Tag: intrinsic motivation

Proven Instructional Models and Technology That Increases Student Intrinsic Motivation

As our nation moves to a more independent or on-line form of instruction students that are more intrinsically motivated will likely be more successful.  Students are born with natural or intrinsic motivation—curiosity, ambition, and emotions (Wilson & Wilson, 1921).  Student inner, intrinsic motivation usually moves them towards participation in an activity that they enjoy.  Student inner motivation may also give them the desire to participate in activities that they may not enjoy, but will move them forward in the completion of a task or goal.  Student environment usually creates a desire learn how to read, comprehend, and write.  There are also proven instructional methods that usually increase student intrinsic motivation to learn.  The following methods may increase student engagement, involvement during on-line instruction.

The first three instructional methods rely on technology.  Research has proven that technology in general usually increases student intrinsic motivation to become engaged in the process of learning.  Technology is a good tool, but educators need to be mindful of the purpose and the amount of time that students are spending in front of an electronic screen.  As the type and amount of screen time may be hindering student reading ability.  In Dr. Wolf’s (2018) book Reader Come Home, she states that electronic devices may limit student ability to develop deep-reading processes.   Deep-reading involves many connections or parts of the brain to fully comprehend the written words.   Deep-reading also requires more energy than skimming.  To maintain and increase the brain connections necessary to comprehend written words students need to regularly exercise deep-reading skills as they mature (Healy, 1990; Wolf, 2018).   The skills of deep-reading can be taught in a viral environment.

  • The U-Learning Method uses mobile computers that can adapt to different learning environments, allowing students to learn on location (Hsiao, Line, Fang, & Li, 2010). This type of instruction allows students to have access to resources in the field.  U-Learning also allows students to record research notes, video, and pictures.  U-Learning can be used for independent or small group learning.
  • Student web pages usually increases intrinsic motivation (Dredger, Woods, Beach, & Sagstetter, 2010; Reed-Swale, 2009). Students develop and maintain web pages that are overseen by the teacher.  Students have the opportunity to write about topics of their interest.  Students usually enjoy the opportunity to express their thoughts, while working at their academic level.
  • Digital applications usually create ambition or intrinsic motivation (Saine, Lerkkanen, Ahonen, Tolvanen, & Lyytinen, 2010; Servilio, 2009; Yang, 2010). Digital application instruction gives teachers a platform to teach students how to problem solve in a non-threatening environment (Yang, 2012).  Some digital applications allow for differentiated instruction (Saine et al., 2010; Servilio, 2009).  Digital instructional games allow students to visually connect letters and sounds (Saine et al. 2010).  Computer applications, digital games can be a positive resource to use within the classroom.
  • The Project-based Learning (PBL) model usually increases student intrinsic motivation and reading achievement, in particular comprehension (Chu, Tse, Lou, & Chow, 2011). The PBL approach gives students the opportunity to explore, collect information, analyze data, and present findings.  The PBL model also gives students the opportunity to select a topic for a research project based on the teacher’s guidelines for that lesson.
  • Interdisciplinary Units usually increase student motivation to participate in instructional lessons (Opitz, 2011; Chu, Tse, Loh, & Chow, 2011). Research suggests combining two different subjects into one assignment to spark student interest in the instructional lesson.  Students may enjoy one of the subjects and despise the other subject; however, the subject they enjoy will usually motivate them to complete the assignment.  When literacy instruction is integrated with other subjects or projects of interest student intrinsic motivation and literacy achievement usually improves.  Student motivation also increases when they are allowed to choose the topic of study under the direction of the teacher.
  • The Flow-Learning Model was developed for the study of nature (Cornell, 1998). Flow-learning includes four stages that provide instructors with a framework to present instructional lessons—provides for a natural beginning, middle and end to the instructional lesson.   The stages are: (a) awaken student enthusiasm or curiosity, (b) narrow student attention towards the topic of instruction, (c) practice or direct experience of the lesson, and (d) student reflection of their interaction or practice of the lesson (Cornell, 1998).  The flow-learning model can give students the opportunity to see, watch, touch, and experience the lesson (Hsiao, Lin, Fang, & Lee, 2010).  The flow-learning model allows for all instructional groups and can be adapted for use in the outdoor or indoor instructional setting.

