deprogramming   9

Intrinsic motivation in the classroom is key – but schools kill it
"Intrinsic motivators can be key to student achievement – but extrinsic motivation dominates classrooms"



"Destiny, 18, is like most students in the United States. Surveys reveal a steady decline in student engagement throughout middle and high school, a trend that Gallup deemed the “school engagement cliff.” The latest data from the company’s Student Poll found that 74 percent of fifth graders felt engaged, while the same was true of just 32 percent of high school juniors.

One of the key components of engagement is students’ excitement about what they learn. Yet most schools extinguish that excitement.

It all comes down to motivation. In many schools, students do their work because their teachers tell them to. Or because they need to do it to get a certain grade. For students like Destiny, getting a good grade and outshining their peers – not learning itself – becomes the goal of school. For other students, they need minimum grades to be on sports teams or participate in extracurricular activities or please their parents, and that becomes their motivation. Students who do their work because they’re genuinely interested in learning the material are few and far between.

But that’s exactly backwards.

The teacher demands, the grades, the promise of additional opportunities – they’re all external rewards. Decades of research, both about educational best practice and the way the human brain works, say these types of motivators are dangerous. Offering students rewards for learning creates reliance on the reward. If they becomes less interesting to the student or disappear entirely, the motivation does, too. That’s what happened to Destiny in middle school when she no longer got the reward of being celebrated as the top of her class.

Inspiring students’ intrinsic motivation to learn is a more effective strategy to get and keep students interested. And it’s more than that. Students actually learn better when motivated this way. They put forth more effort, tackle more challenging tasks, and end up gaining a more profound understanding of the concepts they study.

Still, Deborah Stipek, a Stanford University professor of education and author of the book “Motivation to Learn: From Theory to Practice,” is pragmatic about the role of extrinsic motivation.

“I think most realistic people in the field say that you’ve got to have both,” Stipek said. “You can rely entirely on intrinsic motivation if you don’t care what children learn, but if you’ve got a curriculum and a set of standards, then you can’t just go with what they’re interested in.”

The problem is that the balance, in most schools, is way off. While some schools around the country are trying to personalize learning and, in doing so, to tap into students’ interests, Stipek estimates that most teaching minimizes students’ internal desire to learn.

In traditional schools, it’s easier to offer a steady stream of rewards and punishments to keep students in line. And preparing students to succeed on state tests tends to discourage the lessons that let them explore their own interests. Teachers who want to inspire intrinsic motivation have to swim against the current.

That’s not the case everywhere, though. Destiny’s trajectory of diminishing engagement took a turn in high school. Instead of getting increasingly uninterested and disconnected from school, she became more engaged. That’s because she enrolled in the Metropolitan Regional Career and Technical Center, a public high school district in Rhode Island that goes by ‘The Met.’ She is now a senior.

The Met is at the extreme when it comes to tapping into intrinsic motivation. Students don’t take traditional classes. They spend virtually all of their time learning independently, with support from advisors or at internships. Students all have individual learning plans and accumulate credits toward traditional subject areas through projects, self-directed study, internship experience and dual enrollment with local colleges. Almost everything they do, all day, connects to a personal goal or something they’re interested in.

That’s what inspired Destiny to enroll at The Met. “I thought, oh my God, I have all this power to choose what I want,” she remembers.

Education researchers have been studying student motivation for decades, identifying the best classroom strategies to promote an intrinsic drive to learn. The Met puts many of them to use. Students learn through real-world, hands-on problem-solving; they tackle open-ended assignments that require sustained effort; they get the power to choose what and how they learn; they finish projects with something to show for their learning in portfolios and concrete products; they set their own academic goals; they need never focus more on a grade than the process of learning because they don’t get traditional grades. All of these things come straight out of playbooks for inspiring intrinsic motivation, including Stipek’s. And the impact on students can be profound.

Destiny started high school with the academic zeal she left middle school with – meaning very little. Her freshman-year report card reflected that. While The Met doesn’t give out traditional grades, students do get assessed on their mastery of the goals they set for each subject. The dominant note on Destiny’s report card from ninth grade is “meeting expectations.” She had very few instances of “exceeding expectations” and in some subjects, her mastery was only “in progress.” In her sophomore year, things started to shift, and “exceeding expectations” started to become a more common assessment. By junior year, Destiny exceeded expectations in almost every subject and “in progress” was nowhere to be found on her report card. Gone was the middle schooler who didn’t want to be in class. In her place was a driven young woman who again liked school.

Destiny’s experience is common for Met students. On state surveys, these students report being more interested in their coursework, more convinced that what they’re learning will matter to their futures, and more supported at school than their peers in almost every other district in Rhode Island. She and other students at The Met continually bring the conversation back to how much difference it makes to be in control of their learning."



"It tends to take a little while for students to rise to the challenge, though.

Beccy Siddons, Destiny’s advisor, considers watching that trajectory to be one of the most exciting parts of her job. As the main contact for an “advisory” of about 16 students who stay with her for their entire time at The Met, Siddons guides students through their internships, all of their academic work and, eventually, their college applications.

“Ninth graders who have spent their whole life being told what to learn, some of them don’t even know what they’re interested in because they haven’t been given the opportunity,” Siddons said.

