This chapter was quite intriguing to me. I could really relate to the whole purpose point. As Zeba and Laura both brought up, purpose is ideal for getting students to learn. I was a great example of such a student. In high school I enjoyed my math classes, but mainly because my teachers always gave me some sort of purpose for learning it. There was one class in which the teacher actually told us we would probably never use what we were learning ever again. It was the shortest lesson of my high school years. My teacher knew the topic was being learned merely for standards and benchmarks and got it over with as quickly as possible. On the other side of learning, I hated my history courses. My teacher was lazy and could never give us a reasonable purpose for learning the subject.
I felt like the book should have almost turned the last two chapters around. A student with a motivation 3.0 mind would master a topic after hearing about the purpose for learning it is. A student will never master something and then ask the teacher when they would ever use in real life.
I feel motivation 3.0 with purpose as the main goal would be more consistent than motivation 2.0, where it is more with rewards. A teacher can easily provide a reason behind any topic, but there may not always be a reward in completing the tasks that go along with the lesson for the day.
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