Literature Synthesis
Sandy Miedema
EDU 580 Inquiry to Practice-
May, 2020
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When considering a research topic for our lesson study group of elementary and middle school educators, we discussed common areas of need, met by diverse communities of learners.We discussed the differences between intrinsic and extrinsic motivation in terms of what drives a student towards success, especially with the kindergarten population, who we would be working directly with. We considered students who work hard for rewards such as good grades, stickers, or praise from teachers and parents in the form of extrinsic motivation. This type of motivation is driven externally and is not the motivation we wish to instill in our students. We grappled with ideas to instill the opposite, intrinsic motivations when students work for the love of learning and the good feeling received from a job well done.
We had 3 focus students to observe: FS 1 was our social emotional study. This student was shy and nervous about new jobs in class. Since we didn’t meet the criteria of having an ELL student, we chose focus student 2 who is diagnosed as high performing autistic. She is often challenged with personal boundaries, self control and is in speech therapy. Focus student 3 has a 504 plan for ADHD. He is challenged with self control. Our focus students enjoy learning and the classroom environment. Our goal was to instill intrinsic motivation in them, as well as the whole class.
Our research led our team to consider strategies to promote intrinsic motivation for all learners and considered UDL (Universal Design for Learning) strategies. UDL promotes strategies that include all learners. An example of how UDL supports all learners is to imagine a journey from here to there. Some may walk, some may ride in a bike or car, take stairs or a ladder, others may make the journey with a wheelchair or walker. In the end, no matter how, everyone is able to get there. The Nation Center on UDL (2013) describes it as” a blueprint for creating instructional goals, methods, materials and assessments that work for everyone.” We also consider CRP (Culturally Relevant Pedagogy) which builds teaching practices in a community that considers the students' culture and draws it into the learning.
We would be working with a Montessori community of kindergarten students in a middle class suburb where the majority of the families are white and married, and of one working and one stay home parent. The families have strong bonds and are strong and involved in the students activities, including their learning. Kindergarten students often create works which are parent or teacher pleasers. They seek approval from others, rather than considering their own opinion. Based upon principles of UDL and CRP and the desire to instill intrinsic motivation in our kindergarten students, our group constructed a theory of action as: If we as teachers model executive functioning skills and agency, then students will develop an increased sense of agency resulting in increased motivation. Giving students access to meaningful choice by providing options that are culturally relevant, age-relevant, and personalized and and contextualized to students’ lives will promote intrinsic motivation. (Rose & Meyer, 2002)
As we dug into literature on intrinsic motivation versus extrinsic motivation, we learned that intrinsic stirs curiosity and promotes growth mindset, leading to better achievement (Lemos & Verissimo, 2013) Our team created a lesson study based upon strategies that allow students to have a voice and choice in learning. Lesson study is when a team of teachers collaborate and plan a lesson for one teacher to give which is reviewed, reflected upon and revised, in the best interest of learning for all students of a community. Lesson study considers CRP in its planning in order to reach each student personally. Our lessons would include UDL strategies
Our lesson study occurred during distance learning due to CoronaVirus social distancing. Students were learning at home with activities suggested by me, their classroom teacher, via emailed assignments or Zoom classroom meetings at home, with parents guidance. The learning suggestions came weekly by meIt consisted of a series of 3 lessons which give the students choice. Our team needed to consider our comfort level with giving choice in a learning setting and agreed upon choice as a positive component in learning. A challenge occurs when teachers are not comfortable with choice therefore presenting few opportunities to implement it. Some teachers may even feel threatened by lack of control with choice. They create and practice a curriculum that with limited choices where the student may feel powerless and reliant upon the teachers methods for learning. This leads to an environment where students lack autonomy and intrinsic motivation. When students feel autonomous, they are more likely to see the value in a given learning task and thus be more engaged in the activity. Deci, Ryan, & Williams, 1996; Grolnick, Ryan, & Deci, 1991.The first lesson activity was to create a timeline of an academic day. This presented an opportunity to think about what they do and when they do it. The UDL strategy for this activity was offering assignment options. The student could create the timeline as a drawing, written, podcast, video or other chosen option. The second lesson activity built upon the first, by inviting the students to rate their daily activities from most to least favorite. The UDL strategy included a flexible work space whether working alone, with others, on the floor, at a table or desk, even including wearing headphones for quiet for independent work time. The third and final lesson invited the students to consider the previous 2 lessons to create a schedule for the distance learning week. They could choose which job to do on each day and whether to do them in the morning or afternoon. This presents the students with opportunity for choice in organizing a distant learning daily schedule that they will create, practice and reflect upon.The UDL strategy for this activity was regular feedback. Lesson study allows students to also realize that it is alright to make mistakes. Hammond (2015) argues that mistakes are opportunities for the greatest amount of learning. Upon creating and using the schedule for a week. The students may reflect upon how it worked out for them. If it worked out well, and the goal was met to create an appealing schedule or not. If they didn’t meet the goal, they were encouraged to think about what might have helped them do so. This may also prove that it is alright to make a mistake, if the schedule does not work out well. Finally leading to intrinsic motivation, where the student either feels satisfied by the schedule they created or willing to reflect and revise to create a schedule that works best for them. Lemos & Verissimo (2013) argue that findings support that intrinsic motivation consistently enhances performance along elementary students.
Two of the three focus students responded in a survey to follow up on how they felt about making and following their own schedule. Focus student one stated that she felt proud to make her own schedule and that she wanted to do it again the next week! Focus student 2 did not reply to the survey, however during the lesson she stated that she felt proud to make her own schedule. Focus student 3 stated that he felt good to make and follow his own schedule. He did make some changes in order to spend time with his dad. Their replies reveal senses of joy, pride and independence with the activities. They seem to feel excited about taking on this responsibility and are satisfied with their result. We were pleased to witness the students experiencing intrinsic motivation.