T2P Week 4

If we provide our students with tasks that elicit emotion then the students are more likely to become intrinsically motivated to learn.

If we provide students with tasks linked in the affective domain students will be intrinsically motivated to learn.

The affective domain consists of a person's interpersonal and intrapersonal feelings. Students learn through their interactions with others and develop an understanding for their emotions. According to Andrade's views on popular culture students are more eager to learn when they feel culturally connected to material. This coincides with Pink's three elements of intrinsic motivation. A student needs to have a sense of autonomy in their learning. Andrade suggest that teachers use cultural literacy as a teaching tool in the classroom. By using cultural literacy in the classroom the students have more control over what they are learning. If the students is able to provide material that they are emotionally connected to they will be intrinsically motivated in their learning.

Pink also describes how learners need a sense of purpose in their learning. By using Andrade's ideas of cultural literacy the students will have sense of purpose in what they are learning. They will have a sense of connectedness to the curriculum that they might not otherwise have. The teacher can use cultural literacy as a scaffold for academic literacy showing students that their learning does have a purpose and can be applied to other areas.

Lastly, Pink touches on the idea of mastery. Learner's want to master something that has meaning to them. Students are masters of their culture. When the students feel knowledgeable about the topic they gain confidence in their learning. With this confidence comes the motivation to strive for excellence.