Week 5 T2P

Akiane, Blossom Stage, 2007

If teachers can inspire students to complete projects that tap into their intrinsic motivation and emotions, then the students will have a more fulfilling learning experience than they would if the motivation was purely extrinsic. This is because when a student completes a project that involves higher order thinking (in other words, activities that require higher levels on Bloom's Taxonomy) with the sole motive to get a good grade, they narrow their focus. I believe that motivation and emotion should play large roles in learning. A tunnel-visioned view of learning eliminates possibilities for more complete learning experiences. That said, I believe that a "complete learning experience" involves some sort of emotional connection, or "hot cognition."

      Intrinsic motivation is a force much stronger than extrinsic motivation in terms of higher-order thinking. Sugata Mitra's theory of learning suggests that students learn best in a "playground-like" atmosphere where they can naturally seek out fellow students with whom they learn best. I believe that Mitra's theory of learning relates to intrinsic motivation in that it relies on a student's innate desire to learn. This desire is what propels the learning process because it gives students a fulfilling feeling of pride in their work. Students gain emotional connection to a learning experience when they feel they have an active part in its unfolding. This is an intrinsic motivation (emotional fulfillment), so teachers must create projects and learning experiences where students can have an emotional attachment.