Intrinsic Motivation in Students

 It may be difficult to foster students' natural drive for learning both inside and outside of the immediate community while encouraging personal and creative ways of expression to maintain variety and the individual experience.

 

How can you develop students’ intrinsic motivation for learning with a global mindset?

 

In daily tasks, increasing intrinsic motivation increases pleasure and engagement. When educators design classes with an emphasis on intrinsic motivation, they motivate students to engage and perform well (Help Students Build Intrinsic Motivation, 2020).

 

According to research, students are more likely to attach meaning to their work, explore new topics, and persevere in the face of learning challenges when they have intrinsic motivations for learning—when they engage not because they expect an external reward but because they find the activity itself to be interesting and satisfying (Intrinsically Motivated, 2016)

 

Developing Mastery

Mastery recognizes that a person may need several efforts to acquire a new skill or notion. Using mastery in a lesson helps a student learn from their errors and try again. Set a specific learning target with a mastery threshold to boost mastery. The important beginning point for mastering learning thresholds is setting learning goals. Specific, unambiguous, and verifiable learning goals are required: everyone must understand what the objectives are, and the learner must be able to show that they have mastered them. (Help Students Build Intrinsic Motivation, 2020) 

 

Teachers should decide the kind of demonstration a student will use for a certain objective—activities like giving a presentation, resolving a problem, writing an answer, or completing a project—in order to develop a mastery threshold. Teachers are required to provide pupils with a rubric or goal to meet in order to show mastery.

 

Gaining Autonomy

Control is vital for inspiring pupils to participate. Autonomy allows students to direct their own learning. Increasing autonomy allows students to match what they are learning with their knowledge of the world. Increasing autonomy includes looking at the amount of voice and choice available in a class. Voice means providing pupils with a voice in their learning and honoring the backgrounds, views, ideas, and beliefs of students. Lessons may be tailor-made depending on student interests or ideas. Teachers might poll student interest in certain topics and use the findings to inform their teaching. Another quick way to give students a voice is to introduce dialogues or adapt classes based on their responses. Simply asking for student opinions tells kids they are appreciated and improves intrinsic motivation in the classroom.

 

Teachers should think about offering students alternatives for how they acquire information rather than limiting them to one learning route. Choice boards provide kids with many ways to learn. Providing alternatives for students during a class improves engagement. To better comprehend a notion, students might independently research a subject and offer questions. (Help Students Build Intrinsic Motivation, 2020) 

 

Building Purpose

Students have a reason to pay attention and learn when there is a purpose. Students need to feel as if they are making a difference and striving toward something valuable. Asking students why a subject or skill would be essential to acquire is one technique for giving a lesson meaning. Allowing pupils to intentionally put their own perspective on their work helps them understand the "why" behind their work. (Help Students Build Intrinsic Motivation, 2020) 

 

Additionally, educators might give their classes meaning. For instance, leveraging community challenges might give a lecture more meaning. By addressing issues in the community, students understand their subject matter. They acquire skills and quickly apply them to difficulties encountered in the real world. Students become aware of the impact their learning may have on the world. Students feel good about their work when they assist others in solving problems in the community, which increases their motivation to work more. (Help Students Build Intrinsic Motivation, 2020) 

 

How can you develop students’ intrinsic motivation for learning with a global mindset?

 

Teachers may help students connect their newly acquired skills and knowledge to the actual world by using the strategies outlined above. Students will become more conscious of their own behaviors as well as that of people in their immediate circles when they realize the impact that one person's actions may have on society as a whole.

 

How can you assess your students’ development as global citizens while nurturing personal creativity and diversity?

 

Contemporary education places a strong emphasis on developing globally aware students who are prepared to lead and work as professionals in a global society. This is a fundamental premise of modern education's approach to students' capacities. The ultimate goal of contemporary education is to produce global citizens.

 

I use rubrics to grade group and individual projects and activities with my senior students. However, I am aware from personal experience that formative evaluation is not the only way that instructors may track their students' development. This is due to the fact that having a global perspective is more of a conceptual notion that is shown through behaviors and attitudes.

