Course curriculum

    1. Welcome

    2. Learning Objectives

    3. Course Materials

    1. 1a: Introductions; What is intrinsic motivation, and why is it so important?; Six key intrinsic motivators (30:33)

    2. 1b: Six key intrinsic motivators continued; high-impact strategies (15:08)

    3. 1c: High-impact strategies continued (10:47)

    4. 1d: High-impact strategies continued (10:25)

    1. Chapter 1 Quiz

    1. 2a: What are extrinsic motivators, and why are they (often) so damaging? Where did token economy systems come from? (37:13)

    2. 2b: How do we minimize damage done by extrinsic motivators? (31:32)

    1. Chapter 2 Quiz

    1. 3a: What are some practical strategies of self-motivation and self-management that students need to know? (30:23)

    2. 3b: How do we teach these skills and strategies to students? (27:53)

    3. 3c: Case study: Teaching SEL in the Classroom (28:02)

About this course

  • $179.00
  • 5.5 Contact Hours

Learning Objectives

Name six key intrinsic motivators and explain ways these connect with their teaching

Give examples of extrinsic motivators and explain why they may often diminish intrinsic motivation and dampen learning

Name several strategies for self-management and self-motivation that they could teach their students

Name several strategies for how to teach self-management and self-motivation skills as a part of everyday teaching and learning

Meet Your Instructor

Mike Anderson

Mike Anderson, MS has been an educator for more than 25 years. A public-school teacher for 15 years, he has also taught preschool, coached school swim teams, and taught university graduate-level classes. He now works as a consultant providing professional learning for teachers throughout the US and beyond. In 2004, Mike was awarded a national Milken Educator Award, and in 2005 he was a finalist for NH Teacher of the Year. In 2020, he was awarded the Outstanding Educational Leader Award by NHASCD for his work as a consultant. A best-selling author, Mike has written eight books about great teaching and learning. When not working, Mike can be found hanging with his family, tending his perennial gardens, and searching for new running routes around his home in Durham, NH. Financial disclosure: Mr. Anderson is the owner of Mike Anderson Consulting, LLC. He receives speaking and consulting fees. He receives royalties for his books from ASCD and Center for Responsive Schools, Inc. There are no non-financial relationships to disclose.

Target Audience

General Education Teachers, Special Education Teachers, Principals and Administrators, Occupational Therapists, School Counselors, Speech-Language Pathologists, Title 1 Teachers, Clinical Psychologists, School Psychologists, Instructional Assistants, Paraprofessionals, Instructional Coaches, Reading Specialists

Target Age Range: Pre-Kindergarten through Grade 12

Credits Offered for This Course

Learn more below

  • ASHA CEUs: 0.55

  • NASP credit hours: 5.5

  • NASW hours: 5.5

  • AOTA CEUs: 0.55

  • Clock Hours

Learn More About Credits

Click here for details about available credit programs.

 

Articles Related to This Course

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological bulletin, 125(6), 627.


Frey, B. S., & Oberholzer-Gee, F. (1997). The cost of price incentives: An empirical analysis of motivation crowding-out. The American economic review, 87(4), 746-755.

 

Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (2021). A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology, 41(7), 922-947.

 

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.