A Detailed Lesson Plan in EDUC 105

I. Objectives:
At the of the end of the lesson students will be able to;
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II. Subject Matter
1. Topic: Lesson 4 Principles and Theories of Motivation (pages 52 – 68)
2. Competency from the Curriculum Guide:
3. References:
4. Teaching Materials: PowerPoint presentation, Visual Aids

III. Preliminary Activities/Routine Activities

A. Greetings
B. Prayer
C. Order in the classroom
D. Attendance Checking
E. Motivation
IV. Lesson Proper
A. Activity Think Pair and Share
I will be providing a question; you just need to answer that particular
question and write your ideas in a piece of paper. After in couple
minutes you will find your partner and share your answer to them. Share
it to the class.

B. Analysis Each answer will be checked and graded by the instructor.

C. Abstraction Theories of Motivation

Every individual regardless of age carries with him or her a certain
degree of motivation to do things. Generally, motivation is a desire,
need, or want that generates energy vital for the person to act or behave
in a particular way within a specific context. Motivation is simply
defined as an innate characteristic that releases one's creative capabilities
and abilities. This means that when you have a goal to achieve, you are
motivated to act on it, and the positive outcome of your action brings you
satisfaction and happiness. On the other hand, when you are faced with
challenges, you are motivated to do something to overcome them. The
successful outcome of your behavior boosts your self-esteem and
enhances your self-confidence. If and when things do not materialize the
way you want them to, your motivation tells you to keep going until you
reach your end goal. Hence, this lesson will help you understand more
what motivation is in the context of education and explore some of its
principles and theories that will guide you in your daily undertakings.
According to various theories, motivation is rooted in physiological
needs to address physical pain and get the best out of every choice. It is
an internal state or condition that releases one's creative capabilities or
abilities; thus, motivation is innate to everyone. It is just a matter of
activating them to achieve a certain goal or coursing them toward
achieving one's specific goal to bring personal joy or happiness. In other
words, it is the driving force that pushes a person to attain his or her
goals.
Motivation is a vital factor that encourages learners to give their best
performance in every endeavor they are faced with. It is within this
context that teachers should motivate learners more often than not.
Motivation is said to be extrinsic or intrinsic.
1. Extrinsic motivation. This type of motivation is driven by the
anticipation and expectation of some kind of payoff from an external
source.
Example: Learners work hard to win their parents' favor, gain teachers'
praise, or earn high grades. The reasons for learning lie primarily outside
themselves.
2. Intrinsic motivation. This type of motivation is driven by one's own
goals or ambitions.
Example: Learners study because they enjoy the subject and desire to
learn it, irrespective of the praise received or grades earned. The reasons
for learning reside primarily inside themselves.
Here are some principles of motivation that teachers can use to allow
active participation of learners and to keep them on track with the lesson:
1. The environment can be used to focus the learners' attention.
Teachers can modify the classroom environment like displaying learners'
output or posting relevant and up-to-date information to motivate the
learners to do more.
2. Incentives motivate learning. Teachers should be generous enough
to give any kind of reward that motivates learners to do their best.
3. Internal motivation is longer lasting and more self-directive than
external motivation. Teachers should motivate learners to be more
intrinsically motivated rather than extrinsically motivated.
4. Learning is most effective when learners are ready to learn.
Anchored on the law of readiness, it has been proven that readiness
affects learning and the performance of the learners.
5. Motivation is enhanced by the way in which the instructional
material is organized. Organize learning materials well so that learners
could follow.
Teachers can also be guided on the following theories of motivation to
enhance the teaching and learning process.
1. Drive Theory (Clark Hull). This theory explains that drives occur
because of the stimulation of a need. Need is a physiological deficiency
that creates a condition of disequilibrium in the body. Drives involve
physiological survival needs such as hunger, thirst, sleep, pain, warmth,
touch, and sex. Abraham Maslow's Hierarchy of Needs distinctly
presents these levels of needs.
2. Self-efficacy (Albert Bandura). This theory focuses on the belief that
individuals have capabilities to perform a series of actions needed to
