Module 2: Learners’ Motivation

Lesson 1: Learners’ Motivation and Its Dimensions

Learning Outcomes:
1. Describe learners’ motivation to learn;
2. Distinguish intrinsic from extrinsic motivation;
3. Explain the Dimensions of Learners’ Motivation through students’ perspectives.

Introduction:
Greetings,
Welcome to Lesson 1. In this lesson, you are expected to observe learners and ask
them about their motivation to learn. You must delve into students’ perspectives to
understand their interests and what keeps them engaged in the class. You are provided with
tables and instructions to guide you in gathering information from the learners. In order to
process your feelings and thoughts together with linking it to practice, series of questions
and situations are provided for you to answer.
Enjoy!

Objectives:
I must be able to observe students in class and interview them about their motivation
to learn.
ACTIVITY:

Observation Guide
Observe a class. Spend some time observing their teaching-learning interactions.
Focus your attention on the students self-determined participation and eagerness
to learn the lesson. Interview random students after class on what motivates them
to learn. Fill-in the diagram bellow.

To make their
parents proud.
Medal, awards, To impress their
and recognition teacher.

Their dream job Their friends

My Top 5 Motivators

Extrinsic Motivators Intrinsic Motivators

 Medal, awards, and recognition To make their parents proud.

Their dream job To impress their teacher.

Their friends

Observation Guide
A. Group students’ motivators into the following categories:
a. Extrinsic- the desire to do or achieve something not so much
for the enjoyment of the activity itself, but because it will
produce a certain result.
b. Intrinsic- the desire to do or achieve something because one
truly wants to and takes pleasure or sees value in doing so.

Other comments:
Students may be driven to achieve by their own motivation, their interest in a topic, their
prior success in that subject, their desire to please their parents or teachers, or any number of
other factors. However, motivation is most effective when children also have a positive sense
of who they are, are self-assured, and understand how to approach problems step-by-step.
ANALYSIS:
Based on the students’ responses, try to classify their motivators into the Four Dimensions of
Motivation.

Competence Autonomy Value Relatedness

Medals, awards, and Their dream job To make their parents
recognition proud

To impress their
teacher

Their friends

1. How similar or different are the motivation of learners you observed and interview
on your own motivation to learn?
We have similarities in motivation like I motivate to learn because of my dream job and
to make my parents proud if I graduate. I’m not motivated to learn because of medal,
award and recognition, to impress my teacher and my friends,

2. What do you think are the reason behind these learners’ motivation? Why?
Because if they use that motivation there is a possibility that they can learn well and
they can achieve their goals if they are motivated to learn.

3. Do you think that these students’ motivations can somehow be shaped by the teacher
or the school?
Yes, because most of the time the students are in school and they are with their teachers
who teaches them to learn.

4. How can learners motivate themselves based on Self-Determination theory?

The learners feel more motivated to take action when they think that what they do will
have an effect on the outcome.

5. Based on the learners’ motivation, describe the four dimensions of motivation.

Competence is where the student feels capable of completing the task.

 Autonomy is where the student feels in control since there is a clear connection between
his or her actions and the outcome, yet he or she still has some level of autonomy
because they have some say in whether or how to complete the work.
Value is where the student is somewhat interested in the assignment or recognizes its
value.
Relatedness is finishing the assignment earns the student social benefits like a sense of
inclusion in the class or other desirable social group or acceptance from other people.

ABSTRACTION:

Linking Theory to Practice

Here’s a quick review quiz to see how much you have learned about Self-Determination
theory and the Four Dimensions of Motivation. The questions are designed to get you
thinking about how the theory applies to your classroom. Encircle the letter of the correct
answer.
1. Teacher Ann always see to it that every achievement of her students will be
rewarded. She prepares stickers, fancy applauses and a lot of praises to give
whenever a student get a correct answer in class. Which concept of Self-
Determination Theory is being observe by Teacher Ann?
a. Autonomy
b. Relatedness
c. Competence
d. Value
2. Based on Self-Determination Theory, humans are naturally driven to achieve
self-organization and what?
a. Purpose
b. Growth
c. Comfort
d. Affection
3. Coach Kiko hold an initiation rite to those who would wish to join the proud
varsity team, which dimension of motivation is being tapped by coach Kiko?
a. Relatedness
b. Competence
c. Control
d. Interest
4. Teacher Rajeb teaches his students how to sew using an electric sewing machine.
He then ask the students to make their own face masks. The students are eager
to do the task given by Teacher Rajeb, some students say that they will make
 mask for them and their families to use. Which dimension of motivation is
observed in Teacher Rajeb’s students?
a. Relatedness
b. Competence
c. Control
d. Interest
5. Teacher Corrie is an ICT teacher, she ask her students to create a Vlog and
upload it using her selected online platform. The students are excited and have
multiple ideas for the Vlog’s content and design. What dimension of motivation
manifested by the students of Teacher Corrie?
a. Relatedness
b. Competence
c. Autonomy
d. Interest

APPLICATION:

AS A FUTURE
TEACHER
Describe how you are going to
motivate learners’ in your class.

Make a Lesson Plan that will

motivateYou justlearners
your finished Lesson 1. Get
to learn ready for the next Task!
your
lesson.
1. Describe how you are going to motivate learners’ in your class.
I will motivate my students by encouraging them. Students look to teachers for approval and
positive reinforcement, and are more likely to be enthusiastic about learning if they feel their
work is recognized and valued. Me as their teacher should encourage open communication
and free thinking with my students to make them feel important. I will be enthusiastic and I
will praise my students often. Recognize them for their contributions. If my classroom is a
friendly place where students feel heard and respected, they will be more eager to
learn. Saying “Very Good” and “Nice work” in every tasks or performances can motivated
students.

2. Make a Lesson Plan that will motivate your learners to learn your lesson.

School Grade Level 10

GRADES 8 Teacher Fernan G. Burgos Learning Area Mathematics
DAILY LESSON PLAN Teaching Quarter First Quarter
Dates and
Time

I. OBJECTIVES

A. Content Standards Demonstrates understanding of key concepts of sequences, polynomials and

polynomial equations.

B. Performance Is able to formulate and solve problems involving sequences, polynomials and
Standard polynomial equations in different disciplines through appropriate and accurate
representations.

C. Learning M10AL-Ia-1
Competencies Generates patterns.
 Generates and describes patterns using symbols and mathematical
expressions

CONTENT Patterns and Algebra

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 14 - 15

 pages

2. Learners Material Learner’s Module (LM) in Math 10, pp. 9 - 10

pages
3. Textbook pages
4. Additional
materials
B. Other Learning  EASE Module 1 on Searching Patterns, Sequences and Series, pp. 1 – 5
Resource  http.//www.mathisfun.com/algebra/sequences-series.html
IV. PROCEDURES
A. Reviewing The teacher will give an activity
previous
lesson or ACTIVITY: Guess My Rule
presenting the
Note to the Teacher:
new lesson
 The teacher will show strips with four or five numbers written in a sequence.
Example:
a. 1, 3, 5, 7, ……
b. 1, 4, 7, 10, ……
 The teacher may ask the students what number comes next. Usually a student
will correctly guess.

Example:
a. 1, 3, 5, 7, …… (expected answer: 9)
b. 1, 4, 7, 10, ….. (expected answer: 13)

 Ask for the next number in the sequence of example a. Ask the student who
answered how she or he knew that was correct. Students will offer explanations
such as “You’re skipping a number every time”. If they don’t bring it up
themselves, point out that these are odd numbers
 Do the same for Example B.
 Ask the students to explain the pattern.

B. Establishing a The teacher will introduce the learning objectives for the present lesson by giving the
purpose for the students opportunity to read it aloud synchronously.
lesson
At the end of 1 hour period, the students will be able to generates and describes
patterns using symbols and mathematical expressions.

C. Presenting The teacher may state this:

examples/insta
nces of the It is a common experience to be confronted with a set of numbers arranged in some
new lesson. order. The order and arrangement may be given to you or you have to discover a rule
for it from some data.

For example, the milkman comes every other day. He came on July 17; will he
come on Aug 12? Consider that you are given the set of dates: 17, 19, 21, …
arranged from left to right in the order of increasing time. Continuing the set, we have
July 17, 19, 21, …, 29, 31, August 2, 4, ….,28, 30… so that the answer to our
question is yes. Any such ordered arrangement of a set of numbers is called a
SEQUENCE.

