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1) The document is an advance organizer for a module on motivation that challenges students to understand the different types of motivation and their role in learning. 2) It includes an activity where students self-assess their level of motivation, and exercises distinguishing intrinsic from extrinsic motivation and exploring how extrinsic motivation can develop intrinsic motivation. 3) The module assessments require students to outline the motivation material, give a lecture on motivation, and justify the role of extrinsic motivation in cultivating intrinsic motivation.

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Merry Joy Tauro Libo-on
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© © All Rights Reserved
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127 views

Module

1) The document is an advance organizer for a module on motivation that challenges students to understand the different types of motivation and their role in learning. 2) It includes an activity where students self-assess their level of motivation, and exercises distinguishing intrinsic from extrinsic motivation and exploring how extrinsic motivation can develop intrinsic motivation. 3) The module assessments require students to outline the motivation material, give a lecture on motivation, and justify the role of extrinsic motivation in cultivating intrinsic motivation.

Uploaded by

Merry Joy Tauro Libo-on
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Advance Organizer

For Modules (19-21)

Module 19:

Meaning and Types of motivation

 Take the Challenge!


In this module, challenge yourself to attain the following outcomes:
 Make an outline of this module and give a lecturette on motivation by
following your outline.
 Distinguish between extrinsic and intrinsic motivation
 Justify the role of extrinsic motivation in view of the development of
intrinsic motivation.

Introduction

Studying is a hard task. However, it ceases to be a task if you have the right kind
and the right amount of motivation.

Activity

How motivated are you? Here is a test. Score yourself by checking the
appropriate column.
Legend:
1- Never
2- Seldom
3- Sometimes
4- Often
5- Always
Behavior 1 2 3 4 5
1. I study even when there is no quiz/exam.
2. I enjoy working on homework.
3. I look forward to school days.
4. I read for learning, not only for grades
5. In every school task I do, I always do my
best.
6. I give/do more than what is required.
7. I listen intently to my teacher’s lecture and
instructions.
8. I participate actively in class.
9. I like homework.
10. When something is not clear, I ask questions
to clarify.
11. I do not allow myself to be discouraged by my
classmates’ unfavourable remarks.
12. My teacher’s unfavourable remarks do not
turn me off; rather they challenge me to do
my best.
13. I believe that success can be reached by
anyone who works hard.
14. I always feel excited about learning.
15. I submit course requirements not only for the
sake of compliance.
16. I study not only for grades but more for
learning.
17. I believe that nothing is difficult if we spend
hours learning.
18. I believe that how much I learn from class
depends ultimately on me.
19. I believe I can cope with my teacher’s
expectations.
20. I am always eager to learn new things.
21. I am very much interested to improve myself.
22. I read outside my assignments and lessons
because it helps me improve myself.
23. I love to be in the company of people who
inspire me to keep on growing.
24. I avoid people who have no desire to improve
themselves.
25. I see the relevance of my lessons to the
realization of my dream in life.
26. I am willing to give up the satisfaction of an
immediate goal for the sake of a more
important remote goal. E.g. give up watching
tv in order to study
Total per column
GRAND TOTAL

Application

1. Go over the 26 items of the questionnaire checklist. Convert them into


indicators of poor/low motivation for contrast.
2. Add the list of 26 indicators of high motivation.
3. Reflect on your learning experiences. Can you recall some examples of extrinsic
and intrinsic motivation in your life as a student?
4. In what instances is extrinsic motivation necessary? Give examples.
5. Critics argue that using rewards sends students the wrong message about
learning and they cite research suggesting that rewards actually decrease
interest in intrinsically motivating tasks. Explain.

Synapse Strengtheners

1. According to psychologist Carol Dweck “motivation is often more important


than initial ability in determining our success.” Do you agree? Why?
2. To what do you compare motivation to make its facilitating function in
learning concrete? Come up with metaphors. (An example of a metaphor is
“teaching is lighting a torch...) Show this by completing this: Motivation
is ..............................
3. Surf the Internet on telic and paratelic motivational modes of Michael Apter.
How do these relate to extrinsic and intrinsic motivation?
4. Read on biographies of great men and women. Find out how they became
great. Report on one biography in class. Narrate the part of the biography
that you like most.
5. “Potential performance is a product of ability and motivation.” What does
this mean? Do you agree? Explain your answer.
6. The higher the extrinsic motivation, the lower the intrinsic motivation and
vice versa. Do you agree?
7. Eric Jensen, noted author and educational consultant in the area of brain-
based learning states: if the learner is doing the task to get the reward, it
will be understood on some level, that the task is inherently undesirable.
Forget the use of rewards … Make school meaningful, relevant and fun.
Then you won’t have the bribe students. (Eric Jensen)

Assessment Task/s

1. Make an outline of this Module on motivation and , following your outline, give a
lecturette.

2. Distinguish between extrinsic and intrinsic motivation. Give an example for each.

3. justify the role that extrinsic motivation plays in the development of intrinsic
motivation.

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

From the Module on Meaning and Types of Motivation, I realized that...


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