Notes on Teaching and Learning

Psychologists have identified two distinct forms of motivation: intrinsic and extrinsic.  Intrinsic motivation refers to an inherent interest in pursing a topic (“learning for learning’s sake”).  These individuals find a subject enjoyable and they naturally desire to learn mastery of it.   Extrinsic motivation, on the other hand, refers to a desire to pursue a subject for reasons outside of the individual, such as rewards, grades, parental or instructor approval, etc.  These individuals are motivated to learn a subject not because they want to learn it, but because learning the material will get them good grades, parental praise, or because jobs in that field pay well; all of which are external rewards.

As an instructor, there are multiple ways for you to foster intrinsic motivation in your students.  Some of these include:

1. Create a student-centered classroom.  When students are involved in their own learning, they are more intrinsically motivated.  Allow students to have a say in the course where possible and try to incorporate an active learning activity every 15-20 minutes.
2. Promote a mastery goal, rather than a performance goal.  If students are motivated to gain mastery, rather than simply aiming for a performance goal, they are more likely to invest more effort into their own learning.  Therefore, try to foster in students a goal of becoming fluent in Spanish, rather than having them focus on getting an A in the class.  In addition, de-emphasize grades and emphasize the intrinsic rewards of learning.
3. Encourage students’ actions, not their character or person.  By using statements of encouragement like, “your answers showed thought” as opposed to “you are a good thinker,” students are more likely to remain intrinsically motivated (Ginott, 1972).  Focus on their effort, not their innate ability.  With that, avoid using statements that suggest that innate ability is all that is required to complete a project.  Direct students’ attention to the process of completing the project and the effort involved, rather than on the end product.
4. Provide learning goals.  Research has shown that when teachers give learners a goal, students experience a boost in self-efficacy (Bandura, 1988; Elliot & Dweck, 1988; Schunk, 1991).  By providing clear learning goals at the beginning of class or before an activity, students may be more intrinsically motivated to work toward those goals.
5. Have high, but realistic expectations for students.  Davis (2009) noted that instructors’ expectations can have a powerful effect on students’ performance.  She notes that standards should be set high enough to challenge students and motivate them to do their best without being so high that students feel they are unattainable.  If students believe achievement is within their grasp, they will work toward that goal.

Additional Resources:

• Motivating Students (Vanderbilt University Center for Teaching)
• Motivating Students (Karin Kirk, SERC, Carlton College)
• Encouraging Students’ Intrinsic Motivation (Kathleen McKinney, Illinois State University)
• Tools for Teaching (Barbara Gross Davis, 2009)

Be sure to check out the Kaneb Center’s upcoming workshops (and keep an eye out for the Spring schedule).  Intrinsically motivated?  Come to our workshops to learn about teaching for the sake of learning.  Extrinsically motivated?  If you attend 5 workshops and write a 2-page reflective essay, you can earn a teaching certificate.

In addition, please consider applying for the Kaneb Center’s Graduate Associate position (information below).