- After you've read the chapter, sit away from the book for a minute and type out what you remember as the big ideas from the chapter. What useful information would you give a practicing teacher?
- Discuss at least one question you have. Try to ask questions about classroom implications of the material (What would such and such look like in a 1st grade classroom? Even if you think you don't have a question, ask one. (answer others' questions as you comment)
- Pick ONE:
- Describe one specific way you might (unintentionally) cause learned helplessness for your students when teaching in your area of expertise.
- How does the information on motivation in the chapter connected to (or conflict with) learning theory, developmental theory, or what you know abou thigher order thinking?
- According to the theory you know so far, why are new things like videogames, youtube, and facebook motivating? What extrinsic factors are there at play?
Extrinsic Motivation Blog Prompt 2
(On Dweck's Caution: Praise Can Be Dangerous)
- Under what circumstances is praise detrimental to students? Why?
- What are some problems associated with a kid who is obsessed with proving their intelligence to others?
- According to Dweck, under what circumstances should we praise children? How can we most effectively praise?
Intrinsic Motivation Blog Prompt 1
- After you've read the chapter, sit away from the book for a minute and type out what you remember as the big ideas from the chapter. What useful information would you give a practicing teacher?
- Discuss at least one question you have. Try to ask questions about classroom implications of the material (What would such and such look like in a 1st grade classroom? Even if you think you don't have a question, ask one. Answer others' questions as you comment)
- Pick ONE to discuss in your post:
- Think about attribution theory and your own success in school (since you've all made it here). Why have you been successful? After you answer that question, ask yourself (and discuss):
- Did you attribute your success/failure to something external to you or internal?
- Something stable or unstable?
- Something controllable or uncontrollable?
- We talked about internalization during our Vygotsky section. Motivation can also be internalized. As we become less and less depending on external factors, we become more self-determined. How might you help students become less dependent on external factors?
- You are in your first year teaching, and have a student who tells you that they're not a creative person, and that's just how it is. They can't complete their writing assignment. (Or, alternatively, they're not a math person and can't complete the homework). How do you respond? WHY? (Consider attribution/goal/self efficacy theory)
- The scenarios below describe two VERY common problems that you will see in your future teaching. Pick one (Hannah or Dave)
- The first is described as learned helplessness, which is an idea that we've discussed related to Behaviorism and extrinsic motivation. Using attribution/goal/self efficacy related theory, come up with another explanation of what is going on here. Be specific about why the student is behaving as they are, and what you could do about it, according to the theories in this weeks' reading.
- The second example describes an equally common scenario. You could think about some extrinsic factors (consequences, reinforcements, punishments) that have contributed to the boy's problem. For example, why is this working for him so well at the moment? Keeping that in mind, using attribution/goal/self efficacy related theory, come up with another explanation of what is going on here. Be specific about why the student is behaving as they are, and what you could do about it, according to the theories in this weeks' reading.
