Unit 3

Motivation
and
Learning
 Learning Outcomes
On completion of this unit. You will be able to:

• Analyze Memory Processes

• Apply Cognitive Load Theory to Instruction
• Design Effective Memory Improvement Strategies
• Reflect on the Role of Memory in Effective
Teaching
 3.1 Introduction
• Maslow's Hierarchy of Needs: We'll climb the pyramid, exploring
how basic needs like food and safety must be met before students
can truly focus on learning
• Deci and Ryan's Self-Determination Theory: We'll discover the
magic of intrinsic motivation, where the joy of learning itself
becomes the reward
• And more!
• Intrinsic vs. Extrinsic Motivation: We'll learn to tell the difference
between students who are learning for the love of it and those
driven by grades or praise
• Strategies for Engagement: We'll build a toolbox of techniques to
spark curiosity, nurture autonomy, and make learning relevant to
students' lives
• The Role of the Teacher: We'll explore how our own
behavior, language, and classroom climate can either stoke or
dampen the motivational flames
 Maslow's Hierarchy of Needs:
Imagine a pyramid

3.1
Introductio Deci and Ryan's Self-Determination
Theory: Now, let's shift gears
n
McClelland's Achievement Needs:
Ever met someone who thrives on
challenges and conquering goals?
3.2.1 Maslow’s Hierarchy of Needs

• Level 1: Physiological Needs: The foundation of the

pyramid are our physiological needs, essential for survival
• Level 2: Safety and Security Needs: Once our
physiological needs are met, we seek safety and security
• Level 3: Love and Belonging Needs: Climbing further,
we encounter the need for love and belonging
• Level 4: Esteem Needs: Once we feel loved and
belonging, we seek esteem
• Level 5: Self-Actualization Needs: At the pinnacle of the
pyramid lies self-actualization
3.2.1 Maslow’s Hierarchy of Needs
 Challenges and Criticisms

• Linearity: The rigid pyramid structure might

oversimplify the dynamic and fluid nature of
human needs
• Cultural Bias: The theory was developed in a
Western context and may not apply universally to
all cultures
• Individual Differences: The theory doesn't fully
account for individual variations in
personality, values, and life experiences, which can
significantly influence motivation
 Applications in Education

• Understanding student needs: Educators can

tailor their approaches based on students' needs at
different levels
• Creating a supportive environment: Building a
classroom culture that prioritizes
safety, belonging, and esteem can foster intrinsic
motivation and encourage students to reach their
full potential
• Promoting self-actualization: Educators can
provide opportunities for students to explore their
talents, set personal goals, and make meaningful
contributions, facilitating their journey towards
self-actualization
3.2.2 Deci and In the vibrant
tapestry of human
This influential
theory dives deep
Understanding this
dynamic dance is
Ryan's Self- psychology, few
threads shine
into the wellspring
of human
crucial for anyone
involved in
Determination brighter than Deci
and Ryan's Self-
motivation,
proposing not just
fostering human
growth,
Theory Determination
Theory
one, but two
distinct engines
particularly in the
domain of
driving our education
behaviors: intrinsic
and extrinsic
Intrinsic Motivation: The Fuel of
Learning
• This is the essence of intrinsic motivation: the pure
joy of doing something for its own sake, driven by
curiosity, interest, and the satisfaction of mastering
a challenge
• According to SDT, intrinsic motivation leads to
deeper learning, greater engagement, and a lifelong
love of knowledge
• In the classroom, intrinsic motivation manifests in
students who actively seek out knowledge, ask
insightful questions, and persist in the face of
difficulty
Extrinsic Motivation: The Carrot and
Stick Approach
• This represents extrinsic motivation: the desire to
perform a behavior due to external rewards or
pressures, like grades, praise, or punishments
• Extrinsic motivation can be useful in the short term,
providing a nudge in the right direction
• However, SDT argues that overreliance on extrinsic
motivators can undermine intrinsic motivation,
turning learning into a chore driven by expectations
rather than personal joy
The Spectrum of Autonomy and
Control
• When individuals feel a sense of autonomy, they
perceive their actions as self-determined and
controlled rather than dictated by external pressures
• SDT proposes a spectrum of autonomy support,
ranging from controlling and amotivating
environments to autonomous and supportive ones
• The more autonomous a learning environment, the
more likely students are to be intrinsically
motivated
Strategies for Fostering Intrinsic
Motivation
• Provide autonomy: Offer students choices in their
learning, encourage self-directed projects, and
allow them to set their own goals
• Competence support: Create tasks that are
challenging but achievable, provide constructive
feedback, and celebrate individual progress
• Relatedness: Build a positive classroom climate
based on trust, respect, and collaboration
 Beyond the Classroom