References

Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011).  Collaborative inquiry project-based learning: Effects on reading ability and interests. Library & Information Science  Research, 33(3), 236-243.  doi: 10.1016/j.list.2010.09.008

Cornell, J. (1998).  Flow learning.  Retrieved from http://www.csun.edu/~vcrec004/rtm351/Flow%20Learning%20Summary.pdf

Dredger, K., Woods, D., Beach, C., & Sagstetter, V. (2010).  Engage me: using new literacies to create third space classrooms that engage student writers. The National Association for Media Literacy Education’s Journal of Media Literacy Education, 2(2), 85-101.

Healy, J. M. (1990).  Endangered Minds.  New York, NY: Simon & Schuster Paperbooks.

Hsiao, H.-S., Lin, C.-C., Fang, R.-T., & Li, K.-J. (2010). Location based services for outdoor ecological learning system: Design and implementation. Educational Technology & Society, 13(4), 98-111.

Opitz, M.F. (2011) Transcending the curricular barrier between fitness and reading with fitlit. The Reading Teacher, 64(7), 535-540.  doi: 10.1598/RT.64.7.8

Reed-Swale, T.W (2009). Engaging digital natives in a digital world teaching more than web design. Synergy Learning, 22(128), 22-25.

Saine, N.L., Lerkkanen, M.-K., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2010). Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer assisted remedial reading intervention, and mainstream instruction. Learning and Individual Differences, 20(5), 402-414. doi:  10.1016/j.lindif.2010.06.004

Servilio, K. (2009).  You get to choose! Motivating students to read through differentiated instruction.  Teaching Exceptional Children Plus, 5(5), Article 5.  Retrieved November 7, 2012 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art5

Wilson, H.B., & Wilson, G.M. (1921). The motivation of school work. Cambridge, MA: The Riverside Press.

Wolf, Maryanne (2018).  Reader, come home.  The reading brain in a digital world. New York, NY:  HarperCollins.

Yang, C. Y. (2012). Building virtual cities, inspiring intelligent citizens: digital games for developing students’ problem solving and learning motivation. Computer & Education, 59(2), 365-377.  doi: 10.1016/j.compedu.2012.01.012.

 

Advantages of Being Dyslexic

Dyslexic individuals will show similar traits in the classroom as they are learning to read and write.  Many dyslexic students struggle when they learn that the pictures that they have been developing into stories actually already have words that they must read.  Many will try to camouflage this transition; the camouflage will become apparent as students are held accountable for the words on the page.  The signs of dyslexia are there during students’ pre and primary school years.  Testing for phonology and comprehension has become more prevalent during the primary years, which lends to earlier intervention to ease the movement from oral language to written language.  The amount of the book exposure and student environment in and out of the classroom will usually change the symptoms and the intervention process.  Most dyslexics will become accomplished and earn a solid income.  Some of the more prevalent advantages of being dyslexia are noted below.

  1. Not visible to most. Classmates cannot usually visually see their “disability.”  Unfortunately, this can also be a disadvantage.
  2. Curious. Dyslexic individuals are usually curious.  I have a friend that began experimenting with how items fit together and thought it might be okay to take the screws out of the seat that held up his highchair.  Needless to say, that experiment came to crashing end.  His mechanical curiosity led to rebuilding engines during his elementary school years.
  3. Innovative and Creative. Dyslexic individuals are usually innovative and creative.  While your discussing how to use the pencil sharpener, dyslexics maybe trying to understand how the mechanisms within the pencil sharpener work and how they can improve the model.  Many will know how to fix the pencil sharpener without any prior knowledge of how a pencil sharpener works.  Many will create or modify items to suit their needs, as stated by Gavin Newsom, Governor of California, “There’s a creative energy to our approach which I’ve taken to politics to be bold and upfront on issues.  I’m not cautious, I’m not reckless, but I’m happy to take risks and that’s big part of being dyslexic” (Griggs, 2020, p. 3).
  4. Kinesthetically Wired. Dyslexic individuals usually see through their hands—kinesthetically.  They have the natural urge to touch and feel things, as it helps them put the item in their long-term memory and to contemplate how it works, what it’s for, etc.  Dyslexic individuals build pictures through their hands.  In addition, most need movement to keep the brain fresh with oxygen.
  5. Picture Thinkers. Dyslexic students are usually picture thinkers.  Many dyslexics have a photographic memory that can rewind an event.  Many dyslexic students will not feel the need to take notes, but can recall most of the information discussed.  They recall vocabulary words in pictures.  The pictures usually become attached to the words that describe the picture.  Sir Jackie Steward stated, “My dyslexic strength is attention to detail.  When your attention to detail is good you notice things other people don’t see as important, but these little things make all the difference.”
  6. Think outside the box. They have the ability to think or analyze things from different angles than others without dyslexia.   This lends to innovation and creativity in design and problem solving,
  7. 3-D vision. Many dyslexics have the ability to see an object in 3-D.  They can usually spin the object around and use this information to analyze the object.  This also lends to a sharper peripheral vision.
  8. Self-starters. Many are self-starters.  Individual environment will play a role in whether they use their skill of being a self-starter.  In the book, The Boy Who Harnessed the Wind, the parents gave their son the freedom and a safe environment to be a self-starter.  He went on the develop windmills out of the scraps/trash pile, which led to his country having the ability to pump water to grow crops and not be dependent on rain water.
  9. Perseverance. Many will endure their mistakes or trials before accomplishing their goal.  Many have very thick skin that allows them to endure the ridicule and numerous retries to better themselves and others.  Again, a person’s environment will play a role.
  10. Good Oral Language Skills. Many will have exceptional oral language skills. This was a major identifier of dyslexia in the late 1800s, early 1900s—student could have an intelligent conversation, but not be able to read the words in a book that corresponded with the conversation.  Many had, had an adequate education—most thought sitting in a formal school setting was a waste of their time.  Many probably experienced what Philip Schultz felt and described in his book, My Dyslexia, “He looked and spoke only to her, as if I were invisible.  It was the way I felt in school, listening to the teacher talk only to the other children, as if she didn’t think I would understand what she was saying, as if it was a waste of time talking to me” (p. 32).
  11. Can Learn. Dyslexics can learn how to use their prior knowledge of oral language to read and write.  Most will need systematic, explicit instruction to become average readers and writers.  Many will need this type of instruction to just hang-on or gain basic literacy skills.  Some will be able to absorb their rich environment to learn how to read.  This often takes different partnerships of teachers, parents, and community individuals, like tutors.  This will depend on the severity of the dyslexic symptoms and the individual’s environment.

