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Undermining Intrinsic Motivation – Research suggests that when students are rewarded for tasks they already enjoy, their intrinsic motivation can decrease. They may start valuing the reward more than the learning itself.

Short-Term Compliance vs. Long-Term Engagement – Extrinsic motivators like grades, prizes, or praise can encourage immediate effort, but they don’t necessarily foster a love of learning. Once the reward is gone, motivation may drop.

Shifting Focus Away from Learning – When students are motivated primarily by grades or rewards, they may prioritize getting the highest score rather than truly understanding the material. This can lead to surface-level learning instead of deep engagement.

Not Effective for All Students – Some students may not respond well to extrinsic rewards, especially if they don’t find the task meaningful. Over-reliance on rewards can create disengagement rather than motivation.

Can Encourage Unintended Behaviors – Rewards can sometimes lead to unintended consequences, such as students taking shortcuts, cheating, or only putting in effort when a reward is involved.

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Professional Development – Training in evidence-based differentiation strategies.

Collaborative Planning Time – Opportunities to work with colleagues to design lessons that meet diverse needs.

Access to Resources – High-quality instructional materials tailored for varied skill levels.

Administrative Support – Schedules that allow for intervention time, co-teaching, or additional instructional support.

Technology Integration – Tools that allow for personalized learning paths.

Smaller Class Sizes or Support Staff – More individualized attention for students.

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Extrinsic rewards can be problematic. Extrinsic rewards can take away the importance of the activity or lesson and cause the student to only focus on the reward. For example when I was in high school my mom would pay my siblings and I $10s if we passed our classes each marking period. I didn't try my best and only cared about getting a 70 and earning that 10 bucks.

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Support systems are important for teachers to effectively differentiate. Teachers need support from admin and other teachers, professional development, visuals, manipulatives, etc. Most importantly teachers need time to plan and get everything ready.

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Extrinsic rewards can be a problem because they might make students care more about the reward than the task itself, which can reduce their natural interest in learning. This leads to short-term motivation but doesn't encourage long-term engagement. Rewards can also make students depend on them and focus only on tasks that get rewards. Additionally, if rewards aren't fair, it can cause frustration or resentment. In the end, too many rewards can take away students' ability to stay motivated on their own.

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To differentiate in an ELA classroom, teachers need several options like Varied Materials – Books and assignments at different levels.; Assessments – Regular checks to track progress; Group Work – Small groups and peer collaboration; Technology – Adaptive learning tools and writing support; Training – Ongoing professional development; Student Choice – Giving students control over goals and topics.

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I think this is one of the largest problems facing education today; the lack of intrinsic student motivation. Students have become so reliant on "getting something" in turn for doing what they should be doing, or for being successful; even refusing to do something because they know they won't "get anything" in return. As a teacher, this can be very disheartening. I believe that extrinsic motivators have their time and place, but I feel we should start pulling back from them and really examine how and when they are being used in the classroom. We should be teaching students the joy of feeling/being successful without all of the "things" that can be tied to that success.

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As an educator, you need to be cognizant of the methods in which you deliver the content. You need to ensure that your methods are varied and dispersed throughout each lesson. A variety of materials should be utilized as well. I think teacher collaboration is one of the greatest supports we can have. I always find interesting and creative ways to deliver content when speaking to colleagues. Constant collaboration keeps us motivated and energized which in turn motivates and energizes our students. Engaging in on-going professional development is another wonderful way to keep ideas fresh and strategies current.

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Extrinsic goals can become problematic because they are a short term motivator for something that should be a long term endeavor. We do not want our students to begin working solely for a reward but instead because they love to learn. Also a reward system can become a distraction in the classroom because it is all the students want to focus on.

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I think teachers need professional development and collaboration. I know that for me, I learn a lot from getting to be around people who work in the same field and sharing ideas on different activities they use to target goals. However, we also need the time to figure out how we can implement the things we have learned in our classrooms.

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Extrinsic motivators can be a problem as it undermines motivation in a student because their focus leads only to an award rather than actual learning and retaining. When focused solely on obtaining the rewards, the student may be tempted to cut corners, cheat to achieve the outcome they want. When a student is focused on a specific outcome they can become less open to exploring new ideas as well. We want them to feel excited on the work they put in and be happy with the ending results.

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Support systems that teachers need to effectively differentiate a wide range of students abilities would be having

1. On going assessment and data collecting: This will help understand each individual students needs, strengths, and areas of growth

2. Flexable Grouping: This will help to create learning opportunities to the learning styles and needs for each student.

3. Professional Development Days and Support: As it's important to have days of learning new techniques and styles to bring to the classroom we need the time to implement them into the lessons and getting any support needed to make it happen.

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The extrinsic motivators lead to more task completion and compliance instead of real learning. The students do not fully work to potential or challenge themselves to more in depth or authentic learning.

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To effectively differentiate teachers need time, materials, reliable data to support. There are many ed tech tools that can assist with differentiating that help the teacher but reliable data and goals are also needed in order to make sure that the purpose is evident.