• By focusing on autonomy, competence, and

relatedness, we can unlock the individual's innate
drive to explore, learn, and strive towards self-
actualization
• Deci and Ryan's Self-Determination Theory is a
powerful lens through which to understand human
motivation, particularly in the context of education
• By nurturing intrinsic motivation, we empower
individuals to become self-directed learners,
lifelong explorers, and active contributors to a
brighter future
3.2.2 Have you ever met This powerful Let's delve into the
McClelland's someone who
thrives on
motivator drives
individuals to
fascinating world
of achievement
Achievemen overcoming
challenges, setting
excel, not just for
external rewards,
needs and their
impact on human

t Needs ambitious goals,

and exceeding
expectations?
but for the intrinsic
satisfaction of
accomplishment
behavior,
particularly in the
educational setting
and personal
growth
 SETTING FOCUS ON PERSONAL PREFERENCE FOR
CHALLENGING BUT IMPROVEMENT: THEY FEEDBACK AND
ACHIEVABLE VALUE PROGRESS RECOGNITION: THEY
GOALS: THEY THRIVE OVER PERFECTION SEEK MEANINGFUL
ON PUSHING AND FIND FEEDBACK TO GAUGE

The Core of
THEMSELVES BEYOND SATISFACTION IN THEIR PROGRESS AND
THEIR COMFORT MASTERING NEW CELEBRATE THEIR
ZONES AND TAKING SKILLS AND ACHIEVEMENTS, BUT
CALCULATED RISKS OVERCOMING ARE NOT SOLELY

Achievemen OBSTACLES DRIVEN BY EXTERNAL

REWARDS

t Needs
INDEPENDENT AND
SELF-DIRECTED: THEY
PREFER TAKING
RESPONSIBILITY FOR
THEIR ACTIONS AND
OUTCOMES, SEEKING
CONTROL OVER THEIR
LEARNING AND
SUCCESS
 IDENTIFYING MOTIVATED CREATING AN PROVIDING AUTONOMY
LEARNERS: RECOGNIZING ACHIEVEMENT-ORIENTED AND
STUDENTS WITH HIGH ENVIRONMENT: FOSTERIN FEEDBACK: OFFERING
ACHIEVEMENT NEEDS G A CLASSROOM CHOICES, OPEN-ENDED
ALLOWS EDUCATORS TO CULTURE THAT VALUES PROJECTS, AND
PROVIDE THE RIGHT EFFORT, GOAL CONSTRUCTIVE

The Impact
CHALLENGES AND SETTING, AND PERSONAL FEEDBACK EMPOWERS
SUPPORT TO KEEP THEM GROWTH CAN MOTIVATE STUDENTS WITH HIGH
ENGAGED STUDENTS WITH HIGH ACHIEVEMENT NEEDS
ACHIEVEMENT NEEDS AND FUELS THEIR

in
INTRINSIC MOTIVATION

Education
CELEBRATING PROGRESS
AND
EFFORT: RECOGNIZING
INDIVIDUAL
IMPROVEMENT AND
EFFORT, NOT JUST FINAL
OUTCOMES, REINFORCES
THE MESSAGE THAT
LEARNING IS A JOURNEY
OF PERSONAL GROWTH
Challenges Excessive pressure Fear of failure: The Competitive
and and burnout: The
relentless pursuit
focus on
achievement can
tendencies: In
extreme cases, a
Consideration of success can lead
to
sometimes breed a
fear of
strong need for
achievement can
s stress, anxiety, and
even burnout if not
failure, hindering
student
manifest as
unhealthy
managed experimentation competition or a
effectively and risk-taking disregard for
teamwork
Beyond Education

