Motivation a Short Course: Day 1

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

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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

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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

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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)