To maintain intrinsic motivation, students need evidence of success in achieving either mastery or significant progress toward mastery. Make learning activities challenging for each student and give regular and meaningful evidence of progress. Mastery learning, an idea formalized by Benjamin Bloom, James Block, and Thomas Guskey, lends itself well to meeting this standard. Though mastery learning has come under criticism when associated with inappropriate or ineffective implementation, the underlying theory of teaching and reteaching until students master a concept can powerfully affect students' perceptions of success. Another success booster is a growth portfolio, which necessitates that students track their own progress.
Students are more motivated to learn when they have a meaningful stake in what's going on.
They want to contribute and to participate if they have helped plan, administer, and make meaningful decisions about what and how they are teaming. The involvement standard asks that we give students meaningful choices in connection with content, instructional methods, assessment, and evaluation. Engage students in creating the rubrics for guiding, assessing, or evaluating their work because the process of developing a good rubric is more important than the rubric itself. Give students options for demonstrating what they have learned or even for what color ink they use. In many classrooms, teachers ask students to devise the daily writing journal topics, which provides involvement and increases the value of the topics to the students.