Lesson 3: What Motivates You?
Students will identify how they are motivated and apply that knowledge to an understanding of their current and future experiences with academic work.
- Explore the ideas and theories behind motivation
- Create a personal motivation profile
- Connect their motivation profile to current and future work experiences
Common Core Standards
- Write informative and explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- Write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences.
- Prepare for and participate in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own ideas clearly and persuasively.
Intrinsic Motivation: when people do something for the joy of doing it, or because they think it is right (a hobby).
Extrinsic Motivation: when people do something for an external reward or tangible result (doing work to get paid).
Have students write down three things that motivate them on three separate Post-it notes. Explain the difference between intrinsic (internal) and extrinsic (external) motivating factors. Then, ask students to place their Post-its on a T-chart that is labeled "intrinsic" and "extrinsic."
Discuss as a class:
- What are people most motivated by, intrinsic or extrinsic factors?
- Looking at the ways that people are motivated, what are the challenges when it comes to motivating a group?
- If you were a teacher or a boss at work, what would you do to motivate this group of people?
Students will research and explore Richard Lavoie's six Ps of motivation (based on The Motivation Breakthrough: 6 Secrets to Turning On the Tuned-Out Child).
Students complete the first part of the What Motivates You? graphic organizer with definitions of each type of motivation.
- Praise: Students who are motivated by recognition or belonging will be motivated by sincere words of praise.
- Power: Students who want control over their environment or choices are motivated by power to control their environment.
- Projects: Some students are motivated to work on projects that bring together various topics or disciplines.
- People: Students who are people-oriented are especially drawn to activities that allow them to work with people and build relationships.
- Prizes: Students who are drawn to status, recognition, and power will find prizes motivating.
- Prestige: The need to feel important and needed is motivating for students who are status- or prestige-driven.
Students work independently or in small groups to complete the remaining sections of the What Motivates You? graphic organizer using the following guiding questions:
- Which two aspects motivate you the most?
- How do you know these motivate you? What examples or evidence have you seen of this motivation factor in your life?
- How does this affect your work in school?
- How does this affect your interests outside of school?
- How might this affect your future career?
Ask students to write what motivates them on Post-it notes and compare the responses with the ones they posted previously. Discuss:
- What motivates the students in your class?
- How has this changed since the start of this lesson?
- How do theories develop and change? How does that influence our understanding of the world and of ourselves?
With the remaining class time and for homework, have students write a one- to two-page letter to you or another teacher titled: How to Motivate Me.
Use these activities to extend the conversation about motivation:
- Have each student choose one or two jobs that they're interested in. Research each job and answer the questions.
o What are the tasks involved in each job?
o Which motivation factor would motivate you to do the tasks in this job?
o Is this job a good fit for your motivational style?
o How do you know?
- Have students research, analyze, and compare three motivation theories (B. F. Skinner, Ivan Pavlov, Abraham Maslow, among others). Which theory do they think is most accurate?
- Assign a three-page opinion and reflection paper on one of the following
o How are Lavoie's ideas different from the way that adults typically try to motivate kids? What should adults do differently?
o Imagine that you're a teacher. What would you do to motivate all the students in your classroom?
o How do Lavoie's ideas apply to school? Is there such a thing as a lazy student?
Use these resources to learn more about Richard Lavoie's research:
Continue the discussion about motivation with these Disney Youth Education Series experiences:
- Managing Your Personal Brand at Walt Disney World® Resort helps students become self-aware, self-disciplined and self-motivated to increase their potential for becoming future leaders. Your group will come to understand how to project a positive image, build its skill set through the collection of experience and apply those skills to leading others.
- Disney's Approach to Leadership and Teamwork at Disneyland® Resort teaches students the four C's of Walt Disney leadership. Students will practice overcoming obstacles by working as a team and thinking creatively to develop solutions. Exercises designed to reinforce courage, curiosity and constancy aim to give students the confidence to set goals and accomplish their dreams.