-I didn't really have any confusions or questions on this module but I found it interesting that even though rewards can motivate students to do things for a little while, it ends up being counterproductive. The concept of a shifting locus of control was very interesting to me.
-Extrinsic forms of motivation are least effective when they are used as task-contingent. This means that the student is getting a reward simply for performing a certain task. This is not beneficial because most students view this as a controlling method. A couple of other methods that would be better are performance-contingent awards, which are based on how well a task is performed; or using rewards that are unexpected, modest, and easily withdrawn. These extrinsic forms may be good but they may also shift the student from an internal locus of control to an external one. Other forms of motivation that may work better may be praise because this tends to build up intrinsic motivation in students by raising their self-esteem.
-Extrinsic forms of motivation can be the wrong choice in many situations. It just depends on the child. One such form of extrinsic motivation that can be dangerous is praise. Like the Dweck article said, if praise is overdone or given too much over simple tasks it can be demeaning to a student or child. This goes the same for task-contingent rewards. Although task-contingent rewards are seen more as controlling it is still dangerous for the teacher because they are damaging a student's intrinsic motivation.
Try to ask a question or an 'I wonder....' even if you think you don't have one. That self questioning is a kind of metacognitive strategy (I actually have a reason for having you all do it!) :)
ReplyDeleteYou summarize the book within the section section of this, but you do a nice job of putting it into your own words.
I think one big idea is that extrinsic forms of motivation can be useful when the students do not become dependent on them (that might be the line). Of course praise can help a student feel comfortable or confident enough to TRY something, like trying to throw a basketball, which is great. Afterward, you probably don't want them to throw the basketball JUST to receive the praise afterward.
Also, once they master the task of tossing a basketball, you don't to continue praising them for something that has become so automatic. This links to scaffolding.... praise can be a nice scaffold when first learning something, but you don't want to praise a high school basketball player for holding the ball in the proper manner. You may praise him for making an especially long shot or defending well (these are within his ZPD).
I agree...I had never before heard of a "locus of control" but really understand and identify with the concept now.
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