After reading chapter 1, I reflected on my classroom and practices. Educators are constantly pressed for better test scores. It seems as if yearly, requirements change; forcing teachers to step back and create lessons to meet new needs. I would love to fully embrace developing a child’s intrinsic motivation through play, passion, and purpose. My hesitation is this philosophy requires opportunities to “explore, experiment, and discover” (p.30) in non-structured settings. I am searching for the balance between teaching my students to read and write proficiently, and surrendering instructional time for play.
I believe my classroom provides students with a culture that is curious and safe, where trial and error are norms. We have determined roles within collaborative groups and we can work with hands on problems together. Students need an understanding that our world is ever-changing and the solutions to current problems will continue to change. When presenting our students with problems, they need develop the skill of knowing the correct questions to ask. Communication and collaboration skills should become second nature, where using these skills align with a student’s creative thinking. Classrooms need to become driven to nurture these behaviors and allow students to fine-tune their passion. Children who are exposed to this philosophy of education are the innovators of tomorrow’s work force. “We need to outinnovate, outeducate and outbuild the rest of the world.” (p.6)
I was intrigued by the correlation of innovation with MIT college pranks, the process of creating, planning and executing with a nominal budget. I can see the value of the motivation, process, planning, and collaboration. These students have an intrinsic motivation to execute the prank.
My questions and concerns would be about the intrinsic and extrinsic motivation. Not all students are going to have a passion and internal motivation to excel and explore the standards I am required to teach and assess. Therefore, developing an intrinsic motivation becomes more difficult. Secondly, there is a relationship between play and the development of these skills. Play is very difficult to schedule once standardized tests become the norm. Also, play is not always aligned with standards. How to I willingly give up classroom and devote it to play when I already feel pushed for time?
Kelly - Thank you for your reflection and comments regarding Chapter 1. While I completely understand your hesitation of providing time for students to explore, discover, and play, I would challenge us to acknowledge that this time is planned with much intention and "structure." Depending on the subject and grade level you are teaching, organized discovery will look different for all of us. "What is the result of plants that grow in various soil types?" "What predictions can we make in the future weather based on our observations of the daily temperature, rain fall, and wind speed over a period of time?" "Why do some paper airplanes travel further distances?" All of these questions allow for observation and discovery but yet are "fun," structured, and intentional.
ReplyDeleteKelly, I loved this sentence..."When presenting our students with problems, they need develop the skill of knowing the correct questions to ask." Yes! Questioning is so very important. Questions are what drive our desire to learn. This is, in my opinion, the answer to the question regarding intrinsic and extrinsic motivation. If students can possess some choice in seeking answers to their own questions, they will be naturally motivated!
Yes, we must teach the standards but the way they are taught should not be defined by "sit and get" or to simply get it covered. Covering the standards with depth and enduring understanding will ultimately result in greater engagement and greater achievement.