A student is engaged during group work but disengaged during lectures. Which adjustment would support intrinsic motivation?

While rewarding students for participation can encourage engagement, it primarily focuses on compliance rather than fostering genuine interest in the subject matter. This extrinsic motivation may not lead to a deeper understanding or intrinsic desire to learn, especially for students who are already disengaged during lectures.

More whole-group lectures could lead to increased disengagement for students who thrive on interactive and collaborative learning. Lectures often limit student participation and do not cater to various learning styles, which may not support intrinsic motivation for those who are already struggling to stay engaged.

Seating charts might help manage classroom behavior and improve focus, but they do not inherently boost intrinsic motivation. This strategy does not address the underlying issues of student engagement and may simply enforce structure without making learning more appealing or relevant to the student’s interests.