{"id":3959,"date":"2021-10-07T22:37:02","date_gmt":"2021-10-08T02:37:02","guid":{"rendered":"https:\/\/sites.miamioh.edu\/edt431-531\/?p=3959"},"modified":"2022-10-13T17:16:58","modified_gmt":"2022-10-13T21:16:58","slug":"driving-down-new-roads-a-motivational-roadmap","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2021\/10\/driving-down-new-roads-a-motivational-roadmap\/","title":{"rendered":"Driving Down New Roads: A Motivational Roadmap"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/10\/motivation-edited.jpeg?resize=669%2C500&#038;ssl=1\" alt=\"\" class=\"wp-image-3962\" width=\"669\" height=\"500\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/motivation-edited.jpeg?resize=300%2C225&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/motivation-edited.jpeg?zoom=2&amp;resize=669%2C500 1338w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/motivation-edited.jpeg?zoom=3&amp;resize=669%2C500 2007w\" sizes=\"auto, (max-width: 669px) 100vw, 669px\" \/><\/figure>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#ffda96\">Our First Stop? Daniel H. Pink&#8217;s <em>Drive<\/em><\/h2>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">It is imperative to note that although this blog post draws heavily from <em>Drive<\/em>:<em> The Surprising Truth About What Motivates Us<\/em> by Daniel H. Pink, this is in no way a review nor simple summary. Instead, I aim to expand upon ideas put forth by Pink while focusing more heavily on the implications in the scope of education. <\/p>\n\n\n\n<div class=\"wp-block-media-text alignwide has-media-on-the-right is-stacked-on-mobile\" style=\"grid-template-columns:auto 43%\"><figure class=\"wp-block-media-text__media\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"1707\" height=\"2560\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/10\/drivecover.jpeg?resize=1707%2C2560&#038;ssl=1\" alt=\"\" class=\"wp-image-3963 size-full\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/drivecover.jpeg?w=1707&amp;ssl=1 1707w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/drivecover.jpeg?resize=200%2C300&amp;ssl=1 200w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/drivecover.jpeg?resize=683%2C1024&amp;ssl=1 683w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/drivecover.jpeg?resize=768%2C1152&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/drivecover.jpeg?resize=1024%2C1536&amp;ssl=1 1024w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/drivecover.jpeg?resize=1366%2C2048&amp;ssl=1 1366w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure><div class=\"wp-block-media-text__content\">\n<p class=\"has-light-gray-background-color has-background has-normal-font-size\">Based on the three core &#8220;Elements&#8221; behind which Pink constructs his argument for a shift to intrinsic motivation, we are able to deduce three guiding questions. I find it easiest to remember these questions as a motivational <strong>MAP<\/strong>. <\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Am I being engaged enough to seek out opportunities for further <\/strong><em><strong>MASTERY<\/strong><\/em><strong> of the subject at hand?<\/strong><\/li><li><strong>Am I providing myself with enough <em>AUTONOMY<\/em> to foster genuine interest in my work or hobbies?<\/strong><\/li><li><strong>Does a lack of <em>PURPOSE <\/em>lead me to feel the need to ask: <\/strong><em>&#8220;Why do I bother doing this?<\/em><\/li><\/ul>\n<\/div><\/div>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#fff6a5\">What this means in the classroom&#8230;<\/h2>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">A simple rewording of these questions leads us to a much more relevant query for the classroom. However, do not forget to ask yourself the aforementioned questions in order to assess your own levels of intrinsic motivation. We should want the best for our students, but that also involves wanting the best for ourselves.  <\/p>\n\n\n\n<p class=\"has-medium-font-size\"><em>Our classroom-oriented questions can be remembered as<\/em>:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Are my students being engaged enough to seek out opportunities for further <em>MASTERY<\/em> of the topic?<\/strong><\/li><li><strong>Am I providing students with enough <em>AUTONOMY<\/em> to foster genuine interest in their topic?<\/strong> <\/li><li><strong>Does a lack of <em>PURPOSE<\/em> lead my students to feel the need to ask: <em>&#8220;Why am I learning this?&#8221;<\/em><\/strong><\/li><\/ul>\n\n\n\n<h2 class=\"has-text-align-center has-background wp-block-heading\" style=\"background-color:#e4ff85\">Mastery<\/h2>\n\n\n\n<figure class=\"wp-block-image size-full\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"760\" height=\"502\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/10\/mastery.jpg?resize=760%2C502&#038;ssl=1\" alt=\"\" class=\"wp-image-3970\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/mastery.jpg?w=760&amp;ssl=1 760w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/mastery.jpg?resize=300%2C198&amp;ssl=1 300w\" sizes=\"auto, (max-width: 760px) 100vw, 760px\" \/><\/figure>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">The topic of mastery may seem to be already at the heart of the educational experience. Unfortunately, this is not the case. Often students are simply subject to soulless assessments forgotten by the time the next chunk of subject matter needs to be tested. I feel as though &#8220;mastery&#8221; should not be seen as the <em>accomplishment<\/em> of mastering a topic, but instead the<em> desire<\/em> to seek that level of understanding. <\/p>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\"><p>\u201cPeople can have two different mindsets, she says. Those with a \u201cfixed mindset\u201d believe that their talents and abilities are carved in stone. Those with a \u201cgrowth mindset\u201d believe that their talents and abilities can be developed. Fixed mindsets see every encounter as a test of their worthiness. Growth mindsets see the same encounters as opportunities to improve.