Unit 6 Reflective Portfolio - EDUC 5810

1
Reflection on the Students’ Intrinsic Motivation for Learning with a Global Mindset
In cultivating students' intrinsic motivation for learning with a global mindset, the
multifaceted nature of education demands an approach that intertwines personal expression,
creativity, and a profound connection to the global community. Drawing from my
experiences as a middle school teacher, I find that intertwining these elements requires a
delicate balance and intentional thoughtful strategies.
Firstly, integrating diverse perspectives into the curriculum becomes paramount. By
infusing lessons with content that reflects the rich blend of global cultures, students not only
gain a broader understanding of the world but also find personal connections to the material.
For instance, incorporating literature, historical narratives, and scientific discoveries from
various regions allows students to see the relevance of their learning in a global context.
To gauge students' development as global citizens, authentic formative assessments
play a crucial role. These assessments can take the form of simulations, reflective journals,
collaborative projects, or discussions that encourage students to share their thoughts on global
issues (United Nations Educational, Scientific, and Cultural Organization, 2012). By
providing a platform for personal expression within the framework of global awareness, it
becomes easier to assess their evolving perspectives and understanding of diverse cultures.
Education for Sustainable Development (ESD) offers a robust framework to achieve
these goals. My engagement in online courses and discussions related to ESD pedagogies,
especially with my study of the sourcebook - United Nations Educational, Scientific, and
Cultural Organization (2012), through the University of the People's M.Ed program has
equipped me with valuable insights. The emphasis on interconnectedness, environmental
consciousness, and social responsibility inherent in ESD aligns seamlessly with the goal of
fostering global citizens (Mansilla & Jackson, 2011). By infusing ESD principles into my
2
teaching strategies, I aim to nurture a sense of responsibility for the local community and the
world at large.
In practical terms, this could involve project-based learning initiatives that tackle real-
world issues, connecting students to their local environment while addressing global
challenges. For instance, students could engage in community projects focused on sustainable
practices, such as waste reduction or promoting local biodiversity. Through these activities,
students not only deepen their understanding of the local context but also recognize their role
as global citizens contributing to the larger sustainability narrative.
Furthermore, fostering personal creativity is integral to this process as well as
showing students genuine attention and care. This has been proven to trigger intrinsic
motivation (Reppy & Larwin, 2020). Also, by allowing students to express their learning
through various mediums – be it art, presentations, or written projects – we celebrate the
diversity of talents within the classroom. This approach aligns with my ongoing efforts in
managing the educational website, "I Now Understand," where I share educational content,
including multimedia resources that cater to different learning styles and foster creativity.
To sum up this reflective portfolio, the journey to developing students' intrinsic
motivation with a global mindset involves weaving together the threads of personal
expression, diverse perspectives, and a commitment to sustainable development. Through
intentional curriculum design, formative assessments, and the incorporation of ESD
principles, I aspire to create an educational environment that not only respects diversity but
also empowers students to become active contributors to their local and global communities.
3
References
Mansilla, V.B. & Jackson, A. (2011). Educating for global competence: Preparing our youth
to engage the world. New York: Asia Society. Retrieved from
https://asiasociety.org/files/book-globalcompetence.pdf
Reppy, D., & Larwin, K. H. (2020). The Association Between Perception of Caring and
Intrinsic Motivation: A Study of Urban Middle School Students. The Journal of
Education, 200(1), 48–61. https://www.jstor.org/stable/26856400
United Nations Educational, Scientific, and Cultural Organization. (2012). Education for
sustainable development: Sourcebook.
https://sustainabledevelopment.un.org/index.php?
page=view&type=400&nr=926&menu=1515

Unit 6 Reflective Portfolio - EDUC 5810

Uploaded by

Copyright:

Available Formats

Unit 6 Reflective Portfolio - EDUC 5810

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 6 Reflective Portfolio - EDUC 5810

Uploaded by

Copyright:

Available Formats

1

multifaceted nature of education demands an approach that intertwines personal expression,

creativity, and a profound connection to the global community. Drawing from my

delicate balance and intentional thoughtful strategies.

Firstly, integrating diverse perspectives into the curriculum becomes paramount. By

To gauge students' development as global citizens, authentic formative assessments

issues (United Nations Educational, Scientific, and Cultural Organization, 2012). By

Education for Sustainable Development (ESD) offers a robust framework to achieve

equipped me with valuable insights. The emphasis on interconnectedness, environmental

as global citizens contributing to the larger sustainability narrative.

Furthermore, fostering personal creativity is integral to this process as well as

through various mediums – be it art, presentations, or written projects – we celebrate the

To sum up this reflective portfolio, the journey to developing students' intrinsic

expression, diverse perspectives, and a commitment to sustainable development. Through

intentional curriculum design, formative assessments, and the incorporation of ESD

to engage the world. New York: Asia Society. Retrieved from

Intrinsic Motivation: A Study of Urban Middle School Students. The Journal of

Education, 200(1), 48–61. https://www.jstor.org/stable/26856400

sustainable development: Sourcebook.

You might also like