The teacher will give an activity…

 ACTIVITY: What’s Next

Each item below shows a pattern. Answer the given questions.

1. What is the next shape? (expected answer: )

, ,, , , _______

2. What is the next number? (expected answer: 20)

What is the 10th number? (expected answer: 36)
0, 4, 8, 12, 16, ____

3. What is the next number? (expected answer: -16)

What is the 8th number? (expected answer: -26)
9, 4, -1, -6, -11, ______

The set of shapes and the sets of numbers in the above activity are called
sequences.

A sequence maybe generated from shapes, patterns, or rules. Each number in

sequence is called a term. Each term is identified by its position in the ordered list.
The terms are usually denoted by a1, a2, a3,…or t1,t2, t3, ….

D. Discussing The teacher will discuss...

the new
concepts and Discussion:
practicing new
skills #1 Look at this example. Lorna, a 2 nd year student in a certain public school, is able to
save the money her ninongs and ninangs gave her last Christmas. She then deposits
her savings of P1,000 in an account that earns 10% simple interest. The total amount
of interest she earned in each of the first 4 years of her saving is shown below:

Year 1 2 3 4

Total amount 10 20 30 40

The list of numbers 10, 20, 30, 40 is called a sequence. The list 10,20,30,40
is ordered because the position in this list indicates the year in which that total
amount of interest is earned.

Now, each of the numbers of a sequence is called a term of the sequence.

The first term in the sequence 10, 20, 30, 40 is 10, the second term is 20, while the
third term is 30 and the fourth term is 40. It is also good to point out that the
preceding term of a given term is the term immediately before that given term. For
example, in the given sequence 20 is the term that precedes 30.

E. Discussing The teacher may discuss about sequence and ask the students to answer the
the new following in pairs.
concepts and
practicing new DIRECTION: Find the next two terms of each sequence.
skills #2
1. 4, 7, 10, 13, … (expected answer: 16, 19)
2. 15, 7, -1, -9, … (expected answer: -17, -25)
3. 7, 14, 28, 56, …. (expected answer: 112, 224)
3 3
4. 24, -12, 6, -3, …. (expected answer: , )
2 −4

The teacher will give an activity by pair….

 F. Developing
mastery
(Leads to Activity: Pair Activity
formative
Find the next term in each sequence.
assessment
3)

1. 17, 22, 27, 32, …

1 1 1 1
, , ,
2. 2 5 8 11 …
3. 5, 10, 20, 40,…
4. 3, -3, 3, -3,…

G. Finding The teacher gives an problem statement….

practical
application of Under a normal condition, a newborn pair of rabbits that are put in a field
concepts and produces no offspring during the first month. At the end of the second
skills in daily month, the female rabbit produces a new pair of rabbit in the field. If a
living female rabbit always produces one pair every month from the second on,
how many pair of rabbits will there be at the end of one year?

H. Making The teacher will ask guide questions for generalization:

generalization
and  How do you find the next few terms of a sequence?
abstraction (Given at least the first 3 terms of a sequence, you can easily find the next term in
about the that sequence by simply discovering a pattern as to how the 3 rd term is derived from
lesson the 2nd term, and the 2nd from the 1st term. You will find that either a constant number
is added or subtracted or multiplied or divided to get the next term or a certain series
of operations is performed to get the next term. This may seem hard at first but with
practice and patience in getting them, you will find that it’s very exciting.)

I. Evaluating The teacher will ask the students to get ½ sheet of paper (crosswise) and let the
learning students answer the following:

Find the next two terms of each sequence.

a. 15, 7, -1, -9, …. (expected answer: -17, -25)

b.

(expected answers:)

J. Additional Teacher may ask the student to use ICT and search on the web using the URL
activities for http.//www.mathisfun.com/algebra/sequences-series.html
application or
remediation

V. REMARKS
VI. REFLECTION

A. No. of
learners who
earned 80% in
the evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lesson
worked? No.
of learners
who have
caught up with
the lesson
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material did I
use/discover
which I wish
to share with
other
teachers?