DRIVE: The Surprising Truth About What

Motivates UsDr. Timothy Mitchell

Rapid City Area Schools-SuperintendentPrincipal Student Achievement 11-18-10

Report Card Day

DRIVE

Learning Targets1. I have increased my understanding of

motivation and the gap between what science knows and I do.

2. I have determined whether I am a Type I or Type X.

3. I have deepened my understanding about utilizing the motivational essential elements in my leadership practice.

Drive

Activity #1

“The Art and Science of Teaching”-Marzano

Question #1-What will I do to establish and communicate learning goals, track student progress, and celebrate success?

Action Step #3-Have students identify their own learning goals

Activity #1

One way to enhance student involvement in an instructional unit is to ask students to identify something that interests them beyond the teacher-identified learning targets

Write your own learning target or targets for the presentation today

Learning Target #1-I have increased my understanding of motivation and the gap between what science knows and I do.

Criteria for Success-Understanding the science of motivation will have a positive impact in my leadership position by:

Drive

Human operating systems-a set of mostly invisible

instructions and protocols on which everything runs

DRIVE

Our current operating system is built around

external motivators—It does not work and often

does harm

DRIVE

Motivation 1.0-all about survival

Motivation 2.0-external rewards/punishments

Motivation 3.0-21st Century Models

DRIVE

When it comes to motivation, there’s a gap between what

science knows and we do

DRIVE

Carrots and Sticks are so last century. DRIVE says for the 21st Century, we

need to upgrade

DRIVE

Seven Reasons Carrots/Sticks Do Not Work:extinguish intrinsic motivationdiminishes performancecrushes creativitycrowds out good behaviorencourages unethical behaviorcreates addictionsfosters short-term thinking

DRIVE

When Do Carrots/Sticks Work:rule-based routine taskspraise effort and strategy-not intelligencemake praise specificpraise in privateoffer praise only when there’s a good reason

DRIVE

RewardIntrinsic-Extrinsic

If a teacher performs for an extrinsic reward and experiences pleasant feelings, success, it is interesting and they receive positive feedback about their performance they are more likely to move towards an intrinsic motive the next time.

DRIVE

People aren’t passive receivers of information-they choose what they want to pay attention to. Skilled leaders use their “bag of tools” to “build stepping stones” for people. No one can “Make” a person become motivated; just as no leader can “make” a person change. The best we can do is to orchestrate circumstances in the environment so a person will be encouraged to do something that will result in his/her learning

DRIVE

Motivation-Six Variables-can be orchestrated by the leader to increase the probability that a person will want to learn or will be motivated to learn:Level of ConcernFeeling ToneInterestSuccessKnowledge of ResultsRewards

DRIVE

Intrinsic Motivation-Four Components:

Self-efficacy-a learner’s belief in his ability to succeed in a particular situation

Self-regulation-The degree to which a learner actively participates in her own learning

pg 16-Moss/Brookhart

DRIVE

Intrinsic Motivation-Four Components:

Self-assessment-A learner’s act of observing and analyzing his own performance on the basis of criteria and steps to improve

Self-attribution-A learner’s own explanations for success or failure that determine the effort she will expend on that activity in the future

pg 16-Moss/Brookhart

DRIVE

My understanding of the science of motivation will have a positive impact on my leadership position by:

Activity #2

Learning Target #2-Determine whether I am a Type X or Type I person

Criteria for Success-Complete the Type X or Type I free online assessment at:

www.danpink.con/drive.html

Good News: Type I’s are made not born

Drive

Type X and Type I

Type I behavior concerns itself with the inherent satisfaction of the activity itself results in professional success and personal fulfillment

DRIVE

Type I and Type XType I almost always out performs Type X in the long runType I behavior does not disdain money or recognitionType I behavior is a renewable resourceType I behavior promotes greater physical and mental well being

Drive

Are you a Type I or Type XTake the free online assessment

at:www.danpink.com/drive.html

Activity #3

Learning Target #3-I have deepened my understanding about utilizing the motivational essential elements in my leadership practice.

Criteria for Success-Identify two future leadership actions or steps that will effectively motivate staff to utilize formative assessment with students:

Drive

Science shows the way-The new approach has

three essential elements

DRIVE

Autonomy-the desire to direct our lives

DRIVE

AutonomyTask-what we do

Time-when we do itTeam-who we do it withTechnique-how we do it

Drive

When students feel that they understand the criteria by which their work will be judged. They also have a sense of control over their work.

Self-Regulation

pg 28-Moss/Brookhart

Drive

Mastery-the urge to get better and better at

something that matters

DRIVE

MasteryCapacity to see your abilities

not as finiteDemands effort, grit,

deliberate practiceImpossible to fully realizeFrustrating and alluring

DRIVE

Student’s belief that they can be successful at a particular task or assignment is called self-efficacy.

Students with self-efficacy are more likely to persist in their work and are poised to be strategic self-regulators.

pg 28-Moss/Brookhart

Drive

Purpose-the yearning to do what we do in the service of something larger that ourselves

DRIVE

PurposeGoals that use profit to reach

purposeWords that emphasize more

than self-interestPolicies that allow people to

pursue purpose

DRIVE

If students understand the learning target but don’t know what qualities will get them there, they are likely to feel discouraged.

Students who have clear pictures of the learning target and of the criteria of success are likely to also have a sense of what they can do.

pg 28-Moss/Brookhart

Drive

Ideas for LeadersTry 20 % Time

Conduct an Autonomy AuditUse Reich’s Pronoun Test

Have a Fed Ex Day

DRIVE

Identify two future leadership actions or steps that will effectively motivate staff to utilize formative assessment with students:

Activity #4

Want to learn more about the NEW

science of Motivation?

Drive

Two Questions Video:

http://vimeo.com/8480171

DRIVE

My Sentence:I provide the leadership to create a purposeful learning community that establishes high quality learning experiences for all community members

Each Night:Was I better today than yesterday?

DRIVE

See Daniel Pink On TED Talks:

http://www.ted.com/talks/dan_pink_on_motivation.html

Drive

Subscribe to Drive Times, a free quarterly e-mail newsletter at:www.danpink.com/drive.html

DRIVE

Follow Daniel Pink at his Blog:

www.danpink.com

Drive

The secret to high performance and satisfaction—at work, at school, and at home—is the

deeply human need to direct our own lives, to learn and create

new things, and to do better by ourselves and our world.

DRIVE

So we have a choice!!

It won’t be easy or happen overnight!!

We can cling to old habits or be grounded in modern science!!

Commit to transition our leadership practice into a twenty-first century model!!!

DRIVE