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Extrinsic rewards can be problematic for a few different reasons. The biggest reason is that it can undermine intrinsic motivation. Students become focused on getting a prize and may lose motivation to learn or behave, especially if they no longer are rewarded. Extrinsic motivation might also lead students to develop more of a fixed mindset rather than a growth mindset. Finally, students may not be willing to challenge themselves and risk failure because they just want to complete easy tasks so they can get rewarded.

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I think the biggest thing that teachers need in order to effectively differentiate is time! Time to both plan on their own and to collaborate with others in their building or district. Professional development is important too, but if you aren't going to give teachers time to implement what they learn in the professional development, then the PD almost becomes wasted. Also, having access to a wide variety of resources is important as well.

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I think that intrinsic rewards are more fulfilling to the student. I enjoy letting the students share their ideas and problem solving skills with each other. After, they are done I am always thrilled to see them try another students idea or ask them for help.

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I believe that professional development is a key support system for teachers and staff. While attending these workshops the different conversations can be eye opening to a strategy that you may not have thought of. I also feel communication amongst coworkers can stir good hands on, or group activities that you may not think works but find out they are worth trying.

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Extrinsic rewards can be dangerous because they become expected by students overtime. When the reward is not given any more, this could cause behaviors for many students because their expectations aren't being met. Another reason is students won't obtain the feeling of self gratitude by completing work. Why intrinsic rewards are way more beneficial.

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Professional development is a crucial support system to effectively manage a classroom with a wide range of student disabilities. Professional development meetings can trigger new ideas for teachers to share back at the classroom that will benefit their students.

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Students need to have intrinsic motivations to learn. This means that they are invested in learning for themselves. Extrinsic rewards encourage students to learn in order to get something. Extrinsic rewards do not necessarily encourage long term learning or committing concepts to long term memory. Students tend to do just enough to get the reward and then want to know what they next reward will be rather than focusing on learning new content or learning because it is interesting, meaningful and exciting.

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I feel like we need time to organize an prepare appropriate accommodations for for our students. We need to learn about the students that we have in class during the current year and be given time to organize and prepare materials for the students. If we find that we need specific visuals or manipulatives we need to be able to be able to provide them for our students. Teachers should present the same content in a variety of ways on repeated occasions to meet the learning needs of all of our students.

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In my experience, I've seen that the more extrinsic motivators a student has had access to in his/her life time, the more they expect these rewards for things they should just do. Like coming to class prepared, turning in homework assignments, or just not getting into trouble for a period of time. On the other side though, these sorts of motivators can work for some students. A bit of a catch 22.

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I see many people saying professional development, but honestly, we get SO MUCH professional development and no time to sort through, organized, and find practical ways to apply most of it. We need time and administrative support to accommodate the wide range of student abilities effectively and efficiently.

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I have always believed that extrinsic rewards a good at the younger levels but as schooling goes on we need to teach students to be intrinsically motivated because that makes the difference when they are older.

I also really liked all the information in chapter 8 about growth mindset because this ties into what I have always believed that we need to teach that failure is ok and that students need to learn from that failure. I don't think anyone does this from educators to parents. I was recently in a meeting where a parent blamed the school for their student not liking school because they had been a 90+ math student and now were getting low grades in the 30-40's. I told the parent that we need to work together to teach the student that perfection is not always the key. Failure is ok when we learn from it. The parent did not like my suggestion but I think it is important to have those tough conversations.

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In Chapter 7, I was surprised to read that differentiating didn't matter as anymore since that is all we seem to talk about now. I do agree that lessons should have the key 3 of visual-auditory-kinesthetics in them so you can attempt to reach different students on different levels. I walked away with the key to getting to know your students and understanding what works for each one of them. I agree with this. I think my biggest worry is young staff and not feeling confident in how to create effective lesson planning. I guess I would recommend this book to new staff members as a good book to make you think, from a data drive, brain-based science viewpoint in writing lesson plans. I have already made changes to how I approach lesson planning in my academic world.

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Extrinsic rewards often encourage students to complete tasks for immediate gains rather than fostering deep, meaningful learning. Once the rewards stop, motivation may drop. When rewards are tied to grades or outcomes rather than effort and progress, students may prioritize getting the right answer instead of embracing the learning process. Reward systems can unintentionally favor certain students over others, particularly those who already excel academically or behaviorally, creating resentment or discouragement among peers. That said, extrinsic motivators aren’t always bad—they can be useful in moderation, especially for establishing routines, reinforcing positive behavior, or helping reluctant learners engage initially. The key is balancing them with intrinsic motivators, such as offering choices, fostering curiosity, and emphasizing personal growth.

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To effectively differentiate instruction in a classroom with a wide range of student abilities, teachers need strong support systems in place. I feel one of the most important support systems would be time and planning. Teachers need dedicated time to co-plan with colleagues, share strategies, and adjust lessons to support different learning levels. This doesn't just happen overnight. It takes time to plan and time to practice and time to reflect. The reflect part is key to see what worked and what did not. This will let you know how to alter the lesson, so your students better understand the concepts you are teaching. Teachers should be given access to resources available to provide differentiated instruction. Whether it be a worksheet or online. Teachers need training on how to teach and plan for differentiated learners. Lastly, you need support of your team, administrators, district leaders to help make all of this happen.

