FLCT Module 8 Activities PDF

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Facilitating Learner Centered Teaching

Facilitating Learner-Centered Teaching Module 8 (Lesson 1)

Lesson 1. Meaning and Types of Motivation Activity How motivated are you? Here is a test. Score yourself by checking the appropriate column. Legend: Never Seldom Sometimes Often Always Behavior 1 2 3 4 1. I study even when there is no quiz/test. / 2. I enjoy working on homework. / 3. I look forward to school days. / 4. I read for learning, not for grades. / 5. In every school task I do, I always do my best. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. on

I give/do more than what is required. I listen intently to my teacher’s lecture and instruction. I participate actively in class. I like homework. When something is not clear, I ask questions to clarify. I do not allow myself to be discouraged by my classmates’ unfavorable remarks. My teacher’s unfavorable remarks do not turn me off, rather they challenge me to do my best. I believe that success can be reached by anyone who works hard. I always fell excited about learning. I submit course requirements not only for the sake of compliance. I study not only for grades but more for learning. I believe that nothing is difficult if we spent hours learning it. I believe that how much I learn from class depends ultimately

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/ / / / / / / / / / / / /

me. 1

Facilitating Learner Centered Teaching 19. 20. 21. 22.

I believe I can cope with my teacher’s expectations. I am always eager to learn new things. I am very much interested to improve myself. 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 realizations 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

/ / / / / / /

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0 110

0

18

32

60

Analysis Interpret your scores: - One hundred thirty (130) is the perfect score. If you got 65, that means you are midway but not highly or very motivated. The closer you are to 130, the better motivated you are. - Share with your small group your discovery about yourself. Do you agree with your score? In what items did you score comparatively lower? What message do you get from those items where you scored low? YES I am agree with my score and the items I got a low scores are 1,3,4,1,11,12. Sometimes I get easily discourage when I learned that my effort is not enough to attain high remarks and sometimes I am not confident to my capabilities. But to pay back I need to try harder to be deserving. - When can you that a student is highly motivated to learn? What are indicators of a students’ level of motivation? I think we can tell that a student is highly motivated when they appreciate even the smallest things that has connection in improving themselves that assures them to achieve their goals in life and some indicators might be giving extra time, effort and attention to do a certain task with perseverance and determination. - when a person is intrinsically Motivated, his motivation comes from within him/her or from the activity or task itself. When a person is extrinsically motivated s/he is motivated by something or someone outside herself/himself. Identify examples of extrinsic motivation and intrinsic motivation based on the items of the questionnaire checklist. Extrinsic I believe I can cope with my teacher’s expectations. I love to be in the company of people who inspire me to keep on growing. Intrinsic I am very much interested to improve myself. I believe that nothing is difficult if we spent hours learning it. 2

Facilitating Learner Centered Teaching - Which type of motivation is or beneficial? Why? I think, it’s the Intrinsic since it comes from within. The feeling of being motivated comes naturally. When we do believe to ourselves it’s easy for us to see things with hope that will boost and activate our inner self. - Should we do away with extrinsic motivation? Or is it necessary? Justify. Extrinsic is also relevant because they provide assurance and company for the one who needed to be motivated during their hard times that even themself can’t do. Application 1. Reflect on your learning experiences. Can you recall some examples of extrinsic and intrinsic motivation in your life as a student? Intrinsic I always practicing advance reading. I always fell excited about learning. Extrinsic I asked some inspirational message from my friends. I always seek support and motivational speech from my family. 2. In what instances is extrinsic motivation necessary> Give examples. Extrinsic motivation refers to behavior that is driven by external factors such as a reward or avoidance of negative outcomes. Money is the most obvious example of an extrinsic motivation. Extrinsic motivation factors can be either tangible and intangible. Tangible factors are factors with a physical form. 3. Critics argue that using rewards sends students the wrong message about learning and they cite research suggesting that the rewards actually decrease interest in intrinsically motivating tasks. Explain. Some students neglect the purpose of studying; they are being dazzled with the rewards they will get in return. Synapse Strengtheners 1. According to psychologist Carol Dweck “motivation is often more important than initial ability in determining our success.” Do you agree? Why?  YES, motivation acts more important than to our initial ability because motivation determine our course of action, and serves as an input mechanism that converted into an output outlook. 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 . . . . . . . .  “Motivation is a hidden gem” 3. Surf the Internet on telic and paratelic motivational modes of Michael Apter. How do these relate to extrinsic and intrinsic motivation?  Psychologist Michael Apter's studies of motivation led him to describe what he called the "telic" (from Greek telos or "goal") and "paratelic" motivational modes, or states. In the telic state, a person is motivated primarily by a particular goal or objective--such as earning payment for work done. In the paratelic mode, a person is motivated primarily by the activity itself--intrinsic motivation. 4. “Potential performance is a product of ability and motivation.” What does this mean? Do you agree? Explain your answer.  Yes, it means that Motivation an inner drive that causes you to do something and persevere at something. an inner drive that energizes you to do something. the initiation, direction, intensity and persistence of behavior. 5. “The higher the extrinsic motivation, the lower the intrinsic motivation and vise versa. Do you agree? 3

