MOTIVATION 3.

0
Joy Taylor
Education 520: Curriculum Design and Evaluation
March 29, 2015
Professor Crenshaw
Concordia University Irvine
School of Education

A Brief History of
Motivation
Motivation 1.0 - 50, 000 years ago biological
urges were the cause of motivation.

Motivation 2.0 Once societies grew

another motivator evolved based on
seeking rewards and avoiding punishment.
(Pink 18)

History Continued
Motivation 2.1- Mid-20th century called for
more sophisticated skills and Professor
Douglas McGregor argued that people
have higher drives and need more than
carrots & sticks. Thus, many companies
looked for ways to give employees more
autonomy and to help them grow. (Pink
20)

21st Century Update

But2.1 didnt work. Businesses fell apart
on this model. Rewards and punishment
were still the foundation of this strategy.

Wikipedia represents the most powerful new

business model of the 21st century:
OPEN SOURCE

WELCOME TO A NEW ERA

A free open source created by volunteers
from around the world, for no reward offered
by an employer.
MIT Professor and Boston Consulting Group surveyed 684
open-source developers. They found that enjoyment-based
intrinsic motivation, namely how creative a person feels when
working on the project, is the strongest and most pervasive
driver. (Pink 23)
Three German economists who studied open-source
projects around the world found that what drives
participants is: a set of predominantly intrinsic motives, the
fun of mastering the challenge of a given problem and the
desire to give a gift to the programmer community. (Pink
23)

MOTIVATION 3.0
Autonomy- the drive to do things for own
sake; self-govern.

Mastery- the desire to get better and

better at something.

Purpose- yearning to do something in

service to something larger than ourselves.

DEFINITIONS OF EXTRINSIC
AND INTRINSIC

Extrinsic
1.Notessentialorinherent;notabasicpartor quality.
2.Beingoutsideathing;outwardorexternal; operatingorcomingfrom
without.
3.Anatomy.(ofcertainmuscles,nerves,etc.) originating outsidethe
anatomicallimitsofapart.

Intrinsic
1.Belongingtoathingbyitsverynature.
2.Anatomy.(ofcertainmuscles,nerves,etc.)belongingtoorlyingwithin
agivenpart.
<http://dictionary.reference.com/browse/intrinsic>

WHY 2.0 DONT WORK

They can:
1. Extinguish intrinsic motivation.
2. Diminish performance.
3. Crush creativity.
4. Crowd out good behavior.
5. Encourage cheating, shortcuts, and
unethical behavior.
6. Become addictive.
7. Foster short-term thinking. (Pink 59)

HOW MOTIVATION 3.0 CAN

WORK
1.

2.
3.
4.

Having effective grading and assessment

procedures.
Fostering intrinsic motivation.
Providing multiple attempts.
Giving meaningful feedback towards
mastery.

EFFECTIVE GRADING
1.

2.

3.
4.

Provide accurate, specific, timely feedback designed to

improve student performance.
Grades are only one of many types of feedback provided to
students.
Only occasionally associate a grade with the feedback.
Allow students to create a portfolio to show their best work,
knowing that the mistakes made in the course of the
semester were not failures, but lessons learned on the way to
success. (Reeves 85,86)

In each of these cases, "failures" along the way are not

averaged into a calculation of the final grade. (Reeves 85,86)

AND
ASSESSMENT PROCEDURES
1.

2.

3.

4.

Eliminating zeros for missing or late assignments; the

consequence must be completing the workbefore, during, or
after school, during study periods, at "quiet tables" at lunch, or
in other settings.
The practice of using the average of all scores throughout the
semester, a formula that presumes that the learning early in the
semester is as important as learning at the end of the semester.
Getting rid of "semester killer"the single project, test, lab,
paper, or other assignment that will make or break students .
(Reeves 85,86)
Use formative assessment results to make decisions about what
actions to take to promote further learning (Chappuis).