References

Davis, R. (1997).  The Gift of Dyslexia.  New York, NY:  The Berkley Pub. Group

Griggs, K. (2020).  5 Reasons Why Dyslexics Make Powerful Changemakers.  LinkedIn post published May 30, 2020.

Kamkwamba, W. & Mealer, B. (2015). The Boy Who Harnessed the Wind.  New York, NY: Puffin Books.

Schultz, P. (2011). My Dyslexia. New York, NY: W.W. Norton & Co.

 

 

Using Intrinsic and Extrinsic Motivational Strategies in Instruction

When designing curriculum and instruction educators should include strategies that motivate students to participate in the learning process.  Instruction should move and increase natural or intrinsic motivation.  Students are motivated through touching, smelling, hearing, seeing, and tasting.  Students are also motivated through social connections and activities, such as friendships and group work.  Students are also motivated through organized purpose, such as assembling and preserving things.  Motivation begins, McClelland (1985) argued, with the initial stimulation or attention grabber.  Students also use their past academic histories to formulate the type of response and involvement level that they give to the lesson.  Students will seek opportunities and activities that lead to academic success and to avoid those that lead to failure or shame.  It is important to understand the difference between intrinsic and extrinsic motivation.

What is intrinsic motivation?  Intrinsic motivation is student’s internal drive.  Students are born with natural or intrinsic motivation—curiosity, ambition, and emotions (Wilson & Wilson, 1921).  Intrinsic motivation changes as students mature.  Students environmental interactions can have an effect intrinsic motivation.  Intrinsic motivation usually determines student academic achievement.  Gambrell (2011) suggested that reading instruction can increase intrinsic motivation levels through:  a) access to multiple genres, (b) choice, (c) time, (d) success in advanced level texts, (e) collaboration regarding the text, (f) relevance to the reading assignment, and (g) incentives.

What is extrinsic motivation?  Extrinsic or external motivation is the components within our environment that stimulate action.  Extrinsic motivation is dependent on the past and current learning environments of students.  Each student will have different extrinsic motivators that can be used to enhance the learning process in the classroom, for example a student who traveled to China can share their experience adding to the curriculum knowledge of the lesson.  The location of the instruction can impact the lesson.  Students who are presented a lesson in a noisy hallway may be less engaged in the lesson.  A student may enjoy writing using computer software better than using a pencil and paper.  Students may be more willing to listen and focus on the lesson if they know that their recess will be shortened.  Extrinsic motivation can be used to develop intrinsic motivation.