Facilitating Learner Centered Teaching  I think it is a No, because I believe that there is a direct relationship between extrinsic and intrinsic motivation. For instance, if you learned that there is someone who believes in you, eventually yourself also believes in you. 6. Eric Jensen, noted author and educational consultant in the area of brain-based learning, states: If the learner is doing the task to get 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 to bribe students. (Eric Jensen).  Sometimes using a reward is useful and meaningful but in some cases it is not because students neglect the essence of learning, all in their minds is the things in return. And if happened that the reward is gone same goes to their motivation. It is better to show them how fun and exciting schooling is without the presence of rewards. Assessment Tasks 1. Make an outline of this Module on motivation and, following your outline, give a leacturette. OUTLINE *Definition of Motivation *Types of Motivation *Intrinsic Motivation *Extrinsic Motivation Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. ... In everyday usage, the term "motivation" is frequently used to describe why a person does something. It is the driving force behind human actions. Types of Motivation Intrinsic motivation refers to the act of doing something that does not have any obvious external rewards. You do it because it’s enjoyable and interesting to you, not because of any outside incentive or pressures, like rewards or deadlines. In short, intrinsic motivation is performing an activity for its own sake rather than the desire for some external reward or out of some external pressure. Essentially, the behavior itself is its own reward. Extrinsic motivation refers to the behavior of individuals to perform tasks and learn new skills because of external rewards or avoidance of punishment. In this case, you engage in behavior not because you enjoy it or because you find it appealing or satisfying, but in order to obtain something of value in return or avoid something unpleasant. 2. Distinguish between extrinsic and intrinsic motivation. Give an example for each. Intrinsic Motivation Examples Playing sports because you enjoy how they make you feel Staying longer at work because you believe in your work Using positive affirmations because you want to change your mindset positively Investing money because you want to become financially independent Extrinsic Motivation Examples Going to work because you want to earn money Studying because you want to get a good grade Helping others because you hope for praise Volunteering because it looks good on a resume Going to the same store because you benefit from loyalty programs Cleaning your apartment because you do not want your partner to get mad 3. Justify the role that extrinsic motivation plays in the development of intrinsic motivation. 4

Facilitating Learner Centered Teaching Extrinsic motivation is our desire to perform a task because of incentives or rewards. So, because of that reward that triggers you to do a certain task, it develops your motivation from within or the so called intrinsic motivation. 5-minute non-stop writing Your 5-minute non-stop writing begins NOW! Write about what you learned and how this will be useful to you. Your five-minute non-stop writing begin now! From the Module on Meaning and Types of Motivation, I realized that . . . . .  I realized that Motivation is an inner drive that causes to do something to the extent of our capabilities. I also realized that there are various types of motivation which are the intrinsic and extrinsic motivation, where in Intrinsic Motivation his motivation comes from within him/her or from the activity or task itself. On the other hand, Extrinsic Motivation is when that which motivates a person is someone or something outside him/her. I also learned that Intrinsic is more relevant that extrinsic since it comes from within so, even though the source of his/her motivation is gone it will remain to him/her. Lesson 2. Theories on Factors Affecting Motivation Activity 1 Here are some quotations. Read and explain each of them. Do you agree or disagree? Yes, we need to have a positive motive in everything we do without asking in return. “Quality does not come by accident. It is a product of intention.” “Success comes only to people who work for it.” “Happy are those who dream dreams and are willing to pay the price for their dreams to come true.” “Success is that old ABC – ability, breaks and courage.” Charles Luckman “Sweat plus sacrifice equals success.” Charles O. Finley

Activity 2 Discuss your answers to the following: For Activity 1 - To which are quality, success and happiness attributed? It is attributes to somebody who believes and willing to learn with courage and perseverance. Do you agree? Why or why not? I am Agree because when someone do his/her best to a certain task he/she deserve who will he/she become. - Based on the quotations, are success and quality traced to factors within or outside a person’s control? It comes from within, because it starts from the initiation of everyone. 5

