A study contrasting differentiated and cooperative learning styles and their relationship to motivation of K-5 students

Abstract

While not a new phenomenon, student motivation in the elementary classroom remains a constant challenge for educators. Research has shown that children are spending lesser amounts of time participating in interactions that are not intrinsically motivating. Hence, a diversity of relations needs to take place inside the classroom reaching out to the many learning styles children possess, and pinpointing what motivates children inherently. Ironically, students have become passive participants in our classrooms. Fragmentation of pedagogical methods, task separation, disconnected topics and student isolation is all too commonplace. If crossing curricular boundaries and finding the student voice is mandatory for mastery, then engaging students in the classroom becomes a question of how the students perceive the course work. Direct teaching strategies will not work to motivate children if assessed for their inherent value alone. Teachers will need to find different pedagogical strategies for promoting curiosity and worth. In exchange, educators will help students find meaningful pay-offs for self-improvement and help tie the curriculum into their present and future lives. The objectives of this study were two fold. One, the study contrasted two styles of learning, differentiated and cooperative, and their relationship to the motivation of children. This study identified how these two teaching techniques could be utilized in an elementary classroom to reduce the challenge of the ‘lack of motivation’ in unchallenged children. Two, the research took the results of this study and formulated recommendations to administrators and other professional educators. This study was conducted thru a comprehensive review, and critical analysis of research and literature focused upon the objectives of the study.