{"id":3220,"date":"2020-10-06T15:31:56","date_gmt":"2020-10-06T19:31:56","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=3220"},"modified":"2023-01-27T16:29:58","modified_gmt":"2023-01-27T21:29:58","slug":"intrinsic-motivation-development-and-creativity-in-the-classroom","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2020\/10\/intrinsic-motivation-development-and-creativity-in-the-classroom\/","title":{"rendered":"Intrinsic Motivation Development and Creativity in the Classroom"},"content":{"rendered":"\n
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Source:https:\/\/www.neh.gov\/humanities\/2014\/mayjune\/feature\/the-face-science<\/a> <\/figcaption><\/figure><\/div>\n\n\n\n

\u201cWe cannot solve our problems with the same thinking that we used when we created them.”<\/p>-Albert Einstein<\/cite><\/blockquote>\n\n\n\n

Albert Einstein is one of the most highly regarded and brilliant scientists that we have ever seen in this world. If you look beyond the numerous theories and papers that he proposed and published, Einstein also wrote about learning and thought. I challenge you to keep this quote in mind during reading this post. We will come back to how Daniel Pink and Einstein are related and interconnected later.<\/p>\n\n\n\n

\u201cFor artists, scientists, inventors, schoolchildren, and the rest of us, intrinsic motivation \u2013 the drive to do something because it is interesting, challenging, and absorbing \u2013 is essential for high levels of creativity.\u201d <\/p>-Daniel Pink, Drive (p. 46)<\/cite><\/blockquote>\n\n\n\n

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Source: https:\/\/www.redbubble.com\/i\/art-board-print\/Creativity-Loading-by-Anniescharstein\/42250093.ZL3U1 <\/figcaption><\/figure>\n\n\n\n

Daniel Pink writes about different techniques of using and developing intrinsic motivation that ultimately leads to creativity development. Intrinsic motivation is KEY in the development of high-level creativity. <\/p>\n\n\n\n

How do we develop intrinsic motivation?<\/strong><\/h2>\n\n\n\n
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Source: http:\/\/readingraphics.com\/book-summary-drive\/<\/figcaption><\/figure>\n\n\n\n

Daniel Pink writes about three essential areas that as educators we can probe and expand upon to grow our students\u2019 intrinsic motivations (remembering that intrinsic motivation is individualistic to each student): Autonomy, Mastery, and Purpose. Through developing these elements, intrinsic motivation is developing because through the pursuit of the three, students are really building upon the internal motivation to complete tasks.<\/p>\n\n\n\n

Autonomy<\/p>\n\n\n\n

  • Pink uses autonomy to mean self-direction (p.86)
    • As educators, we need to give our students the ability to (somewhat) direct themselves.<\/li><\/ul>
      • Giving some room for self-direction allows for students to take ownership over their learning, leading to more interest in what they are trying to learn because they have some stake in the process.<\/li><\/ul><\/li>
      • There are 2 vital elements:
        • Making decisions: \u201c\u2018You decide what you will make.\u2019\u201d (98)
          • Students need to be able to have some autonomy over their decisions. (No, this does not mean you get rid of any classroom management!)<\/li><\/ul>
            • Allowing students to exercise choice in options gives them some more decision over actions.
              • Choice boards are an example of homework choice for students. They have to do X number of squares (activities) per week, but they have choice over what they want to complete.<\/li><\/ul><\/li><\/ul><\/li><\/ul>
                • Time management: \u201cWithout sovereignty over our time, it\u2019s nearly impossible to have autonomy over our lives.\u201d (101)
                  • When giving students time to work during class \u2013 give them some unstructured time in which they can determine how they spend it (within reason).<\/li><\/ul>
                    • When giving students projects, you can suggest a time outline for working on it, but ultimately stress it is the students\u2019 decision how they spend their time.<\/li><\/ul><\/li><\/ul><\/li><\/ul>\n\n\n\n
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                      Source: htttp:\/\/www.charliehr.com\/blog\/improving-autonomy-at-work\/<\/figcaption><\/figure>\n\n\n\n

                      Mastery<\/p>\n\n\n\n

                      • In the classroom, the goal is always \u201cmastery\u201d of the\ntopic or unit.<\/li>
                      • To foster an environment of trying to master topics, as\nan educator, you should focus on what Pink deems as \u201cGoldilocks tasks.\u201d
                        • \u201c\u2026Goldilocks\ntasks \u2013 challenges that are not too hot and not too cold, neither overly difficult\nnor overly simple.\u201d (118)<\/li><\/ul><\/li>
                        • There are 3 laws that Pink claims need to be\nunderstood to foster mastery.
                          • First, \u201cmastery\nis a mindset.\u201d (121)
                            • Using Carol Dweck\u2019s theory of growth mindset.<\/li><\/ul>
                              • As a teacher, you must foster an environment where students\nbelieve that intelligence is not fixed and they can continually learn and grow \u2013\nespecially after mistakes or setbacks.<\/li><\/ul><\/li><\/ul>
                                • Second, \u201cmastery\nis pain.\u201d (124)
                                  • Teachers need to instill a sense that students need perseverance\nand determination to reach their goals. <\/li><\/ul><\/li><\/ul><\/li><\/ul>\n\n\n\n
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