Welcome to Motivation: A Short Course
Led by Punya Mishra & Leigh Wolf Educational Psychology & Educational Technology Program College of Education, Michigan State University
What are we going to do?
What are we going to do? a lot...but first...
Just Shoot Me!
Every perception is an act of creation — Gerald M. Edelman 4
Work together in groups of 2 to take pictures of yourselves to reveal something unique and interesting about you. No standard ID/mug-shots. Be creative. Use props or strange camera angles, go out of focus, go crazy‌
Take 3-5 shots select ONE and email to seekmotivation.rightnow@picasaweb.com 30 mins to shoot, select, & submit
Time to share... As you share your picture - tell us... Who you are Why this picture What motivates you
6
Welcome back...
Let’s look at some pictures‌ And tell us Who you are? What motivates you? https://picasaweb.google.com/ 100399153873275206172
The course website http://punyamishra.com/apu/
Our time together Tuesday: 9-12 guided session | 12-1 working lunch | 1-4 guided session Wednesday: 9-12 guided session | 12-1 working lunch | 1-4 guided session Thursday: Student Work day (Punya and Leigh available for consultation) Friday: Exhibition of projects
Just 2 days… Lots to do… High expectations Deep Play!
Making groups
? people x groups of y
15 minute break
(come up with a name for your group and email it to us + names of people in your group)
Individual Activity ¡ Define motivation. ¡ In your notes (individually) write down what you
think the word motivation means? ¡ Do not discuss this with others (or with us) ¡ No questions!
Complex Nature of Motivation
Maslow’s Hierarchy of Needs
Motivation increases as needs are met
SelfActualization Need
Being (growth) Needs
Aesthetic Needs Need to know and Understand Motivation decreases as needs are met
Esteem Needs Belongingness and Love Needs Safety Needs Physiological Needs
Deficiency Needs
Maslow’s Hierarchy of Needs
Motivation increases as needs are met
SelfActualization Need
Being (growth) Needs
Aesthetic Needs Need to know and Understand Motivation decreases as needs are met
Esteem Needs Belongingness and Love Needs Safety Needs Physiological Needs
Deficiency Needs
Maslow’s Hierarchy of Needs
Motivation increases as needs are met
SelfActualization Need
Being (growth) Needs
Aesthetic Needs Need to know and Understand Motivation decreases as needs are met
Esteem Needs Belongingness and Love Needs
How do we increase this effort to know and Needs understand? Safety Physiological Needs
Deficiency Needs
In your groups… 20 minutes… Think about a situation where you were motivated (to learn or work…) Describe it to your team What motivated you? Think about a situation where you were NOT motivated (to learn or work…) Describe it to your team What de-‐motivated you?
In your groups… Can we come up with some 1. Factors that motivated us 2. Factors that de-‐motivated us Share with the class Leigh to take notes in shared Google Doc
http://tinyurl.com/APUMSU
Thinking about motivation ¡ Many ways of thinking about motivation ¡ Many ways of doing research on it… ¡ We will look at a few (you will look at many) § Project I -‐ coming up…
20
3 ways of looking at motivation
21
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
22
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
23
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
24
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
25
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
26
Expectancy -‐ Value Model ¡ People decide whether to pursue a relationship
weighing potential value of relationship against their expectation of success in establishing the relationship
27
MOTIVATION EFFORT
MOTIVATION EFFORT
Level of Effort
MOTIVATION EXPECTANCY
EFFORT
Level of Effort
MOTIVATION EXPECTANCY
EFFORT
Success Expectations
Level of Effort
MOTIVATION EXPECTANCY
Success Expectations
VALUE
EFFORT
Level of Effort
MOTIVATION EXPECTANCY
VALUE
EFFORT
Success Expectations
Value of Activity
Level of Effort
MOTIVATION EXPECTANCY
VALUE
EFFORT
Success Expectations
Value of Activity
Level of Effort
Intrinsic vs Extrinsic Emerges from self v.s. Emerges through external rewards
EXPECTANCY x VALUE MODEL EXPECTANCY
VALUE
EFFORT
Success Expectations
Value of Activity
Level of Effort
Go back to your notes Write one thing you do to motivate others Are you addressing expectancy or value, or both aspects of motivation? Share
EXPECTANCY X VALUE MODEL EXPECTANCY
VALUE
EFFORT
Success Expectations
Value of Activity
Level of Effort
PROBLEM #1 ¡ How do I motivate my students to submit their
assignments on time? Or get people on my team to do their tasks on time? ¡ Some ideas? § Extrinsic / Intrinsic Motivators? § Expectancy? § 5 minutes
PROBLEM #1 ¡ How do I motivate my students to submit their
assignments on time? Or get people on my team to do their tasks on time? ¡ The value of feedback! § Class participation in an online course
EXPECTANCY EXPECTANCY
Success Expectations
PROBLEM #2 ¡ How do I help my students appreciate the value
of what they learn in the class? Or people on my team to value what they are doing?