 

How can you incorporate your prior readings and activities around Education for Sustainable Development (ESD) as a strategy for developing both the connection to the local community and the diversity of all learners in today’s classroom?

 

In general, all stakeholders are impacted by ESD's dedication to diversity, equality, and inclusion. We think that everyone has a role to play in helping us succeed. Our ability to retain and draw in varied talent, promote improved communication, and foster cooperation is aided by creating an environment at work where various opinions are appreciated and welcomed. (A Culture of Diversity and Inclusion, 2019). They must comprehend the pleasure, power, and importance of varied viewpoints in order to prosper in an increasingly diverse society if they are to be prepared for that world. (Diversity and Inclusion - the Episcopal School of Dallas, n.d.).

 

Along with knowledge and skills, these capacities can refer to attitudes, or ways of thinking and doing. As a result, they provide unique assessment issues, which are exacerbated when they are evaluated as embedded components within the various contexts of disciplinary knowledge and abilities.(Assessing Global Citizenship, 2021) 

 

 

References

A Culture of Diversity and Inclusion. (2019, March 9). Environmental Systems Design, Inc. Retrieved December 22, 2022, from https://www.esdglobal.com/news/article/a-culture-of-diversity-and-inclusion/

Assessing Global Citizenship. (2021, September 29). Assessing Global Citizenship | UNSW Teaching Staff Gateway. Retrieved December 22, 2022, from https://www.teaching.unsw.edu.au/assessing-global-citizenship

Beachboard. (2020, April 3). Help Students Build Intrinsic Motivation. How to Build Intrinsic Motivation in Students | Edutopia. Retrieved December 22, 2022, from https://www.edutopia.org/article/help-students-build-intrinsic-motivation/

Diversity and Inclusion - The Episcopal School of Dallas. (2022). Diversity and Inclusion - the Episcopal School of Dallas. Retrieved December 22, 2022, from https://www.esdallas.org/about/diversity-and-inclusion

Intrinsically Motivated. (2016, September 11). Harvard Graduate School of Education. Retrieved December 21, 2022, from https://www.gse.harvard.edu/news/uk/16/09/intrinsically-motivated

Developing Active Readers

 I believe the majority of educators would agree that, when it comes to reading comprehension abilities, more isn't necessarily better. Students will have the opportunity to master each approach by focusing on one skill at a time, and they will be able to utilize the taught talents while reading independently. All reading levels may benefit from the below techniques.

SQ3R Method

SQ3R is a reading comprehension strategy that encourages students to think about what they are reading while they are reading it. The SQ3R approach consists of the five following steps:

1. Survey: Before beginning to read, children should scan the material. I make sure they pay attention to the graphic's title, captions, and pictures. Students may also read the introduction, conclusion, and text summary (if provided).
2. Question: While reading the book, students need to be thinking of questions to ask about it. I advise my pupils to record their questions as they come up. Unknown vocabulary terms may also be found by students. Now is a good moment to write them down and interpret their significance.
3. Read: The text is read aloud by the students. They will hopefully learn the answers to the queries that emerged from the survey component of the plan. I instruct pupils to go through confusing passages again and use context clues to decipher the meaning of unfamiliar phrases.
4. Recite: After finishing the book, students write their own comments on the subject; by summarizing the book, they will have a deeper understanding of the subject.
5. Review: Students must examine the material in more depth in the last phase of the SQ3R approach. Students may actively study the material offered in the book by answering comprehension questions, completing a graphic organizer, or taking part in group discussions, for example.

Disadvantages of the SQ3R method

Many educators and researchers question the reliability of the SQ3R method, bringing attention to some possible disadvantages.

• The SQ3R procedure must be intentionally repeated by students until it becomes instinctive.
• The process takes a lot of time since students have to set aside enough time to read each chapter thoroughly and consider each topic.
• The SQ3R methodology may be initially challenging to understand and use.
• The cognitive processes of organization and integration are not supported by SQ3R's phases.
• The approach is not appropriate for online courses or learning resources other than textbooks.

Since the approach is getting close to a century old, many of these drawbacks are starting to appear. Some educators believe that alternative strategies, such as the GIST method, are better than the SQ3R since learning psychology is now better understood (The Advantages of SQ3R Technique The Disadvantages of SQ3R Technique 2022).

