While reading chapter twelve, intrinsic and extrinsic motivation stuck out to me. Intrinsic motivation is one's ability to be motivated by self-determination. Being self-determined, a person does an activity/task because they enjoy doing that particular thing. Extrinsic motivation is one being motivated by an external motivator. These people need an external reward, whether it be something physical or verbal praise, to complete an activity/task. I feel that extrinsic motivation is more for students who are special education or who struggle with learning. As for the students who struggle with learning, they should be slowly transitioned to internally motivated. As for being an educator, I feel that it is important to help guide my students in becoming intrinsic motivators. As Woolfolk (2019) states, "Teachers must encourage and nurture intrinsic motivation, while making sure that extrinsic motivation supports learning (Anderman & Anderman, 2014; Brophy 2013)." I want to learn my students and help them to all become intrinsically motivated. I feel that intrinsic motivation a great thing for general education because it will help students as they grow older and become adults in completing tasks.
In chapter fourteen, technology and differentiation stuck out to me while reading. As Woolfolk (2019) states, "For students who require small steps and many repetitions to learn a new concept, computers are the perfect patient tutors, repeating steps and lessons as many times as necessary." By using computers for these students it allows them to get the repetitive instruction they may need and also allows the teacher to have the time to work with the other students. A positive for using technology is that it has the capability to record data and the progress of the students. It also is a great tool for differentiation. Some websites and programs allow for differentiation for students, especially when you have a classroom that is on different levels. Another way technology is great is for special education students who are nonverbal, it allows them to communicate with other people. As Woolfolk (2019) expresses in her text, "The Individuals with Disabilities Education Act (IDEA) requires that all students eligible for special education services be considered for assistive technology." This allows students who are nonverbal the capability to communicate with other people. Over summer I work with special education students, some of which are nonverbal who use communication devices. It is amazing to see how well students, who are nonverbal, be able to communicate using their communication device. The way technology has progressed over the years is absolutely amazing!
Chapter fifteen explains teaching every student: helping students with disabilities prepare for high-stakes tests. The classrooms that I work in, contain students with learning disabilities. We are always prepping them for the standardized tests they must take. We prep them to the best that we can because once it comes to the tests themselves, we are not allowed to assist the students. As Woolfolk (2019) explains, "The good news is that after completing the preparation program, students improved their scores significantly on the tests. But the bad news is that the increases were not large enough to bring most of the students to the passing level." From the beginning of the year, we are teaching students required material, which some will be covered on the tests. As the testing time gets closer, we will have the students do practice tests, which they will have the allotted time specified for the test. Even with all the practice that we do with our students, as Woolfolk explained, practice helps increase their scores but not enough to progress them to the "passing" level.
There was a lot of information that will benefit me as a teacher in the future. I hope to be able to help my students become intrinsically motivated and want to do things because they are interested in them. I would also like to become more familiar and be able to understand technology and assistive technology better to benefit my students' education and their progress.
Woolfolk, Anita. Educational Psychology. 14th ed., Pearson, 2019.
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