Facilitating Learner Centered Teaching - What is the effect of one’s own motivation if success or quality is attributed to something within a person’s control? The effect is that it maintains the stability of the motivation in achieving success and quality. To something outside a person’s control? The effect is that there is chance to increase the level of the one’s motivation. - Does a goal or dream have something to do with a person’s motivation? Explain your answer. Yes, goal and dream is connected to one’s motivation because it serves as the reward might they have in return if they continue to do their best. For Activity 2 Go over the comments one by one to be able to do the following: - Based on the comments, to which is poor/good performance attributed? Their Ability, Effort, Luck and the difficulty of a task. What are the factors within and without the control of the student? Factors within the control of the students are their ability and effort while factors without the control of the students are their luck and the level of the task given. - What is the effect on one’s motivation if success or quality is attributed to something within a person’s control? The effect is that it maintains the stability of the motivation in achieving success and quality. To something outside a person’s control? The effect is that there is chance to increase the level of the one’s motivation. - Do you agree with the comments? Explain your answers. Yes, some comments can put down and rise up the motivation of the students that may affect to their performance. - Is there an instance where performance is traced to feelings of self-competence? Point it out. Yes there is, for instance i the student is not that readily or incompetent there is a chance that his/her performance to a certain task will decline. Analysis Here are comments from students regarding their school performance. Find out the factors to which these students attribute their performance. - “How can I ever perform? I have a very low IQ. All my brothers and sisters are as dumb as I am.” - “I dropped out of my classes because of my failing grades. Kasi napabarkada ako.” - “Johnson is lucky. His parents are very supportive. He has no problem with money. Plus he is really intelligent because his parents are also intelligent.” - “How can you be encouraged to study? Our teachers are of the terror type. They demand so much yet they do not teach well. We don’t understand what they are teaching. Worse, there are no books.” - “How can I be motivated to study when what my parents want me to be is not what I want to be.” - “I have to perform in class. My parents and teachers expect to perform. All my brothers and sisters are performing. Nakakahiya naman kung ‘di ako magperform.” Synapse Strengtheners 1. Construct a True-False type of test to evaluate the first objective of this Module then exchange tests with your learning partner for you to answer. Discuss your answers and scores with your learning partner. 2. Between learning goal and performance goal, with which type do you identify yourself? Explain your answer. I’ll go with performance goal since it focuses to increase one's motivation to implement the acquired knowledge and to increase one’s effectiveness. 3. To what factors do great men and women attribute their success? Is it to personal factors like ability and effort or to situational factors such as difficulty of the task and impact of luck? 6

Facilitating Learner Centered Teaching I guess great men and women attributes their success through personal effort because they highly believe and motivated to their capabilities to win something for their sake. 4. “Success has many fathers; failure or defeat is an orphan.” How does this general behavior relate to self-esteem? Many people will seek credit for success, but few will accept responsibility for failure. Same goes to one’s self esteem, everyone wants to prevail this kind of attitude but no one ever dare to try because they afraid to take a risk. 5. Do attributions always reflect the true state of affairs? Or can we have something like false attributions? Explain your answer. Yes, it reflects the true state of affairs because there is the presence of challenges, or be complicated, or contain a conflict of interest. 6. How does Maslow’s need theory compare with Glasser’s choice theory and that of Alderfer’s E-R-G need theory? Do research on them. Another difference is that Maslow believes each need is fulfilled one at a time in ascending order, whereas Alderfer believes that more than one need can be fulfilled at the same time. 7. Authors warn us to avoid simple attributions, meaning not to attribute success or failure just to one factor only. Why so? Because according to the 'attribution theory' it is normal for people to look for explanations or causes - that can be attributed to their own success or failure and also an assumption of the attribution theory is that people will interpret their environment in such a way as to maintain a positive self-image. 8. Why do people tend to attribute their successes to internal causes and their failures to external causes? In order to preserve their self-esteem, individuals tend to attribute their failure to external factors more than to internal factors. Also, they tend to attribute success to internal factors. Therefore, they may tend to attribute failure more to internal factors than they do in public contexts. 9. Surf the Internet on the expectancy model of motivation. Find out how this relates to the other theories on motivation such as self-efficacy theory. Self-efficacy theory maintains that self-efficacy expectancy, a belief about one's ability to successfully perform a behavior, is independent of outcome expectancy, a belief about the likelihood of the behavior leading to a specific outcome. 10. Research on teacher qualities that increase motivation to learn.

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Facilitating Learner Centered Teaching 1. Love Their Students 2. Listen to Students 3. Make Time for Each Student 4. Learn Something New Every Day 5. Fill the Classroom with Positivity 6. Patiently Handle Challenging Situations 7. Constantly Look for Ways to Become Better 8. Collaborate with Other Teachers 9. Develop Relationships with Parents 10. Maintain Classroom Organization Research Connection Read a research or study related to intrinsic and extrinsic motivation. Fill out the matrix below. Title and Source: (Complete APA bibliographical entry format) Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics (Onyekwere Nonye Adamma, Okoro Pauline Ekwutosim, Eugene Chukwuemeka Unamba ) (https://files.eric.ed.gov/fulltext/ED590932.pdf)

Problem Globally, there has been an increasing concern in the education sector on how to ensure that students learn optimally at school and achieve academic excellence in their academic pursuit. Research Methodology The study adopted a descriptive survey design in carrying out the study on influence of extrinsic and intrinsic motivation on pupils’ academic achievement in mathematics. The population comprised of all 3,056 primary six pupils in Owerri Municipal Council Area of Imo-State. A sample size of 200 primary six pupils was selected for the study using simple random sampling technique in selecting two schools. In the selected schools purposive sampling technique was used to select classes that have more than three streams. The age range is between 18-21 years. 8

Facilitating Learner Centered Teaching Findings The result of testing the first hypothesis, which evaluates the correlation between motivation and academic performance, is found to be significant (r =.563; n=200). These Table 1. Correlation between Motivation and Academic Performance Grade Point Significance Academic Moti...