Standard: "Analyze the intrinsic and extrinsic needs that have to be satisfied at work”
by Jason Fletcher Brown Jenson
1. Here again students will draw on personal experience to reflect on why they study; is it to 'learn' or to attain high grade? And, how does their interaction and relationship with peers, parents and teachers influence this?
1.1. Teacher will monitor individual group discussions to offer advice and ensure that students are on the right track
2. Classroom discussion and debate on student’s motivation and where this fits in and how does it function in its natural “bigger picture.” of workers motivation. FIRST the teacher will describe his motivations for becoming a teacher, THEN the students can ask teacher questions to make the lesson interactive, BEFORE the students discuss their own motivations in small groups.
3. The students in this class are 17-18 yrs old and because the majority of them have never had a job, this exercise is administered because it gives them the opportunity to draw on their personal experience of a lifetime as students, and their current role as High School IBDP students.
4. At the conclusion of the lesson students should be able to differentiate between intrinsic and extrinsic needs that have to be satisfied at work by categorizing a list of 5 needs they have as students.
4.1. Students can draw up a personal Venn Diagram to demonstrate their understanding through the categorization of intrinsic and extrinsic needs for their own motivators. This is the independent practice stage where the student demonstrates their task mastery.
4.1.1. Students can complete this task using an app on their tablets. As an entry slip of sorts, this information can then be forwarded to teacher at the end of the lesson for formative assessment.