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Extrinsic rewards and become problematic because they: decrease instrinsic motivation, lead to a lack of enjoyment of the task, lead to lack of creativity and lower quality of work created, focus on a reward not the task at hand, and make people become dependent where they will need a reward to perform (participation awards).

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To effectively differentiate in a classroom with a wide range of student abilities, teacher need many support systems. I utilize my Pre-K Aide, use diverse materials and assessments, have meeting with parents, do more progress monitoring, use large portions of my planning time and even seek out professional development through our BOCES for additional PD.

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Extrinsic rewards can be challenging because not everything in life will have a reward to look forward to. Students need to develop an internal desire to succeed, and have stamina and grit However, even as adults we may need extrinsic rewards so we shouldn't necessarily get rid of them entirely.

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Teachers need professional development opportunities, and opportunities for collaboration. We also need different modes of assessments, and curriculums that offer differentiation.

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Extrinsic rewards I find can be good as well as bad. I find students only do the very Minium amount of work to get the rewards. When you stop giving them the work also stops.

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I think teachers need professional development -Training on new ways to help our students

Resources- instructional tools, support with these.

Planning time- They need to be able to spend time working on the assignments that they want to teach.

Teaching Assistants- Teachers need support, they have student with extra needs in their rooms. They have students with behaviors in their rooms. teachers can't stop every few minutes to tell a student to get to work, stop talking, or even read something for a student. Teachers need TA'S we are the eyes when they have their backs turned to the students.

Teachers need each other!

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Extrinsic reward can be problematic because if you are only ever working for a reward, you wont continue to work when no reward is present. If a person is intrinsically motivated the motivation comes from within and they have a desire to do good not just do good to gain a reward or payment of some kind.

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Teachers need support, time, professional development, and resources to best support all student especially with such wide rages of abilities and learning gaps. In chapter 7 the author talks about learning styles so therefore teacher could present material in a variety of ways to connect with different types of learners the chat on page 181 is helpful.

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Extrinsic rewards like grades or prizes can be problematic because they create short-term motivation, making students focus more on earning rewards than truly learning. This can lead to a habit of only working hard when a reward is given, rather than developing a real interest in the subject. In contrast, intrinsic rewards, like feeling proud of accomplishments or enjoying the learning process, help students stay motivated on their own. Relying too much on extrinsic rewards can reduce creativity and independence, so it's best to use them sparingly while encouraging a love for learning.

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Great question! For the seasoned more experienced teachers, we need time! One of the best tools I have found to assist with effective differentiated instruction has been the use of AI to help create different levels of assignments and task that meet all of the students' needs. Having time to experiment with AI this year has been very effective in creating unique assignments that allow all levels of learners to prosper in class! Providing professional development for the younger teachers would be the most helpful tool to gain knowledge how to effectively differentiate instruction.

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Rewards can be problematic because then the students are working for a reward rather than working to learn. This can create a dependency on external validation.

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I think some support systems needed are professional development and training to help identify different learning needs and how to implement strategies effectively, having access to diverse materials so that we can accommodate all levels of our students, and time for planning and collaboration with our colleagues.

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Extrinsic rewards can be problematic because the students work for these rewards. When they are removed so is the motivation to do the task asked. Also not all teachers offer rewards.

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Extrinsic rewards (like money or prizes) can be problematic because:

1. They can reduce enjoyment: When people are rewarded for something they used to enjoy, they may start doing it just for the reward, not because they like it anymore.

2. People depend on rewards: If people always get rewards, they might only do things for the rewards, not because they find the task valuable or interesting.

3. Focus becomes too narrow: Rewards can make people focus only on completing a task in a certain way, limiting creativity and exploration.

4. They can hurt teamwork: If rewards are based on individual performance, they can create competition rather than collaboration.

5. They can feel unfair: People might think rewards are not distributed fairly, leading to frustration and demotivation.

6. They encourage short-term goals: Rewards can make people focus on quick results rather than long-term growth and improvement.

In short, while rewards can motivate in the short term, they can also take away from the enjoyment and personal growth that come from doing something just for the sake of it.

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1. Professional Development: Training on differentiation strategies and collaboration with colleagues for shared ideas.

2. Resources: Access to diverse materials, instructional tools, and technology to support various learning needs.

3. Classroom Support Personnel: Collaboration with special education teachers, TAs, and other staff.

4. Planning Time and Flexible Grouping: Time to collaborate and use flexible grouping strategies based on student needs.

5. Assessment Tools: Regular formative assessments and data systems to track student progress and guide instruction.

6. Classroom Environment: An inclusive, safe space that encourages risk-taking and supports positive behaviors.

7. Parental Involvement: Communication with families for insights into student needs and challenges.

8. Support for High-Needs Students

I have been teaching for 22 years and the kids’ and curriculum change a lot.  These systems help ensure that teachers are up-to-date and supported.

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After reading these chapters I would say visual-auditory-kin esthetics. You talk about the concept. You show your concept in written form. Then you do a hand on of the concept you are teaching.