Standard: "Analyze the intrinsic and extrinsic needs that have to be satisfied at work”

Mind map outlining how teaching strategies build on each other to increase student understanding and skill development for this standard.

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Standard: "Analyze the intrinsic and extrinsic needs that have to be satisfied at work” by Mind Map: Standard: "Analyze the intrinsic and extrinsic needs that have to be satisfied at work”

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.

4.2. This lesson is extremely interesting for students, for even though many of them have never evaluated their own motivations through the lens of motivational theory, before, it is a topic they are all passion about and can bring to bear many personal experiences and anecdotes. Teacher acts as a mentor and facilitator of knowledge.

5. Students will be able to understand what motivates them to perform at school and indeed what motivates them to perform well - as they are able to reflect on their own experiences.

5.1. Teacher will have the students write down a personal list of at least 5 things which motivate them at school. Here teacher may provide more detailed information and assistance to students to help them with their understanding of the concept as well as providing suggestions and cues to move the students along.

6. Through the sharing of personal anecdotes and opinions students will develop an understanding of what motivates themselves

7. Students should be able to draw on experience of their own intrinsic and extrinsic motivations to help them interpret the motivations of workers in other organizations.

7.1. At the conclusion of the lesson students will be given a homework assignment to discuss on the micro-blogging website Baidu their motivations for doing the tings they like; for example, sport, music watching movies etc and relate these to their understanding of intrinsic and extrinsic motivations learned in the lesson. This can be conducted entirely in Chinese so as to help with some of the lesser able ELL students - whilst teacher can monitor using the translation device