The SQ3R technique may not be ideal. However, it remains to be one of the best study techniques available for understanding textbooks, and I believe it still has its fair share of applications.

 

KWL Charts

A KWL chart is an evidence-based reading technique that engages students' previous knowledge, establishes a reading goal, and supports comprehension assessment. It is quite effective when beginning a new text. The instructor first determines the text's subject and makes a three-column chart that the class will complete jointly. Before reading the text, the first two columns, K and W, are filled out. Everything that pupils already know about the subject is included in the K column. What pupils wish to know about the subject is denoted by the letter W. Active reading is encouraged and supported by taking the time to address existing information and come up with questions beforehand. L is the final column. It speaks about what the pupils discovered after reading the material. After reading the material, students should fill in the L column so they may draw connections and consider what they have learned.

 

Disadvantages of the KWL method

The problems with this method when used incorrectly as a reading comprehension strategy are that it is reader-centered rather than author-centered and is constrained by the pupils' prior knowledge

(Ibrahim, 2012). Additionally, while brainstorming in groups dramatically improves previous knowledge for the K step, students often contribute irrelevant, false, or incomplete material that might potentially complicate their reading. The teacher's job is to use analogies, fill in the blanks, and synthesize the students' combined previous knowledge to make the student contributions understandable. When conducting the KWL activity, teachers should use discretion and only choose reading material that their pupils are already highly acquainted with. Before implementing this technique, instructors must also consider two issues: Is it truly worth the time? Is the result worth the effort? Once again, KWL is constrained by the information supplied by students during the W stage since it is reader-centered. Both what students don't know and what they wish to know are unknown to them. Or they could wish to know what is irrelevant, unimportant, or not covered in the reading list or other resources. Following the interests of the reader may result in a lot of circle-driving and tangential bird-walking.

 

Developing Concise Summary Writing with "GIST"

One last method for determining understanding of a text is called GIST (Generating Interactions between Schemata and Text). It encourages students to create succinct, insightful summaries and is suitable for readers of all reading abilities. Students that are taught information-summing strategies will develop their ability to effectively synthesize knowledge. Students should be able to communicate the "gist" of what they read in a GIST summary without adding any unnecessary information. Students learn the competencies they need to independently recognize a text's major ideas and important details by using GIST. I usually have students read a brief passage of text before starting the GIST approach. After reading, I instruct them to respond to the following questions based on the text: who, what, when, where, why, and how. Finally, I ask students to summarize their responses in one phrase. Students should get assistance in writing GIST summaries until they are able to do it on their own.

 

Disadvantages of the GIST method

This strategy helped me improve the reading and writing abilities of many students. To my knowledge, there are no downsides. Even with the neediest students, a teacher needs only to closely supervise and support (for a while) and be patient. For the students, all they have to do is read the text and answer the questions.

 

 

 

 

 

References

Ibrahim, (2012) developing students' reading comprehension skills through. Retrieved from

http://ejurnal.unisri.ac.id/index.php/proictss/article/download/1439/1264

The Advantages of SQ3R Technique The Disadvantages of SQ3R Technique. (2022). Retrieved 29 September 2022, from https://text-id.123dok.com/document/lq5m818ry-the-advantages-of-sq3r-technique-the-disadvantages-of-sq3r-technique.html

Outlines of Psychological development theories

 Freud's psychosexual development theory

 

Childhood development, according to Freud, is discontinuous; each of us must go through a series of stages or phases known as psychosexual development stages. If a stage is not appropriately supported, the kid may feel trapped and/or fixated with that stage. The unconscious mind's skills are highly crucial since it influences behavior instinctively or involuntarily. According to Freud, the primary goal of psychoanalysis is to make the unconscious conscious. the pleasure-seeking impulses begin in childhood. Childhood experiences, according to Freud, have a significant impact on adulthood in terms of molding the character, anxieties, obsessions, and beliefs.