• Organizational settings: Identifying employees

with high achievement needs can help managers
delegate tasks effectively and create motivating
work environments
• Leadership development: Cultivating a healthy
need for achievement can empower individuals to
take initiative, set ambitious goals, and drive
positive change
• Personal growth: Understanding your own need
for achievement can help you set meaningful
goals, overcome challenges, and achieve your full
potential
 Ask insightful Persist in the face Take ownership
questions driven of difficulties, of their learning,
3.3.1 by a thirst for
knowledge
fueled by the
desire to
seeking out new
challenges and
Intrinsic overcome
obstacles
setting personal
goals

Motivation:
The Fuel of
Curiosity Engage in
learning activities
with enthusiasm
and a genuine
interest in the
subject matter
3.3.2 Extrinsic Motivation: The Carrot
and Stick Approach

• Extrinsic motivators can initially spark interest and

encourage participation
• They can provide a sense of accomplishment and
validation, particularly for students struggling with
confidence
• However, overreliance on extrinsic motivators can
undermine intrinsic motivation
• Students may focus on rewards rather than the joy
of learning, leading to rote memorization and
superficial engagement
• Extrinsic pressure can create anxiety and
resentment, especially when rewards are
inconsistent or perceived as unfair
 3.3.3 Key Differences

• Source of Drive: Intrinsic motivation stems from

internal factors like interest, curiosity, and the
satisfaction of mastering a challenge
• Sustainability: Intrinsic motivation is typically
more sustainable and leads to deeper learning in the
long run
• Engagement: Intrinsically motivated students are
actively engaged in learning, asking questions, and
seeking new challenges
• Autonomy: Intrinsic motivation flourishes when
students feel a sense of autonomy over their
learning
3.3.4 Cultivating Intrinsic Motivation

• Autonomy: Provide students with choices, allow

for self-directed projects, and encourage them to set
their own goals
• Competence: Offer challenges that are achievable
yet stretch students' abilities
• Relatedness: Build a positive classroom
community based on trust, respect, and
collaboration
3.3.5 Classroom
Applications
 Nurturing Intrinsic Motivation
• Choice and Inquiry: Offer students choices in learning
activities, topics, and projects
• Relevance and Purpose: Connect learning to real-world
applications and make it meaningful to students' lives
• Competence and Mastery: Provide opportunities for
students to experience success and progress
• Positive Relationships: Build a supportive and
collaborative classroom environment where students feel
respected, valued, and connected to their peers and teachers
• Meaningful Feedback: Provide specific and constructive
feedback that guides learning and celebrates progress
• Recognition and Celebration: Acknowledge student
achievements and effort in a genuine way
Nurturing Intrinsic Motivation

• Short-term Boosts: Use extrinsic motivators

strategically, such as points or badges, to initially
spark interest and engagement in new activities or
challenging tasks
• Goal Setting and Progress Tracking: Help
students set achievable goals and track their
progress
 3.3.5 Beyond the Classroom

• The lessons learned about intrinsic and extrinsic

motivation extend beyond the classroom walls
• In the vibrant symphony of education, the teacher
wields the baton, not just conducting the flow of
information, but orchestrating a captivating
experience of learning
• This critical reflection delves into the multifaceted
role of the teacher in fostering a motivating
learning environment, where not just knowledge is
imparted, but curiosity is ignited, challenges are
embraced, and a love for learning takes root
 Knowing your
Creating a safe students: Each Mastering the art Designing
and supportive student is a of inquiry: Forget captivating
environment: Thi unique about textbook experiences: Lear
s is the instrument in the sermons! ning shouldn't be

3.4.1 Cultivating foundation upon orchestra, needin a monotone

which motivation g specific tuning lecture
thrives and attention

an Ecosystem of
Motivation Embracing a
growth
Celebrating effort and progress: It's not mindset: Mistake
just about the final crescendo; every s are not
note along the way deserves recognition blemishes, but
brushstrokes in
the masterpiece
of learning
 Am I building a safe and inclusive space where every
student feels valued and respected?

