Reflection

So the readings defined motivation as choice, persistence, vigor and performance (or choice, persistence and effort). However, without motivation or low motivation one won't choose, persist or give any effort. I personally think of motivation as what causes motiviation - the attainment value, intrinsic value, utility value and cost.
Although, I don't think the Bransford framework addresses motivation directly, I think that it still plays into the framework. If you are attempting to make the classroom learner centered then in theory this should boost motivation (not necessarily, of coarse and not perhaps for everyone). If your providing learners with "just manageable difficulties" this also has the potential for increasing motivation. If the learners are succeeding, it builds confidence and thus perhaps motivation. Having a community centered classroom may also help boost attainment value, intrinsic value and utility value thus increase motivation.

When reading I also wondered about how very different motivation can be for a preschooler versus a middle school age child versus an adult. One of the papers did mention that what motivates one individual could be very different from what motivates another. Working with young children, it seems that intrinsic value and interest is the biggest motivator. Although, as you said, just because one is highly motivated does not mean that there is learning occuring - I still think that typically it correlates and thus motivation should really be addressed and thought of when develping a lesson plan. For young children I think that fun and enjoyment should be emphasized in lesson plans. I also think that a good teacher should be able to incorporate learning into almost every activity. If you have a group of very energetic young children and need to play a run around game to get some of that energy out - go ahead and play tag, but put a slight learning element to it. (Of coarse you can't teach a huge in depth concept by playing - but you can still tie some aspect of it to it).

I think one thing that I will need to be careful with is the whole idea behind "We can never assume that our beliefs will automatically be shared by those around us." and motivation. Obviously I know that everyone has different beliefs and not everyone values the same things as I do, but sometimes when I'm so extremely interested and excited about what I'm teaching I can see how I may forget that others may not share my enthusiam. I have a feeling that sometimes I'm going to think that learners intrinsic value is higher than it really is (or should be higher than it is). However, the plus side is that with enthusiam - that may actually (perhaps in some anyways) boost their motivation. I think I may also run into utility value dilemas, too. I want to teach environmental educaion - which to me is obviously useful because it can "help the environment we live in". To me there is lots of utility value in that and thus should be high motivation. However, there is obviously going to be learners that don't share my opinions and beliefs.

Tangible incentives are pretty much equal to bribes. With children (in my experience) they become fixated on the bribe not the learning or task and then yes, they expect it all the time.