 

Erikson's theory of psychosocial development

 

"Also an epigenetic theory that was impacted by Sigmund Freud's work in terms of stages of development" (Understanding Erikson’s Stages of Psychosocial Development, 2022) It denoted humans' social experience as a main factor in shaping behavior. Each stage is a result of the preceding one and a precursor to the next. During each stage, the individual is faced with various conflicts that help develop certain qualities. By the end of each stage, the individual either emerges with the said qualities established, or lacking them. In all cases, the result becomes ingrained in the person's psyche and evident in their behavior. It highlighted people's social experience as a major influence in influencing behavior (Understanding Erikson's Stages of Psychosocial Development, 2022). Each stage is a consequence of the one before it and a prelude to the one after that. Throughout each stage, the person is confronted with numerous conflicts that aid in the development of particular traits. By the conclusion of each stage, the person has either established or lacks specified traits. In all cases, the outcome becomes ingrained in the person's psyche and manifests itself in their behavior. Stage 1: Mistrust vs. Trust. Autonomy vs. Shame and Doubt in Stage 2. Stage 3: Responsibility vs. Guilt. Stage 4: Superiority vs. Inferiority. Identity vs. Confusion, Stage 5 Intimacy vs. Isolation at Stage 6. Stage 7: Stagnation vs. Generativity.

 

Piaget's four phases of cognitive (or intellectual) development

 

Piaget classified children's cognitive development into four phases, each representing a new way of thinking about and comprehending the world. Nortje (2021): Sensorimotor development occurs from birth through the age of 18-24 months. preoperational toddlerhood (18-24 months). through toddlerhood (18-24 months). Operational specifics: 7 to 11 years old, from formal to operational adolescence to adulthood.

 

The Ecological Systems Theory of Bronfenbrenner

 

Bronfenbrenner's ecological systems theory focuses on the nature and context of the child's environment. According to him, as a child develops, his or her relationship with numerous environments becomes more difficult. This complexity may arise as the child's physical and cognitive systems grow and mature. To evaluate a child's development, we must include not just the child and her immediate surroundings but also the interaction of the larger environment. He classified a person's environment into five separate systems: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Finally, all of the notions mentioned above are crucial for educators to understand because they allow them to form fundamental relationships with their students and create communication-rich classrooms. This is to guarantee that you not only know what you want to teach, but also how to organize it for each particular student and what they are capable of. Furthermore, they clarify other educational psychology ideas like behaviorism and cognitivism. Educational psychology is significant since it may benefit both students and instructors. It provides educators with essential information to help them create educational experiences, measure learning, and improve student motivation.

 

Vygotsky's Sociocultural Theory of Cognitive Development

Vygotsky's sociocultural theory sees human development as a socially mediated process in which children learn their cultural values, beliefs, and problem-solving techniques via collaborative conversations with more informed members of society. The foundation of Ygotsky's theory lies in concepts like the Zone of Proximal Development, culturally unique tools, and private communication. Vygotsky's concepts stress the fundamental significance of social interaction in the formation of cognition (Vygotsky, 1978). In other words, social learning tends to precede growth (Nortje, 2021).

 

Bronfenbrenner's Ecological Systems Theory

According to Bronfenbrenner, as a kid grows, the interaction within various environments gets more complicated. As the child's physical and cognitive systems develop and mature, this complexity may emerge. This is to ensure that you not only know what you want to teach, but you also know how to structure it for each individual student and also what each student is capable of. Furthermore, they make other educational psychology theories such as behaviorism and cognitivism clearer.

Finally, all of the notions mentioned above are crucial for educators to understand because they allow them to form fundamental relationships with their students and create communication-rich classrooms. This is to guarantee that you not only know what you want to teach, but also how to organize it for each particular student and what they are capable of. Furthermore, they clarify other educational psychology ideas like behaviorism and cognitivism. Educational psychology is significant since it may benefit both students and instructors. It provides educators with essential information to help them create educational experiences, measure learning, and improve student motivation.