manage budding situations. Efficacy is the power to produce an effect (in
essence competence), while self-efficacy is the belief (whether or not
accurate) that one has the power to produce that effect. Self-efficacy
relates to a person's perception of his or her ability to reach a goal, while
self-esteem relates to a person's sense of self-worth.
3. Self-determination (Edward L. Deci & Richard M. Ryan). This
theory recognizes the strength that comes from the sense of autonomy in
making choices on the things that he or she does.
4. Theory of Achievement Motivation (John William Atkinson). This
theory is associated with expectancies and values. The learners must
believe that they can accomplish a task; that is, they should have an
expectancy about what they want to achieve and place an importance or
value in what they are doing.
5. Attribution Theory (Bernard Weiner). This theory describes
people's various explanations for successes and failures that match things
like luck, mood, effort, health, strengths and weaknesses of his or her
opponents, climate, his or her friends, etc., notwithstanding their own
capabilities for their own successes and failures.
6. Control (Choice) Theory (William Glasser). This theory explains
that behavior is motivated by what a person needs at any given time.
Individuals are motivated and make choices according to the basic needs
that come from within. The needs drive one's choices and influence how
one behaves in those choices. These basic needs are as follows:
a. Fun. It refers to the need for pleasure, enjoyment, laughter,
learning, etc. Learners who are allowed and encouraged to experience
fun such as laughing naturally are stimulated to give their best.
b. Freedom. It refers to the need for independence, for
autonomy, for control over one's own life, or for choice. Learners who
are given the freedom to work on their own are more creative and
productive because they can take control of their own uniqueness and
individuality.
c. Love and Belongingness. It refers to the need for love,
relationships, social connection, or being part of a group. Learners who
sense that they belong and are loved at least within the domain of their
group display a positive behavior toward themselves and the tasks at
hand.
d. Power. It refers to the need to achieve, to be recognized for
achievement or skills, to have a sense of self-worth, or to be empowered.
Learners who are empowered to be leaders and disciples have enhanced
senses of self-worth. When they are being recognized for their
achievement, they experience self- fulfillment and are likely to excel
more.
e. Survival. It refers to the physiological needs like the need for
food, shelter, and safety. Learners whose physiological needs are
provided for will tend to be secure and show less manifestations of
maladaptive behaviors.
In addition, teachers could also use the techniques below in motivating
learners:
1. Challenge them. Teachers should provide learners' opportunities to
undertake real challenges and encourage them to take intellectual risks.
2. Build on strengths first. Teachers should capitalize on learners'
talents and skills to achieve success.
3. Offer choices. Teachers should offer learners choices and
opportunities to develop ownership of their choices. When learners make
decisions, they are more likely to accept the consequences and celebrate
the positive results of their actions and behaviors.
4. Provide a secure environment. Teachers should help learners deal
with failure. Dealing with failure squarely is critical for developing
motivation and successful learning. Emphasize that there is always room
for improvement. A happy environment produces happy learners.
5. Give bite-size tasks. Teachers should narrow down the topic to a
challenging but manageable scope. Narrowing lessons into bite sizes is
equally imperative for developing motivation.
6. Self-evaluation. Teachers should teach learners to evaluate
themselves to avoid competition and to address the questions, "What was
done well?" and "How can it be improved?"
7. Provide frequent positive feedback. Teachers should let learners
know that they notice their efforts and appreciate their hard work. Such a
gesture is found out to be a powerful positive motivational tool.
D. Application QUIZ BEE!

1. It is a learners feel proud when given a pat on the shoulder or

hug for doing great in their "Sabayang Bigkasan.
2. It depicts observable and measurable aspects of human behavior.
3. A stimulus that reinforces a behavior after being previously
associated with a primary reinforcer. It includes money, grades
in schools, tokens, etc.
4. This theory focuses on the verbal learning method.
5. This is rooted in Gestalt theory, where an individual evaluates
information as a whole rather than receiving it in isolation ("The
whole is greater than the sum of the parts").

V. Assessment/Evaluation
VI. Assignment

Prepared by:
CAPUNPON, Patricia Kyla
HANDA, Joannah Cristy L.
LUSTRE, Trisha M.
MAGBOJOS, Femmie S.

Submitted to:

MELCHOR A. VILLAPANDO, LPT, MAEd

Professor