last opinion 8.1 and 8.2

Terrence Sawyer 

1 posts

Re:Module 8 DQ 1

Motivation is “the attribute that moves us to do or not to do something” (Lai, 2011). Intrinsic motivation is roused within what gives stimulates our natural enjoyment, unique interest, or pleasure. As Deci et al. (1999) observe, “intrinsic motivation energizes and sustains activities through the spontaneous satisfactions inherent in effective volitional action.

The creative volitional choices or actions manifest with intrinsic motivation, utilization of cognitive behavior modification-  modify overt behavior by influencing new cognitive processes (Lai, 2011). Creative instruction geared at initiative and violation aligns with motivation for Endogenic evolvement.

Teachers could attempt to give students more autonomy or control over their own learning by allowing them to make choices and use collaborative or cooperative learning approaches. In addition, teachers could create a supportive classroom environment with respect to goal structures, attributions, and external evaluation (Lai, 2011). Utilizing practices that promote more personal responsibility for learning with self-monitoring of their behavior, setting goals, deploying metacognitive strategies, and administering their own rewards. this self-regulated control over chosen motivators can help the transfer of learning behaviors into new contexts connected with intrinsic motivation. The practice of utilizing cognitive extrinsic motivations can also promote adaptation to understand and build from intrinsic rewarding (Lai, 2011).  Self-efficacy can be raised along with the cultivating of extrinsic motivation connections to intrinsic rewards resulting in more successful task (Pintrich &DeGroot, 1990). In teaching or instruction revealing one’s creativity and connecting this in efforts and task increase belief of ability changing cognition on self-attributions or locus of control (Wellborn, 1991, as cited in Eccles & Wigfield, 2002). Creating new knowledge outside of one’s naïve belief to their native abilities gives intrinsic reward motivation that can be the guidance that leads them to the completion of a successful project.

Creating a thing, and then to see it created as you intended can be an extrinsic motivation, that stimulates intrinsic reward.

Reference:

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.

Lai, E. R. (2011). Motivation: A literature review research report MOTIVATION. Retrieved from http://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf

Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40

Kimbrilee Schmitz 

2 posts

Re:Module 8 DQ 1




To what extent, if any, can extrinsic motivations be
internalized? If extrinsic motivation is internalized, is it as effective as
intrinsic motivation? Why or why not?




Extrinsic motivations involve decisions being made based on an expected reward or to avoid consequences. Extrinsic motivations can become internalized when a person does or does not do something because of a reward or consequence, but ends up making the values their own or owning their decisions (Deci, Ryan & Williams, 1996). An example would be a young person learning not to steal from a store because there are consequences involved. As this person becomes older they learn the values of why people should not steal and they decide not to steal because they know it is wrong, even if there is no consequence present. The individual has taken the values of society and made these values their own.




Internalized extrinsic motivation can be as effective as intrinsic motivation. This type of motivation is called integrated extrinsic motivation. While intrinsic motivation is spontaneous, integrated extrinsic motivation is performed by one’s own choice with they find this choice beneficial or meaningful (Deci, Ryan, & Williams, 1996). Both of these types of motivation require a person to want to accomplish something for him or herself and not because of a reward or a consequence. Because both intrinsic motivation
and integrated extrinsic motivation total self-involvement and self-regulation, each can be equally effective as motivators.

 

Reference:

Deci, E., Ryan, R., & Williams, G. (1996). Need satisfaction and the self-regulation of learning. Learning And Individual Differences, 8(3), 165-183. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=A1996VK82100002&site=eds-live&scope=site

Deborah Hill 

1 posts

Re:Module 8 DQ 2

What was the most useful instructional theory or strategy you encountered in this course? How might its application be extended to atypical learners and topics?

 

Regulations for advanced education and teaching methodologies reflects how important design of curriculm and supportive tools are for both  educators and students. Design theory correlates with national standards for proficiencies that promote cohesiveness through learning materials and teaching strategies. For example, the incorporation of textbook design mechanics are set to stimulate perceptions and sensations of visual content for positive impacts on memory. The use of colors, graphics, and pictures are integrated themes to orient students  toward learning new concepts (Knowles, Holton III, & Swanson, 2015). The most useful instructional theory I encountered in this course is constructivism. The collaborative and authentic efforts of students corresponds with adequate teacher faciltation and academic materials.

Constructivism effect student growth through practical applications in learning through group actives such as, student projects  where multiple students work together to produce resources that build upon their knowledge of subjects (Knowles, et al. , 2015). For example, after confering with group members and studying text, members of a group might demonstrate knowledge of the learner and learning by application (knowles, et al., 2015).  The creative presentations of powerpoint lecture of students from backgrounds might reflect their understanding of subject through their work. For example, students of  psychology produces a power-point that demonstrates the stage of life  from the perspective of Erick Erickson (Lifespan - Psychology overview),  or an excel spreadsheet that shows the prjections of a 3 year business plan for solid business management practices from an Information Systems Class.

References

Knowles, S. M., Holton III, F. E., & Swanson, A. R. (2015). The Adult Learner: the definitive classicin adult education and human resources development (8th ed.). Routledge. ISBN: 978-0-415-73902-3 (pbk)