Do I truly understand the diverse needs and learning

3.4.2 styles of my students?

Reflecting Are my lessons designed to spark curiosity, encourage

on Your
inquiry, and offer authentic hands-on experiences?

Role How do I celebrate effort and progress beyond just

focusing on grades or results?

Do I model a growth mindset myself, embracing

challenges and learning from mistakes?
3.4.3
Beyond the MASLOW'S
HIERARCHY OF
DECI AND RYAN'S
SELF-
MCCLELLAND'S
ACHIEVEMENT
NURTURING
INTRINSIC

Classroom
NEEDS: THIS DETERMINATION NEEDS: THIS MOTIVATION: BY
FRAMEWORK THEORY: THIS THEORY FOCUSES OFFERING
PROPOSES THAT THEORY ON THE INTRINSIC CHOICES, ALLOWIN
BASIC NEEDS LIKE DISTINGUISHES DRIVE FOR SUCCESS G FOR SELF-

Walls
FOOD AND SAFETY BETWEEN INTRINSIC AND PERSONAL DIRECTED
MUST BE MET MOTIVATION, DRIVE IMPROVEMENT PROJECTS, AND
BEFORE HIGHER- N BY CURIOSITY PROVIDING
LEVEL NEEDS LIKE AND THE JOY OF MEANINGFUL
LEARNING AND LEARNING FEEDBACK, TEACHE
SELF- ITSELF, AND EXTRIN RS CAN CREATE AN
ACTUALIZATION SIC ENVIRONMENT
CAN TAKE CENTER MOTIVATION, FUELE WHERE STUDENTS
STAGE D BY EXTERNAL FEEL AUTONOMOUS
REWARDS OR AND ENGAGED IN
PRESSURES THEIR LEARNING
 3.4.3 Beyond the Classroom Walls
• Utilizing extrinsic motivation strategically: While grades
and rewards can provide a temporary boost, they should not
replace the focus on intrinsic rewards
• The teacher's role: Building a safe and supportive
environment, knowing your students' needs, sparking
curiosity, and celebrating effort are all key aspects of a
teacher's role in fostering a motivating learning environment
• Individual differences: Each student is unique, with
different needs, motivations, and learning styles
• The balance between intrinsic and extrinsic
motivation: Finding the right balance is crucial
• External factors: Factors beyond the classroom, such as
family situations or socioeconomic challenges, can influence
students' motivation
 The Impact of Motivation

• Parents: by creating a supportive home

environment that fosters curiosity and a love for
learning
• Workplace managers: by creating motivating
work environments that empower employees and
tap into their intrinsic drive
• Individuals: by understanding their own
motivations and setting goals that align with their
values and interests
Review and
Reflective
Questions
 Understanding Theories

• How do Maslow's Hierarchy of Needs, Deci and

Ryan's Self-Determination Theory, and
McClelland's Achievement Needs differ in their
perspectives on motivation?
• Which theory resonates most with your own
experiences of learning and motivation?
• Can these theories be applied to understand
motivation in contexts beyond education, such as
work or personal development?
 What are your primary sources of
intrinsic motivation?

Personal Have you experienced the pitfalls of

relying too heavily on extrinsic
Reflection motivation?

Think about a time when you were

highly motivated to learn something
new
 Applying to Education
• How can you identify students with different motivational
needs in your classroom?
• What are some specific strategies you can use to foster
intrinsic motivation in your students?
• How can you utilize extrinsic motivation effectively without
undermining intrinsic motivation?
• Reflect on your own teaching style and its impact on student
motivation
• How can you apply your understanding of motivation to
improve your own learning and skill development?
• In what ways can you foster a motivating work environment
for yourself or others?
• How can you encourage a growth mindset and intrinsic
motivation in your children or younger generations?