Stipek, 2002

D. Motivation to learn: integrating theory and practice, 4th ed. Boston:
allyn and bacon.

Maximizing intrinsic motivation thru tasks, evaluation, control, and
classroom climate.
Student understand that reasoning behind task.
Challenging tasks.
Own pace. Include all levels of task difficulty.
Include Authentic intellectual problem solving.
Multidimensional tasks.
Require active participation, exploration, and experimentation.
Include complex, novel or surprise in tasks.
Tasks are link to student interests.
Allow choice.
Opportunity to collaborate.
Vary tasks.

Deemphasize external, grades, summative.
Emphasize effort, improvement, and standards rather than relative
performance.
Emphasize info inside grades.
Grades are claer and fair.
Substantive, informative feedback.

Allow as much as they can handle.
Design own tasks.
Choice in how tasks are completed.
Choice in difficulty level.
Choice in standard of completion.
Personal goal setting.
Monitor understanding not behavior.
Give help to facilitate student autonomy.
Hold students accountable.

Treat errors as part of learning.
Model enthusiasm.
Community of learners.