LESSON 4 Principles and Theories of Motivation "Suggested Timeframe: 4.5 hours Why is motivation important in the teaching-learning process? San In this lesson, you are expected to: Desired Significant Learning Outcome: + demonstrate knowledge and grasp an understanding of the classroom implications of the various principles and theories of motivation. Significant culminating performance task and success indicators: At the end of the lesson, you should be able to demonstrate your knowledge and skills in identifying and applying the principles and theories of motivation in different classroom situations by creating various learner-teacher engagement scenarios. You are to direct a play or a drama of teaching episodes depicting various principles and theories of motivation discussed in class. You are considered successful in achieving this outcome if you have satisfied the following indicators of success: | Performance Task Success Indicator Direct a play or drama of teaching Explain various principles and theories episodes depicting various principles and _| of motivation in different classroom theories of motivation. situations. Pre-requisite of this lesson: To successfully achieve and appreciate the intended outcomes of this lesson, you should have understood the principles and theories of learning. In addition, you must have a full grasp and knowledge of a child's development for you to choose the appropriate Principles and theories of motivation needed in your teaching episodes and to decide on the best learning environment that will suit the learners’ learning stamina. 52Going through the lesson, you will encounter an activity titled “Breakthrough Time.” This is an avenue to express freely your thoughts, feelings, and experiences after each activity by writing or sketching them in the space provided. PREPARE The following are the two steps needed to accomplish this phase: 1. Each of you will have to squeeze every resource (traditional and non-traditional means) in understanding various learning theories. To facilitate your research task and enrich your understanding of the lesson, watch videos related to learning theori 2. Fillout the KWHL chart and post your thoughts, views, and ideas in your Facebook group page based on what you have read, what you have browsed in various Internet- based resources, and what you have viewed in videos and interactive online materials. Principles and Theories of Motivation What! KNow | What!WANTto | HOW! can learn What I have find out more LEARNED Answer the given questions below in the space provided. 1. What is motivation? 2. What are the types of motivation? 53Nii ge TY eR 4. What are the theories of motivation? 5. What is the importance of studying motivation in relation to the teaching- learning process? ES al Me opts ey ee 6. What are the classroom implications of understanding the principles and theories of motivation? Theories of Motivation . Every individual regardless of age carries with him or hera 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. 54°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. just a matter of activating them to achieve a certain goal or coursing them toward achieving Itis one's specific goal to bring personal joy or happiness. In other words, itis the driving force that pushes a person to attain his or her goals. Motivation isa 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. 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. 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. Incentives motivate learning. Teachers should be generous enough to give any kind of reward that motivates learners to do their best. 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. 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, Motivation is enhanced by the way in which the instructional material is organized. Organize learning materials well so that learners could follow. 55,3. What are the principles of motivation? —— EE -_—— i a td oi 4. What are the theories of motivation? ee 5. What is the importance of studying motivation in relation to the teaching- learning process? inser mec ee SS ed a 6. What are the classroom im; theories of motivation? Mena titi EEO a tai plications of understanding the principles and Theories of Motivation Every individual regardless of age carries with hit to do things. Generally, motivation is a desire, for the person to act or behave in a particular way within a specie context. Motivation 's 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 behavior boosts your self-esteem and imor her a certain degree of motivation need, or want that generates energy vital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. 55.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: 2. 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. 56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. 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. Ahappy 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. 57.DEVELOP a. 2. 3. Briefly look at your KWHL chart again and examine the commonalities and differences of your output and then summarize it. Go to your respective groups and fill out the diagram below. Present to the class your overall understanding of motivation through the following options: song, poem, skit, etc. Discussion will take place after.4. Create a graphical representation of the things you have learned on motivation. An example is shown below. 5. “Breakthrough Time.” You may now express freely your thoughts, feelings, and experiences on the activities (e.g., KWHL chart, song, poem, skit, graphical representation or mind map, etc.) by writing or sketching them in the space provided below. , a As 1, Guided by the different graphic organizers you have created, plan and create teaching episodes depicting some of the principles and theories of motivation learned and document them through videos. Work in groups. Be sure that every member has his or her part to portray. Your teacher may design a rubric for this activity to guide your output. i