To Flourish
When people use rewards to
motivate thats when they are
the most de-motivated-Ryan,
a philosophy major. Instead,
we should focus our efforts on
creating environments for our
innate psychological needs to
flourish. (Pink 72)

FOSTERING INTRINSIC MOTIVATION

Autonomy
1.

2.

3.

4.

Provide students with autonomy over some (or all) of

the four main aspects of work:
When they do it (time) Focus on output rather than give time
restraint.
How they do it (technique) Provide initial guidance and then allow
them to tackle the project in the way they see fit.
Whom they do it with (team)Give students choice over who they
work with, let them assemble own teams.
What they do (task)- Allow students to have regular creative days
where they can work on any project/problem they wish.

<https://checkside.wordpress.com/2012/01/20/motivation-revamped-a-summary-of-daniel-h-pinks-newtheory-of-what-motivates-us>

FOSTERING INTRINSIC
MOTIVATION

Mastery allow students to become better at something that

1.

2.

matters to them:
Provide Goldilocks tasks Pink uses the term Goldilocks tasks
to describe those tasks which are neither overly difficult nor overly
simple these tasks allow employees to extend themselves and
develop their skills further. The risk of providing tasks that fall short of
an employees capabilities is boredom, and the risk of providing tasks
that exceed their capabilities is anxiety.
Create an environment where mastery is possible to foster an
environment of learning and development, four essentials are required
autonomy, clear goals, immediate feedback and Goldilocks tasks.

<https://checkside.wordpress.com/2012/01/20/motivation-revamped-a-summary-of-daniel-h-pinks-newtheory-of-what-motivates-us>

FOSTERING INTRINSIC
MOTIVATION
Purpose take steps to fulfill students natural desire to contribute to
a cause greater and more enduring than themselves:
1.

2.

3.

Communicate the purpose Make sure students know and understand

the classes purpose goals not just its profit goals.
Place equal emphasis on purpose maximizationas you do on profit
maximization Organizational and individual goals should focus on
purpose as well as school benefit.
Use purpose-oriented words Talk about the class as a united team by
using words such as us and we, this will inspire students to talk about
the school or class in the same way and feel a part of the greater cause.

<https://checkside.wordpress.com/2012/01/20/motivation-revamped-a-summary-of-daniel-h-pinks-new-theory-of-what-motivates-us>

PROVIDING MULTIPLE ATTEMPTS

Can

help students stay on track.

Raise the quality of assignments.
Improve student success and retention.
A grade is not assigned until the final paper
or assessment as the last attempt is
received.

GIVING MEANINGFUL FEEDBACK TOWARDS MASTERY

Offers descriptive information about the work or performance

relative to the intended learning goals.
It avoids marks or comments that judge the level of achievement
or imply that the learning journey is over.
Focuses on the intended learning.
Identifies specific strengths.
Points to areas needing improvement.
Suggests a route of action students can take to close the gap
between where they are now and where they need to be.
Takes into account the amount of corrective feedback the learner
can act on at one time.
Models the kind of thinking students will engage in when they selfassess. (Chappuis)

Motivation 3.0 is the Way to Go!

If all schools slowly make
progress in giving teachers
and students alike more
autonomy, the tools
needed to foster mastery
and a strong sense of
purpose about their tasks
at hand, American
education will flourish
along with all involved.

Works Cited

Chappuis, Stephen and Jan Chappuis. The Best Value in Formative Assessment.
Pink, Daniel. (2009) Drive: The Surprising Truth about What Motivates Us. New
York. Riverhead Books.
Reeves, Douglas B.. (February 2008) Teaching Students to Think: Effective
Grading Practices. Volume 65, Number 5. Pages 85-87.
http://dictionary.reference.com/browse/intrinsic. March 29, 2015.
https://
checkside.wordpress.com/2012/01/20/motivation-revamped-a-summary-of-dani
el-h-pinks-new-theory-of-what-motivates-us
. March 29 2015.