 

References

Mcleod, S., & Mcleod], S. (n.d.). Erik Erikson’s 8 Stages of Psychosocial Development. Erik Erikson’s 8 Stages of Psychosocial Development. Retrieved September 8, 2022, from https://www.simplypsychology.org/Erik-Erikson.html

Nortje, P. A. (2021, May 3). Piaget’s Stages: 4 Stages of Cognitive Development & Theory. PositivePsychology.Com. https://positivepsychology.com/piaget-stages-theory/

Understanding Erikson’s Stages of Psychosocial Development. (2022, August 3). Verywell Mind. https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Gender Identity Disorder (GID) and Gender Reassignment (GR)

 My understanding is that Gender Reassignment (GR) is the extreme form of Gender Identity Disorder (GID). De Vries et al. (2011) results indicate significant behavioral, emotional, and psychological improvements post GnRHa treatment. Both general performance on the global mood scale and body image improvements appear to stabilize after 3-6 months of GnRHa treatment, which argues for the robustness of this clinical effect. The same results also report stagnation in anxiety and anger levels, as well as gender dysphoria and body satisfaction. And though I know that correlation does not necessarily constitute causation, one could not help but correlate anxiety with gender dysphoria and the subsequent uncertainty and fear of the unknown and anger with the unsatisfactory body image.

Though, in my opinion, the results of a more recent follow up assessment on the subjects of the research would be helpful to formulate a more educated view on the subject, the evidence at hand suggests the effectiveness of the GnRha approach. particularly because not only are the effects of GnRHa treatment reversible but also because it provides extra time for contemplating whether GR measures are truly the ultimate treatent. Concerns have been raised about the risk of making the wrong treatment decisions, as gender identity could fluctuate during adolescence, adolescents in general might have poor decision-making abilities, and there are potential adverse effects on health and on psychological and psychosexual functioning." (de Vries et al., 2011)

In the second paper, the authors suggest that "early maturing females are at unique risk of persistent difficulty during adolescence and should be targeted for preventive efforts; late maturation among males may be associated with a late-onset pathway for deviant behavior or substance abuse" (Is Pubertal Timing Associated With Psychopathology in Young Adulthood?, 2010). And even though it seems strange to suggest that adolescent males should be targeted for preventive measures, the authors cite research showing that early maturation among males may be associated with late-onset of deviant behavior and/or substance abuse. On the other hand, different studies have found that early puberty in males was associated with higher levels of aggression, and delinquency, relative to late maturity.

The study's finding that early maturation among females and late maturation among males are both correlated with later-onset psychopathology suggests that early development as a predictor of later-onset disorder should be considered as an important target for intervention. My own take-away from this investigation is that such a correlation exists and that parents and educators should pick up on early physical and behavioral indicators of pubertal timing psychopathologies and GID.

Finally, there are large differences in when pubertal development begins among teenagers. According to a large body of research, changes in pubertal timing may have an impact on one's mental, social, and physical health (e.g., Mendle et al. 2007, Mendle and Ferrero 2012; Negriff and Susman 2011). Both genetic and environmental variables may affect pubertal development. (Stroud & Davila, 2016).



References

de Vries, A. L., Steensma, T. D., Doreleijers, T. A., & Cohen‐Kettenis, P. T. (2011). (PDF) Puberty Suppression in Adolescents With Gender Identity Disorder: A Prospective Follow-Up Study: Puberty Suppression in Adolescents With GID | Annelou de Vries - Academia.edu. (PDF) Puberty Suppression in Adolescents With Gender Identity Disorder: A Prospective Follow-Up Study: Puberty Suppression in Adolescents With GID | Annelou de Vries - Academia.Edu.

https://www.academia.edu/4322018/Puberty_Suppression_in_Adolescents_With_Gender_Identity_Disorder_A_Prospective_Follow_Up_Study_Puberty_Suppression_in_Adolescents_With_GIDIs Pubertal Timing Associated With Psychopathology in Young Adulthood? (2010, January 4). Is Pubertal Timing Associated With Psychopathology in Young Adulthood? - ScienceDirect.

https://www.sciencedirect.com/science/article/pii/S0890856709613216Stroud, C. B., & Davila, J. (2016, January 1). Pubertal Timing | SpringerLink. Pubertal Timing | SpringerLink. https://link.springer.com/10.1007/978-3-319-32132-5_14-2

590 words

Thomas Onyebuchi Igwe replying to Khaled Hassan

 Sun, 11 Sep 2022, 10:41 AM

Re: DF2

I agree with you Khaled,
Early development as a predictor of later-onset illness should be taken into consideration as an essential target for intervention, according to the study's findings that early maturation among females and late maturation among males are both connected with later-onset psychopathology. My own conclusion from this study is that there is a correlation between the two, and that parents and teachers should watch out for the early physical and behavioral signs of pubertal timing psychopathologies and GID.
Thanks.

