· Discuss one question or confusion that you had about the material.
On page 287, it was mentioned that boys may value math and sports because they have been socilized to it, I would like to know how socialization affects forms of motivation in general for students.
· When are INTRINSIC forms of motivation most beneficial or appropriate, compared to extrinsic forms? What do they offer?
Intrinsic forms of motivation are most beneficial when students are naturally curious about a new subject or topic that possibly has not been learned about very much. It works best when students are focused on mastery of the skills and knowledge. It is most appropriate when students have natural curiosity instead of extrinsic motivation because receiving an award does little to nothing for curiosity itself. Intrinsic motivation offers a way for students to learn because they simply want to learn and it teaches kids that learning for the sake of learning is good and is a good quality to have. Extrinsic motivation is good when students are not as excited about a subject, and then a teacher can motivate students through rewards to do an activity until the activity is either rather easy or natural, or the students then enjoy the activity, even without a reward because they then understand the activity or subject better.
· Even though intrinsic motivation describes something internal, it's something that CAN be affected by external factors, like teachers. Discuss some specific ways that you can increase intrinsic forms of motivation for your students. (For example, are you attributing success/failure to factors they can control or factors that are inherent?)
I can increase intrinsic motivation for my students when learning Spanish by exploring student’s curiosities about how Spanish can help them in the future academically. When I was in my Spanish classes in high school, I always wanted to learn more Spanish, just so that I could become more fluent and be more comfortable with the language, so that I could become fluent and talk with anyone in Spanish. Therefore, I think as a teacher, I could promote intrinsic motivation by showing how I can speak fluently to other either native Spanish speakers, other Spanish teachers or other people in general who speak Spanish. I could also promote intrinsic motivation by using outcome expectations and how the students believe learning Spanish will outcome them in their future lives.
Nice. Your description here creates a space for students to value the Spanish language, which would increase their intrinsic motivation. Other than valuing the content as important, there are specific methods of instruction that can increase intrinsic motivation. The example I used in the prompt could be one choice. You may emphasize controllable factors such as practice or immersion rather than inherent capability. One way might be saying to them 'Fluent Spanish speakers aren't born that way.... it's not an inherent capacity. How factors promote their fluency?' Things like complete immersion in the language and social factors might be noted, which you can try to artificially create in your classroom. The students might become convinced that those factors will help them learn, and they'll 'buy in' more.
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