That was Destiny as a freshman. Her first internship was at an elementary school in a bilingual classroom, a safe, familiar choice for the native Spanish- and English-speaker. Looking back, she’s grateful that experience made her realize she didn’t like teaching. But at the time, she didn’t know what to try next. As a sophomore, she saw another student present about an internship at the New England Aquarium, and it piqued her interest. She first worked there as a junior and quickly discovered a deep love of sea life. She now has a favorite creature she didn’t even know existed before: the puffer fish. And she has a career interest she otherwise might not have found until college, if ever: environmental science.

Siddons routinely oversees such meandering paths, and a key part of her job is helping students discover passions they didn’t know they might have. The freshmen she welcomes to The Met are a far cry from the seniors she sends out into the world.

The early part of that transformation does take work, though. And while it isn’t typical for schools to orient themselves around intrinsic motivation, hundreds do attempt it. Next Generation Learning Challenges has grown into a network of about 150 schools, all of which focus on tapping into students’ intrinsic motivation in one way or another. The Digital Promise League of Innovative Schools represents 102 school districts doing similar work; EdLeader21 has another 300 districts, many of whom aim to inspire students’ intrinsic desire to learn. And the Big Picture Learning network, built around the success of The Met, now counts more than 60 schools in the U.S. (and another 100 abroad)."
instrinsicmotivation  motivation  schools  schooling  schooliness  extrinsicmotivation  grades  grading  2019  taragarcíamathewson  deborahstipek  education  teaching  howweteach  howwelearn  learning  rhodeisland  providence  deschooling  unschooling  deprogramming  interestdriven 
april 2019 by robertogreco
Science for stoners: Here’s how pot works - Salon.com
Explaining the chemistry behind medical marijuana that got Sanjay Gupta and others to finally believe
cannabinoids  neuroscience  medical  unlearning  psychology  stress  deprogramming  conditioning  forgetting  marijuana  Gupta 
august 2013 by KMP
Religion: Brainwashing Moonies
Should parents be allowed to hire strong-arm experts to abduct their own
children and argue them into forsaking the religious cults they have
joined? That process, called deprogramming, has just...
Time  cults  article  deprogramming 
october 2010 by jfuentejr
Opportunities Might Be Your Enemies
There are so many sayings we say—most of the time without thinking about it—that make absolutely no sense. Yet we say them out of habit and routine, not realizing just how silly we sound.

For example: “Harv, you can’t have your cake and eat it, too.” Well, what the hell’s the point in having the cake then?

Or how about this one: “Don’t look a gift horse in the mouth.” Well, isn’t that exactly what the Trojans should’ve done?

The point here is that success building requires a lot of deprogramming from so many common beliefs and assumptions we’ve come to take for granted as true, even though a lot of the time it’s the exact opposite. We learned last week that a viable way to jumpstart an enterprise is to buy your product by selling it first.

Let’s take a look at another Rule of Opposites: Put all your eggs in one basket.

Most people will tell you otherwise. Why? Because if you put all of your eggs in one basket and something happens—like dropping it—you’ll lose everything. But I have a solution for that; take bloody good care of that basket!

We already know that no one’s reaching the next level without taking risks, yes? But the way we’ve come to think about our eggs and baskets is fear-based; fear of losing.

This truth is already established—if you want to be rich, you’ve got to be great at something. And to be great at something, you’ve got to focus on that something. For goodness sakes that’s where you put all of your eggs!



Rich people are focused. Poor people scatter their energies. Everything is one thing. It’s hard enough to make it in one business let alone divvying it up into dozens of different places!

‘But Harv—I’m constantly coming across great opportunities!’ This brings me to another Rule of Opposites:

Opportunities can be obstacles!

Opportunities can be obstacles if they take your focus away from what’s in front of you right now. That takes your time because you entertain them, maybe do some research and find out a bit more, and there you go again.

If you’ve got something semi-decent growing, put the blinders on and go for it. Not one person ever got wealthy to begin with in more than one business at a time. One business. One basket.

So you’ll have to choose, but then the next question is, ‘How do I choose?’ Look, pick one. It doesn’t matter because it’s the habit that’s the problem. Pick one to focus on. Worse comes to worse, even if you do mediocre with it, you can always let that one go when it’s finally done and get something going that does work—eventually without you. Then you can diversify and add more.

Choose one and get freaking good at it. Got it? I’m not saying you can’t buy real estate on the side. I’m just saying watch out. Every minute you do the other one you are losing time and energy that could have gone into your one basket.

There’re a lot of opportunities within your business. Make sure you’re doing well with one thing. First get rich and then you have the opportunity to go into other things. Get rich first!

Now it’s your turn! Can you identify one new opportunity within your business right now?  Will you take action and explore it ASAP?  Share your thoughts below and let me know if putting “all your eggs in one basket” just might be a lucrative opportunity for you.
Financial_Freedom  Millionaire_Mind  Mindset  Success  Take_Action  marketing  accepted  boundaries  business  clarity  common_beliefs  communication  deprogramming  effective_marketing  Fear  focus  Fulfillment  high_level  Master  millionaire  money_machines  obstacles  opportunity  prepare  profitable_business  Rule_of_Opposites  Time  training  from google
july 2010 by felixleong

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