“Intrinsic motivation refers to behavior that is driven by internal rewards. In other words, the motivation to engage in a behavior arises from within the individual because it is intrinsically rewarding. This contrasts with extrinsic motivation, which involves engaging in a behavior in order to earn external rewards or avoid punishments.”
I’m writing this post after the second Face-to-Face session (my first). I am completely overwhelmed – with ideas, with motivation, with awe for these amazing teachers I’m surrounded by, with new edu-language I’m picking up. I feel even more unsatisfied with my teaching than before I came. BUT, I feel more hopeful and supported in my journey to change.
This F2F was all about using Design Thinking to focus our ideas into an actionable question to explore in our practice. This was my first experience with Design Thinking, but I’m already planning to use it with my Grade 6’s for an upcoming Science PBL.
Coming into this session, I knew I wanted to focus on math education. And I thought I might want to look at how to make math more accessible for each of my students. As we discussed today I began to think that maybe the problem in my math class is that students are only there to get a grade. I was reflecting on my 6 Science class, which is becoming a bit of a theme here. I have been teaching them for almost three months now and not one, not one SINGLE student, has asked about their grade. I haven’t given back a single summative grade. They have seen no numbers. When I compare the conversations I have with those 11 year olds to those I have with the Grade 11 and 12 students, I get a bit sad. When did the shift occur from learning because it’s fun and awesome and intrinsically rewarding, to learning because it’s going to open post-secondary doors?
After much conversation with my feedback partner and new friend, @jweening, I think I’ve settled upon my research/action plan question.
How might we increase intrinsic motivation in the math classroom?
How can I shift my classroom from the classic deliver content, provide an opportunity to apply said content, and move on model, to engaging students fully in their learning? To helping them see the value of mathematics in their lives, rather than a subject that is out to get them?
I arrived back to school energized and excited, and I shared my idea with colleagues in the math department. Now they’re excited as well. We’ve started speaking, again, about bringing in guest presenters to discuss the way math influences their daily lives. I need to carve out some time over the next few weeks to do some research on making math applicable and rewarding for all students. I plan to start re-vamping my Grade 11 Math Studies curriculum after the break!
Quote taken from http://psychology.about.com/od/motivation/f/intrinsic-motivation.htm