Drive by D. Pink

I was in a faculty meeting the other day working with our teachers around student self assessment, self monitoring, and independence. Well- these goals are awesome and totally linked to the dissertation I am working on. These goals also tie into the Private victory Covey writes about- he believes that one who learns the first three habits begins to have independence.

So in the faculty meeting one teacher (Kim) mentions that there is this book by Pink that addresses motivation. I listened to her (it is a good thing to listen to the voice of your teachers) and look how it benefited this research (thank you Kim)!

Pink writes the following:
"Human Beings have an inherent tendency to seek out novelty and challenges, to extend and exercise their capacities, to explore, and to learn." p. 8

"Enjoyment-based intrinsic motivation, namely how creative a person feels when working on the project, is the strongest and most pervasive driver."

"For some people work remains routine, unchallenging, and directed by others."

"Goals work. Goals that people set for themselves and that are devoted to attaining mastery are usually healthy. But goals imposed by others can sometimes have dangerous side effects."

Pink writes that there are 3 elements that make up a powerful motivation... Autonomy, purpose, and ta da.... Mastery.

If we define personal mastery as being aware of one's current reality, having a vision for one's future and finally having the DRIVE to move from the former to the later then maybe Pink's work will help flush out my definition on personal mastery. I have written to him today to see what he thinks.

Project Voyce

Tonight I met with Brian, the director of Project Voyce. This organization develops student leaders who go into schools to capture what students are thinking and what students feel about the school. Currently his organization is developing tools that teachers can use to capture student feedback. One of the main products his group has produced is stories from students that have moved from dissengagement to engagement. He says it comes down to three things... 1. Opportunities for student expression. 2. Student Participation in these opportunities. and 3. The Adult responses to these students who participate. Brian said that when students see their ideas making an impact on the systems around them- that they moved into the engaged category.

Exciting! We are going to think about how to work together- one thought I had was to connect him with people I have met that have designed tools. He is going to give me access to student interview video where students are telling their stories of engagement. I want to se if we can develop our survey together too. So here is what I am thinking about the survey:
1. Discuss the construct with the Senge folks and with the Covey folks. Nail down this equation.
2. Look at the questions in surveys Project Voyce has used and questions I found from a Senge school.
3. Create questions that include all the elements in the equation as well as some about the teacher relationship. Include questions that measure the three things mentioned Brian's organization mentioned as well, (opportunities, participation, impact).
4. Run the survey through some student focus groups and Project Voyce panels...
5. Celebrate

Project Voyce inspired me- they are a solid organization with a great vision!

Celebration: Chapters 1-3 Sent In

Lots of effort went into getting a draft of the first three chapters out. I am exhausted. I can't tell you how many pieces of literature I went through- and there are many more that I could not include... i am feeling positive right now because the first three chapters are a major step.