PROBLEM #2 ¡ How do I help my students appreciate the value
of what they learn in the class? Or people on my team to value what they are doing? ¡ Some ideas? § Extrinsic / Intrinsic Motivators? § Value? § 5 minutes
PROBLEM #2 ¡ How do I help my students appreciate the value
of what they learn in the class? Or people on my team to value what they are doing? § Rationales for Learning ▪ Guess which has a greater impact? ▪ Former students’ explanations ▪ Faculty Instructors’ explanations
EXPECTANCY X VALUE MODEL EXPECTANCY
VALUE
EFFORT
Success Expectations
Value of Activity
Level of Effort
Lunch time literature
Dweck
Welcome back...
Speed Reading
Speed Reading Recall a time when you were praised in an educational setting, how did it make you feel? Recall a time when you were belittled in an educational setting, how did it make you feel? After reading Dweck, how has your thinking changed about how you may approach your work?
Speed Reading Recall a time when you were praised in an educational setting, how did it make you feel? Recall a time when you were belittled in an educational setting, how did it make you feel? After reading Dweck, how has your thinking changed about how you may approach your work?
Speed Reading Recall a time when you were praised in an educational setting, how did it make you feel? Recall a time when you were belittled in an educational setting, how did it make you feel? After reading Dweck, how has your thinking changed about how you may approach praise?
Quick summary The value of praise? For success on easy task For failure on difficult task Praising effort vs talent
Challenge v.s. Skills
The idea of FLOW! Challenge v.s. Skills
Flow The state in which people are so involved in an activity that nothing else seems to matter; the experience is so enjoyable that people will do it even at great cost, for the sheer sake of doing it. Loss of sense of self Loss of sense of time
Low
Challenge
High
Challenge -‐ Skills
Low
Skills
High
Low
Challenge
High
Challenge -‐ Skills
Low
Skills
High
Apathy Sad Depressed
Low
Challenge
High
Challenge -‐ Skills
Low
Skills
High
Worry Stressed Sad
Apathy Sad Depressed
Low
Challenge
High
Challenge -‐ Skills
Low
Boredom Depressed Contented
Skills
High
Challenge -‐ Skills
Worry Stressed Sad
Apathy Sad Depressed
Low
Challenge
High
Anxiety Stressed Alert
Low
Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Challenge -‐ Skills
Worry Stressed Sad
Apathy Sad Depressed
Low
Challenge
High
Anxiety Stressed Alert
Arousal Alert Focused
Low
Control Happy Confident Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Challenge -‐ Skills
Apathy Sad Depressed
Low
Flow
Focused Happy
Worry Stressed Sad
Low
Challenge
High
Anxiety Stressed Alert
Arousal Alert Focused
Control Happy Confident Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Challenge -‐ Skills
Apathy Sad Depressed
Low
Flow
Focused Happy
Worry Stressed Sad
Low
Challenge
High
Anxiety Stressed Alert
Arousal Alert Focused
Control Happy Confident Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Challenge -‐ Skills
Apathy Sad Depressed
Low
Flow
Focused Happy
Worry Stressed Sad
Low
Challenge
High
Anxiety Stressed Alert
Arousal Alert Focused
Control Happy Confident Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Where we want students to be
Challenge -‐ Skills
Apathy Sad Depressed
Low
Flow
Focused Happy
Worry Stressed Sad
Low
Challenge
High
Anxiety Stressed Alert
Arousal Alert Focused
Control Happy Confident Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Where we want students to be
Challenge -‐ Skills High