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82 words

Khaled Hassan replying to Thomas Onyebuchi Igwe

 Tue, 13 Sep 2022, 3:17 AM

Re: DF2

Hi Thomas and thanks for your reply.

Khaled

8 words

Jason Talley replying to Khaled Hassan

 Mon, 12 Sep 2022, 7:51 AM

Re: DF2

Khaled,

You clearly have read and considered the material carefully. I agree that intervention might be needed for students dealing with puberty onset issues. What do you think would be a sign that a formal intervention is needed?

You are right to point out that correlation does not necessarily constitute causation. That is a simple, but important fact that people often overlook. I would even say that as teachers, no matter our subject, we should be sure to pass that reminder on to our students.

While this was a good piece on the whole, if I could offer a suggestion, a less abrupt conclusion would be a more academic way to conclude a post like this.

Thanks for sharing.

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Sigmund Freud's Psychosexual Stages

 

Meaning of Adolescence (1953) [Video].

 

Identity Texts

 In my opinion, there is great value in having students produce identity texts. First of all, it teaches students how to stop, reflect on themselves, and then communicate their findings through a means of their choice. Their expression of the final product could be spoken, written, or even performed. When done correctly, students take ownership of the text and become invested in it because it represents their own identity (Gaysek, J. 2012). Besides helping non native students challenge the devaluation of their identity, this approach could be specially helpful to students who might be facing identity issues. Moreover, research has highlighted several pedagogical benefits of the framework such as students being able to find and express their individual voices through multimodal identity text projects than traditional means (Mills, K. 2010). Furthermore, the use of identity texts has proven to be helpful in ELL classes. Teachers can promote Ell students' literacy when they connect with their students in ways beyond the usual constricted pedagogical frame. 

Socially, identity texts tend to uncover much about students' identity, culture, and perspectives on relationships. This important because it gives the teacher an insight into the background of the student. Human interaction is at the heart of schooling and these interactions are often more central to student development than other methods for teaching literacy. Academically, educators can utilize these texts to create  an interpersonal space where learning takes place and students' identities are recognized, affirmed, and explored. These texts  help students affirm their identities in various forms such as dance, music, poetry, stories, bilingual texts, etc... 

The main challenge that this approach faces is the rigidity of the one size fits all curricula and mandates enforced by some kind of punitive sanctions. During my school years in a French Jesuit school, I was never introduced to identity texts nor was I ever encouraged to express myself or my opinion. On the contrary, I was often told to keep to myself and stop complaining. Looking back on it, this might have been the reason behind poor relationships with teachers and many colleagues. Had the idea been introduced to me, I think I might have had a more enjoyable learning environment and experience. 

Evidently, students native language is not totally irrelevant to making progress in learning English language. Literacy instruction cannot and should not substitute for literacy engagement. Such engagement could be promoted through enabling students to use their home language as a source for learning. Educators have a choice to go beyond the conventional academic expertise framework and its curricular guidelines and mandates. This could be done by acknowledging students' prior knowledge and attempting to utilize it to serve the acquisition of new knowledge (Zapata et al. 2020). References

Gaysek, J. (2012). Identity texts. Retrieved 30 December 2020, from https://www.slideshare.net/jsplendiferrous/identity-texts

Mills, K. (2010). What learners ‘know’through digital media production: Learning by Design.E-Learning and Digital Media,7(3), 223–236. https://journals.sagepub.com/doi/10.2304/elea.2010.7.3.223

Zapata, Gabriela & Ribota, Alessandra. (2020). The instructional benefits of identity texts and learning by design for learner motivation in required second language classes. Pedagogies. 10.1080/1554480X.2020.1738937.