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In Pink's discussion on the truth about motivation, he discusses the results of a study that examined reward vs. punishment and the outcomes on learning (The RSA, 2010). Pink claims that the study found that the larger the reward, the the better the performance when it come to rudimentary or physical tasks; however, the higher the reward, the poorer the performance when it came to less rudimentary, cognitive tasks. When I began watching the video, I immediately disagreed with Pink's theory based off of my own experiences in the classroom. My initial thought was frustration because Pink never distinguishes the difference between intrinsic and extrinsic rewards. I believe his statements to be true about extrinsic motivation; however, I have found in my teaching that students who are intrinsically motivated, perform better.

Last year, I had a group of students reading significantly below grade level. With this group, I found the power of positivity and celebrations (an intrinsic reward system) on their learning. Each time the girls increased their sight word recognition or jumped up a reading level, we would celebrate and provide recognition with the whole class. The girls were eager to celebrate and highly motivated. Their self confidence sky rocketed and their progress was evidence that the reward of celebrating was working.

I also don't think it's as simple as stating that larger rewards yield certain results because all learners are different. I know that for me personally, I am highly motivated by receiving A's for my grade. I will work harder on cognitive tasks, just to receive that grade; however, I have several friends and colleagues who have completely different motivations. In conclusion, I think the concept of reward vs. punishment and the impact on motivation and learning is a complicated theory that can't be summed up for all learners.

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Pink  discusses the importance of autonomy on motivation. In the classroom, students need to have a sense of autonomy to increase their engagement and motivate them to learn (The RSA, 2010). In my classroom, I'm currently working on implementing literature circles, a student led reading group where students take on various roles and hold discussions without direct instruction from me. The students have autonomy to guide their discussions and work, ultimately increasing their motivation.

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In order to increase motivation to learn, it's important for adults to know why they are learning what they are learning (Toister, 2014). During my professional development trainings, I will begin each workshop by stating the purpose or objective for the specific workshop. These objects will directly align with the ISTE standards and Common Core State Standards detailed in the standards section of the DTTP.

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Learning is most valuable when participants can build on their existing knowledge of a topic (Toister, 2014). In my technology training plan, the workshop will include opportunities for educators to share and discuss their background knowledge on the specific technology being discussed. Educators will have an opportunity to show/share what they already know so the new knowledge can build off of the current knowledge.

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As students get better at specific concepts and skills, they develop mastery (The RSA, 2010). It's important for students to have a sense of mastery to continue to feel motivated in their learning. In my classroom, I can encourage mastery by pointing out small successes for students, even when a full concept is not mastered. For example, last week we took a math assessment and one of my students received a D for her grade. Rather than this student feeling no sense of mastery, I encouraged her to look at what she was able to accomplish. In the beginning of the year, she was unable to write an equation to match a word problem. On this assessment, she was successful with this skill, but was unable to attain the correct answer. I praised her for the mastery of this specific skill to increase her overall motivation.

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As adults are acquiring new understandings, motivation increases when they are responsible for their own learning (Toister, 2014). To address this in my workshops, I will allow educators to have choices within each workshop. Within the workshops, there will be an opportunity for teachers to break out into small groups to practice skills. During this portion, teachers can make decisions about where they need the most support.

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In order to make new learning more meaningful, it's important for the information to have an immediate application (Toister, 2014). The information provided in the workshops will directly relate to the needs analysis of the school; therefore, the information has a direct impact on the educator's teaching and areas of need.

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Problem orientation is when the learning helps the participant acquire specific skills (Toister, 2014). Each workshop will be aligned to a standard and teach a specific skill related to the technology. These skills are specific to classroom application.

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Rather than providing participants with rewards or incentives for developing new understandings, learners are most motivated when the rewards are internal (Toister, 2014). To encourage intrinsic motivation during the workshops, it's important for educators to celebrate their successes by sharing out what they have accomplished. Educators will complete a reflection at the end of the workshop to determine how they have increased their learning and will improve their teaching practices.

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For all learners, purpose is essential to motivation. You must know why you are learning what you are learning in order to make meaning. To increase a sense of purpose, I begin each lesson by stating the objective and/or goal to the students. At the end of the lesson, we always review this objective to see if it was met.

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The RSA. (2010, April 1). Rsa animate: Drive: The surprising truth about what motivates us [Video file]. Retrieved from https://www.youtube.com/watch?v=u6XAPnuFjJc&feature=youtu.be

Toister, J. (2014, September 23). Introduction to malcolm knowles's andragogy theory [Video file]. Retrieved from https://www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-Knowless-andragogy-theory/170070/193558-4.html