Sponge Bob and Motivation

It is good timing and a little bit of providence that it doesn't seem we are being asked to relate autonomy, master,and purpose to technology.  The first comment to be made is about the experiment Daniel Pink talked about.  The group with the money as incentives didn't go faster or do better because they were as equally unskilled as the other group.  They didn't know how to solve the problem or have the skill to do it, and offering all the money in the world wouldn't change that.

Speaking of non-technological, how does playing the recorder sound?  I know the purpose for teaching the recorder, but kids need to have one too.  I spend two semesters over two different school years trying to get them to master the basics so they can be autonomous at some point when they have the recorders at home.  Usually we only play in the music room, but last week I taught a class how to play the end of the Sponge Bob song.  They are never more motivated than when they are learning songs that other people know and will recognize.  We found a class to play it for and asked them to identify the song.  They loved performing for another class even though our experiment didn't go so well.  Apparently, out of context, that little diddy doesn't sound familiar. 

The point is that I have identified a scenario I encounter every year to be aware of these three important components of learning.  I will be conscious of pacing, skills, and specific material I use and use them to the best advantage.