 2015 from