\u201d<\/p><cite>Daniel H. Pink, Drive: The Surprising Truth About What Motivates Us<\/cite><\/blockquote>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">As students learn and progress through a curriculum, the driving force should not be centered around scoring well on the tests at the end of each unit. As educators, we must instead work to cultivate a mindset where the improvement of the student is revered, rather than just their performance on an assessment. That desire to be the best that they can be should be something that we aim to encourage in each of our students. <\/p>\n\n\n\n<h2 class=\"has-text-align-center has-background wp-block-heading\" style=\"background-color:#a3ff7e\">Autonomy<\/h2>\n\n\n\n<figure class=\"wp-block-image size-large\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"354\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/10\/CalvinDrive2-1024x354.jpeg?resize=1024%2C354&#038;ssl=1\" alt=\"\" class=\"wp-image-3964\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/CalvinDrive2.jpeg?resize=1024%2C354&amp;ssl=1 1024w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/CalvinDrive2.jpeg?resize=300%2C104&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/CalvinDrive2.jpeg?resize=768%2C265&amp;ssl=1 768w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/CalvinDrive2.jpeg?w=1280&amp;ssl=1 1280w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/figure>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">Providing students with autonomy is often misconstrued as giving the students complete free reign, but we can give students varying levels of autonomy based on the lesson we have planned. If you ever worry that your lesson plan is too rigid or has too many hard lines, ask yourself this: <em>Is this something that my student has sought out or expressed overt interest in?<\/em> <em>If not, how can I allow them to bring their own twist to the topic or process in order to boost their motivation? <\/em>It is hard to avoid slipping into the maw of extrinsic motivators if each of your lessons does not include some level of student autonomy. <\/p>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">The OWL Model is one such example of a way to increase student autonomy. Kate Baird and Stephanie Coy discuss their experience implementing an &#8220;Observe &#8211; Wonder &#8211; Learn&#8221; Model <a rel=\"noreferrer noopener\" href=\"https:\/\/www.nsta.org\/science-and-children\/science-and-children-february-2020\/expanded-observe-wonder-learn\" target=\"_blank\">here<\/a> in a February 2020 edition of NSTA&#8217;s <em>Science and Children<\/em> publication. Despite the aforementioned journal being catered towards elementary educators, I feel as though the benefits of student autonomy fostered through the OWL model could be applied to any classroom. <\/p>\n\n\n\n<h2 class=\"has-text-align-center has-background wp-block-heading\" style=\"background-color:#94ffb5\">Purpose<\/h2>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"FIND PURPOSE - Chadwick Boseman  - Motivational Video\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/qVNAj5Hp34U?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><figcaption>This video featuring the late Chadwick Boseman is an incredibly potent piece about finding purpose in life.<\/figcaption><\/figure>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">&#8220;Purpose&#8221; is another key element that seems to often be misconstrued. Despite likely having good intentions, I feel as though the opinions of family members, educational staff, and even the general public can sometimes interfere with a student&#8217;s definition of purpose. A student&#8217;s sense of individual purpose is far more important than a societal demand for a certain profession. Additionally: if a student does not feel individual purpose within the classroom, they may feel the need to ask the dreaded question&#8230;<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>&#8220;Why are we learning this?