Apathy Sad Depressed
Low
Flow
Focused Happy
Worry Stressed Sad
Low
Challenge
Where they usually are
Anxiety Stressed Alert
Arousal Alert Focused
Control Happy Confident Boredom Depressed Contented
Skills
Relaxation Confident Contented
High
Where we want students to be
Flow: In education & training Not a static image Dynamic
Skills are changing (Learning) Challenges need to keep moving as well
That is our job
Requires cycle of assessment – revision…
Examples of flow ¡ 5 minutes in your group… § Personal examples of flow
¡ How would you make it happen in your context § Connect to Expectancy x Value Model
67
Chota Break...
Introducing Project I
Project I Each group will be assigned a topic Pre Project: Research & Learn Research Presentation: Tell a story, explain ideas, explain application in educational contexts Will be evaluated by your peers
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
71
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
72
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
¡ Do I want to do this task and why? § Individual (personal) interest v.s. Situational interest § Expectancy Value model § Mastery (intrinsic, task involved) v.s. Performance
(extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories § Meta cognition & Motivation
73
3 ways of looking at motivation ¡ Can I do this task? § Locus of control / Attribution theory
1
¡ Do I want to do this task and why?
2 § Individual (personal) interest v.s. Situational interest § Expectancy Value model 3 § Mastery (intrinsic, task involved) v.s. Performance (extrinsic, ego involved)
¡ What do I have to do to succeed at this task? § Self regulation theories
4
§ Meta cognition & Motivation
5 74
Project I: Steps ¡ How to learn the information? § Using the Internet as a resource
¡ Can you explain it to others? § In ways that make sense to them (Use your group)
¡ Narrow down to 2/3 key ideas § Tell, re-‐tell, summarize!
¡ Find a hook, a story (C-‐Success) + reading for tomorrow § Create Simple Unexpected Concrete Emotional Stories that Stick
¡ Create your presentation § Practice, practice, practice
¡ We are here to help 75
Project I Each group will be assigned a topic Pre Project: Research & Learn Research Presentation: Tell a story, explain ideas, explain application in educational contexts Will be evaluated by your peers
Project I Research & Learn Where do we find resources?
Project I Research & Learn Where do we find resources?
Project I Research & Learn Where do we find resources?
Where else can we go?
Project I Each group will be assigned a topic Pre Project: Research & Learn Research Presentation: Tell a story, explain ideas, explain application in educational contexts Will be evaluated by your peers
Project I What is a “presentation�? In your group, brainstorm ways to deliver your topic to the class.
Project I What is a “presentation�? In your group, brainstorm ways to deliver your topic to the class.
Project I Each group will be assigned a topic Pre Project: Research & Learn Research Presentation: Tell a story, explain ideas, explain application in educational contexts Will be evaluated by your peers
homefun Continue work in your groups Come prepared to present your topic 5 minutes (timed) for your given topic + 3 mins QnA Reviewed by your peers
To end (day 1)
Individual Activity ¡ Redefine motivation. ¡ Back to your notes… § Now look at your initial definition. What has changed?
5 minutes Discuss with your group 3-5 key ideas you have learned from today
5 minutes Share with the class
to end the day...
Thank you!
(see you tomorrow)