The subject of this week’s blog is about which types of motivation fosters the most effective learning. Intrinsic motivation is a motivation that comes from within an individual. This motivation is driven not by external forces such as extrinsic motivation, but the individual seeking a reward from within. In a school setting, a student that is extrinsically motivated will work for a sticker, a prize, or some sort of reward. An intrinsically motivated student, on the other hand, will want to learn for self advancement. Students of this type will participate in learning activities and seek pleasure or feel a sense of accomplishment in simply completing a task.
I view extrinsic motivations as a way to entice the students into a program. This allows the teacher to encourage students to learn the material or skill by offering them a prize to work towards. Many students will find this method satisfying and will work to complete a program just to receive the reward. I have used extrinsic techniques in my third grade music class. In third grade, students learn how to play a recorder as prerequisite to playing an instrument in fourth grade. I use a system called Recorder Karate where students have to play a series of songs in order to complete the program. Students are rewarded by obtaining a belt (colored yarn) after a song can be played successfully. I find this program to be extremely effective tool to motivate my students to learn how to play the recorder.
Although many students will do very well in an extrinsic motivation setting, it is intrinsic motivation that all educators should strive for. It is in this type of motivation that students are no longer interested in learning for a physical reward but rather a personal one. Consider my third grade music class when I taught them how to play recorders. Initially students were extrinsically motivated by earning a belt, but as the program goes forward some students shift to intrinsic motivation. Not all students make this jump, for it will only be the students who reach the upper echelon of the program. Once a student completes the program and receives a black belt then the student will take a moment and feel a sense of accomplishment and will be learning for the love and enjoyment of learning. Extrinsic motivation got my students exited about playing the recorder; however, it is intrinsic motivation that all students should try to aspire to.
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What a great idea! I find too that some students will make that exciting "jump" from extrinsic motivation to intrinsic (some sooner than others). It's very rewarding when a student comes by it naturally. I think a lot is said for how a child is motivated at home as well. The "spoiled" children always want to know what's in it for them or what they will get out of doing something. It's not really their fault...it's just how they have been taught. Students that come from poorer or less fortunate families seem to grasp the concept much easier. I think your right, as teachers we have to strive to teach students to reach for rewards that come from doing, the love of learning, and taking pride in their accomplishments.
ReplyDeleteMotivating our students in any ways enhances achievement depending on the circumstances involved .Reward affect intrinsic motivation in many positive ways. Many research has shown that reward has effect of intrinsic motivation “only when intrinsic motivation is set as task behavior.(Wiersma,1992,page101).Rewarding students for doing something does not increase intrinsic motivation, however, it reduces it in some instances. We should use abstract symbolic recognition more often with our students. We as educators should strive to provide
ReplyDeleterecognitions /motivations of any types depending on the one that works for our students for attainment of a particular goal.
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LOL, I remember my son bringing home his recorder and there being different colors of yarn tied to it. I thought the idea was great!
ReplyDeleteI am all for extrinsic motivation, but I want to see intrinsic as well, and I feel that outside motivation helps build that self-worth and pride in oneself. By getting a student excited in how they are doing, whether it be by showing excitement for them, a high-five, or some small reward, you are telling them that you know they can succeed. In situations where students aren't used to that extrinsic motivation, anything you can give them is important. I want students to feel confidence and I will do anything in my power to help them find it.