&#8221;<\/p><cite>A Student You&#8217;ll Probably Encounter<\/cite><\/blockquote><\/figure>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">The UC Berkley <strong>Greater Good Science Center<\/strong> has a wonderful <a rel=\"noreferrer noopener\" href=\"https:\/\/ggie.berkeley.edu\/student-well-being\/purpose-for-students\/#tab__1\" target=\"_blank\">article<\/a> about the development of a student&#8217;s sense of purpose and the benefits of such development. They touch on both the benefits of purposefulness within the realms of mental health and academic performance. <\/p>\n\n\n\n<h2 class=\"has-background wp-block-heading\" style=\"background-color:#adffe4\">TLDR: Too Long Didn&#8217;t Read<\/h2>\n\n\n\n<figure class=\"wp-block-embed is-type-rich is-provider-twitter wp-block-embed-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">Without a good MAP, students can be left feeling lost. Be sure to foster intrinsic motivation in the classroom by including the three elements set forth in <a href=\"https:\/\/twitter.com\/DanielPink?ref_src=twsrc%5Etfw\">@DanielPink<\/a> \u2018s book Drive: Mastery, Autonomy, and Purpose. <a href=\"https:\/\/twitter.com\/NSTA?ref_src=twsrc%5Etfw\">@NSTA<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/ScienceTeaching?src=hash&amp;ref_src=twsrc%5Etfw\">#ScienceTeaching<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/EDT431?src=hash&amp;ref_src=twsrc%5Etfw\">#EDT431<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/Motivation?src=hash&amp;ref_src=twsrc%5Etfw\">#Motivation<\/a> <a href=\"https:\/\/t.co\/v9TKMmncWw\">pic.twitter.com\/v9TKMmncWw<\/a><\/p>&mdash; Michael Mischler (@MrMischler) <a href=\"https:\/\/twitter.com\/MrMischler\/status\/1446280979686084617?ref_src=twsrc%5Etfw\">October 8, 2021<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n\n\n\n<p class=\"has-light-gray-background-color has-background\">Intrinsic motivation is centered around three key elements: <strong>M<\/strong>astery <strong>A<\/strong>utonomy and <strong>P<\/strong>urpose. In order to encourage the development healthy intrinsic motivation within both ourselves and students, we must constantly seek to include these three elements within our life and our lessons.  <\/p>\n\n\n\n<p class=\"has-small-font-size\">Special thanks to Daniel Pink and his book <em>Drive<\/em>: <em>The Surprising Truth About What Motivates Us<\/em> <\/p>\n\n\n\n<hr class=\"wp-block-separator has-text-color has-black-color has-css-opacity has-black-background-color has-background is-style-wide\" \/>\n\n\n\n<ul class=\"wp-block-social-links aligncenter has-normal-icon-size is-style-default is-layout-flex wp-block-social-links-is-layout-flex\"><li class=\"wp-social-link wp-social-link-twitter  wp-block-social-link\"><a rel=\"noopener nofollow\" target=\"_blank\" href=\"https:\/\/twitter.com\/MrMischler\" class=\"wp-block-social-link-anchor\"><svg width=\"24\" height=\"24\" viewBox=\"0 0 24 24\" version=\"1.1\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" aria-hidden=\"true\" focusable=\"false\"><path d=\"M22.23,5.924c-0.736,0.326-1.527,0.547-2.357,0.646c0.847-0.508,1.498-1.312,1.804-2.27 c-0.793,0.47-1.671,0.812-2.606,0.996C18.324,4.498,17.257,4,16.077,4c-2.266,0-4.103,1.837-4.103,4.103 c0,0.322,0.036,0.635,0.106,0.935C8.67,8.867,5.647,7.234,3.623,4.751C3.27,5.357,3.067,6.062,3.067,6.814 c0,1.424,0.724,2.679,1.825,3.415c-0.673-0.021-1.305-0.206-1.859-0.513c0,0.017,0,0.034,0,0.052c0,1.988,1.414,3.647,3.292,4.023 c-0.344,0.094-0.707,0.144-1.081,0.144c-0.264,0-0.521-0.026-0.772-0.074c0.522,1.63,2.038,2.816,3.833,2.85 c-1.404,1.1-3.174,1.756-5.096,1.756c-0.331,0-0.658-0.019-0.979-0.057c1.816,1.164,3.973,1.843,6.29,1.843 c7.547,0,11.675-6.252,11.675-11.675c0-0.178-0.004-0.355-0.012-0.531C20.985,7.47,21.68,6.747,22.23,5.924z\"><\/path><\/svg><span class=\"wp-block-social-link-label screen-reader-text\">Twitter<\/span><\/a><\/li><\/ul>\n\n\n\n<figure class=\"wp-block-image size-full is-resized wp-duotone-141414-ffffff-1\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2021\/10\/Headshot.jpg?resize=133%2C138&#038;ssl=1\" alt=\"\" class=\"wp-image-3960\" width=\"133\" height=\"138\" \/><\/figure>\n\n\n\n<p><strong>Michael Mischler<\/strong><\/p>\n\n\n\n<p>Miami Universit<em>y || Class of 2023<\/em><br>College of Education Health and Society ||&nbsp;<em>Integrated Science Education Major<\/em><br>College of Arts and Sciences ||&nbsp;<em>Environmental Science Co-Major<\/em><br>Secretary || NSTA, Miami University Chapter<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>Our First Stop? Daniel H. Pink&#8217;s Drive It is imperative to note that although this blog post draws heavily from Drive: The Surprising Truth About <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2021\/10\/driving-down-new-roads-a-motivational-roadmap\/\" title=\"Driving Down New Roads: A Motivational Roadmap\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":4916,"featured_media":3962,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[4,1],"tags":[14,28],"class_list":["post-3959","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-drive","category-misc","tag-drive","tag-motivation"],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2021\/10\/motivation-edited.jpeg?fit=2560%2C1920&ssl=1","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3959","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/4916"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=3959"}],"version-history":[{"count":9,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3959\/revisions"}],"predecessor-version":[{"id":4725,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3959\/revisions\/4725"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media\/3962"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=3959"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=3959"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=3959"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}