The following instructional strategies have shown to increase student motivation towards participation in the learning process:

Schedules and Routines. Develop classroom schedules and routines to increase student motivation and achievement.  McClelland (1985) argued that children from homes where parents follow consistent schedules, such as when to eat and use the bathroom, have higher achievement rates in school.  Children begin to learn how to regulate their needs through regular schedules.  Weiner (1974) also argued that reinforcement schedules assist students in developing higher levels of cognition.  He believed that reinforcement schedules enforce positive behaviors and redirect negatives behaviors.

Incentives and Goals. Incentives and goals can increase intrinsic motivation.  Incentives can increase students’ intrinsic motivation in learning how to read (Gambrell, 2001).  Tangible rewards should be relevant to the activity, such as giving a book to a student in order to honor his or her reading achievement.  Students are usually more motivated to meet a goal with a checklist of requirements for the goal or assignments (Servilio, 2009).  The checklist gives students a road-map of what should be accomplished and what has already been accomplished. When using a checklist, students learn organization and responsibility skills.  Students with a goal and purpose have a higher level of motivation towards learning skills that are difficult to them.

Collaboration in Small Groups. Research suggests that student motivation often increases when students collaborate with others in small group settings.  Student motivation increases when students collaborate with and assist their classmates in exploring, analyzing, and reflecting on their chosen topic (Hsiao, Lin, Fang, & Li, 2010).  Students with higher interpersonal skills benefit more from working in small groups than from working alone.  Mihandoost, Elias, Nor, and Mahmud (2011) found that small group work increases student motivation in reading for students with dyslexia.  Intrinsic motivation improves when students use technology to complete assignments in small groups that consist of one student and one instructor or two students (Reed-Swale, 2009).

Student Choice. Student motivation increases when students are given choices within the instructional lesson (Chu, Tse, Loh, & Chow, 2011; Gambrell, 2011; Mihandoost, Elias, Nor, & Mahmud, 2011; Schiefele, Schaffner, Möller, & Wigfield, 2012; Servilio, 2009).  Researchers argued that student achievement in reading comprehension increases when students are given the opportunity to read literature of their own choosing.  Students’ engagement in reading instruction increases when students are given the opportunity to make choices about how to complete the assignment during differentiated instruction (Servilio, 2009).  Student motivation in reading increases when students are given the option of choosing the reading texts (Gambrell, 2011).

Relatable and Relevant. Teachers should select literature that is relatable.  Students can better relate to characters through drama.  Students are more motivated to understand the meaning of a literature passage when they are given the opportunity to recite and define the literature passage.  Wilson and Wilson (1921) believed that students are motivated to strengthen their reading skills when they learn about different subjects they are interested in, such as baseball or bugs.  Wilson and Wilson also suggested that oral reading or songs and games can motivate students during English language arts lessons.

The right instructional strategies can improve student motivation towards learning.  Instructional strategies should be developed to increase ownership of the lesson.  Instructional strategies should energize and spark interest of the topic.

 References

Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011).  Collaborative inquiry project-based              learning: Effects on reading ability and interests. Library & Information Science                            Research, 33(3), 236-243.  doi: 10.1016/j.list.2010.09.008

Gambrel, L. (2011).  Motivation in the school reading curriculum.  Journal of Reading                          Education, 37(1), 5-14.

Hsiao, H.-S., Lin, C.-C., Fang, R.-T., & Li, K.-J. (2010). Location based services for outdoor            ecological learning system: Design and implementation. Educational Technology &                    Society, 13(4), 98-111.

McClelland, D. (1985). Human motivation.  New York, NY: Cambridge University Press.

Mihandoost, Z., Elias, H., Nor, S., & Mahmud, R. (2011).  The effectiveness of the                              intervention program on reading fluency and reading motivation of students with                   dyslexia. Asian Social  Science 7(3), 187-199.

Reed-Swale, T.W (2009). Engaging digital natives in a digital world teaching more than             web design. Synergy Learning, 22(128), 22-25. 

Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading                         motivation and their relation to reading behavior and competence. Reading Research               Quarterly,47(4), 427-463.  doi: 10.1002/RRQ.030

Servilio, K. (2009).  You get to choose! Motivating students to read through differentiated          instruction.  Teaching Exceptional Children Plus, 5(5), Article 5.  Retrieved November 7,             2012 from http://escholarship.bc.edu/education/tecplus/vol5/iss5/art5

Weiner, B. (1974). Achievement motivation and attribution theory.  Morristown, NJ:                     General Learning Press.

Wilson, H.B., & Wilson, G.M. (1921). The motivation of school work. Cambridge, MA: The                  Riverside Press.

 

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