Motivation Project

How Are Students Motivated?

2010-03-04T02:15:21Z

Zull explores the brain and determines that in order to get ideas about learning we need to look within the brain (Zull, 17). He also draws upon the research done by David Kolb, who suggests that learning originates in concrete experience, requires reflection, developing abstractions, and actively testing those abstractions (Zull 18). Simply put, learning is a scientific method.

Zull believes that in order to better understand learning, we need to know where it happens, and what parts of the brain it happens in. He does not want us to assume that learning only happens in one place. Zull believes that the learning cycle is about life itself (Zull, 48). And that regardless of what we think, our brains are always learning and taking new shape, its just a matter of accepting and wanting those changes.

]]> What Does the Brain Want?

Darwin said it, our species depends on it, and our brains want it. So what is it?
The key to everything is Survival. The human race has been doing this for as long as time has existed. Without the brain, this would not be possible. The brain senses, it processes, and determines what is safe, and how to stay safe. Zull states that survival depends on control, and when the brain thinks its in control, it feels safe and happy (Zull, 49). In order to get to euphoria, the brain has to analyze and predict, and develop strategies. These processes involve order of operation and strategic mapping, all of which happen in the brain. Zull explains that before we can motivate a student, we need to know the processes that the brain goes through. That way, when we encounter a student who is not engaged, we can make predictions why they are disengaged, determine a route of action, and test to see if works.

Got the Method, Now Show Me the Motivation

Our best chance to help another person is to find out what they want, and what they care about. The trick is not to get them motivated, but to use what already motivates them (Zull, 53). According to Zull, we think that our students are motivated by extrinsic rewards and bribes: gold stars, grades, scholarships, and even praise (Zull, 53). But these rewards are not everlasting. What we should be focusing on, is intrinsic rewards that are automatically connected with learning and what we want.

Whats Wrong With Rewards?

There is no outside influence or force that can cause a brain to learn (Zull, 52). So bribing a student with a reward isn't going to make that student want to read the prologue of the Canterbury Tales. Zull makes it clear that extrinsic rewards are not useless; they are used incorrectly. Zull suggests that rewards are a good starting point to get a student on task. They can also sustain learning at times of pressure and difficulty (Zull, 54). Zull wants us to know that rewards are not wrong, but they should be used as a means to get the ball rolling.

Okay, But I Still Don't Know How to Trigger Motivation!

Zull doesn't give us a clear cut way to help trigger motivation, but he does gives us a glance into how the brain processes information. We first looked at the scientific methods of learning. After cycling through the brain we predicted that it wants to survive, and be safe. After hypothesizing we came to the conclusion that the brain learns by motivation and learned that our brains are not entirely motivated by extrinsic rewards, and most learning happens when we enjoy what we are doing.

Zull wants us to understand what our students are thinking, and he believes that triggering motivation doesn't happen unless we know what is going on in our student's mind. After doing this, we are then able to make a game plan to promote positive learning.

Next Up: Its Just that Important

This is More Important Than That

2010-03-03T03:26:26Z

Abraham Maslow theorized that human beings are motivated by those needs that have not yet been met (Maslow, 4). He believed that there are basic needs that must be satisfied before any other need can be accomplished. For instance, Maslow believed that if an individual was hungry, he or she would not be able to accomplish another need to the best of their ability, until their hunger was satisfied (Maslow, 5). This is a physiological need, and is the foundation in the Hierarchy of Needs.

www.abraham-maslow.com

The pyramid above illustrates what Maslow believed to be the basis of motivation, and when these needs are met, learning becomes positive.

]]> How Will This Pyramid Help Me Teach?

Remember talking about Zull, and how he believes that their is a process to motivation? Maslow also believes this to be true, and he suggests a method like Zull. Starting at the bottom of the pyramid we see that physioligcal needs are the most important, and without the foundation of air, water, food, and sleep, the student will not only be distracted, but in most cases they would probably die. Everyone can agree that this is fundamental not only to learning, but also for survival, something that Zull says the brain needs.

If a student can accomplish the first step, they are then ready to analyze their surroundings: is their home safe, are their parents healthy, do they have insurance, do they have transportation, are they free from emotional harm. It is our job to make sure the student feels safe, inside and outside of the classroom.

Moving further up the pyramid, a student needs to be able to interact with others and feel comfortable talking. They need a sense of belonging and emotional attachment with friends and family.

Getting closer to the top requires that our students feel proud of what they are doing. They need to feel that they belong. They need to be recognized for their accomplishments, and receive attention from their peers and teachers.

If all of these steps are accomplished a student will then be able to reach their full potential. This stage is self-actualization. If a student reaches this stage, they will be able to acquire truth and wisdom.

What Can I Do To Make This Possible?

Maslow suggests that we tend to want what we are lacking the most, or what will help us survive longer (Maslow, 5). As educators we need to be aware of whats going on in our students lives. If we want them to learn and enjoy the material we are teaching, we need to make sure that all of their needs are being met. We simply can not assume that everything is alright just because they show up to class everyday. Maslow believed that we become narrow minded when we desire only a certain goal or want (Maslow, 5). And as educators, we must expand beyond the content we are teaching, and become aware of whats going on in the lives of our students.

Next Up: Going Somewhere Hazardous

Manipulation is Hazardous

2010-03-03T02:35:12Z

So far we have learned that rewards do not work in the long run, and students are not motivated until their hunger is satisfied. Alfie Kohn presents another opinion on how to motivate students. He believes that in order for learning to happen, we must provide an engaging curriculum and a caring atmosphere for our students (Brandt). This means, according to Kohn, educators need to be careful with rewards and punishment. For instance, if a student is already motivated to do something like reading, and we offer them a reward for finishing a book, the student will think we are trying to control them (Brandt). We learned from Zull that our brains want to be safe, and if someone is trying to be in control our brain uses survival techniques and becomes less motivated in reading, and more interested in why you offered them a reward.

]]> How Can Something Boring Become Something Fun Without Rewards?

Kohn suggests that educators look at the curriculum and think of ways to make the content more engaging (Brandt). This doesn't mean watching a movie at the end of the unit, or giving away prizes during a review session, it means taking a look at the material and making it fun without offering bribes. According to Kohn, there are at least 70 studies showing that extrinsic motivators are ineffective and counterproductive to learning (Brandt).

Kohn believes that students deserve an engaging curriculum, so they are able to act out their natural curiosity of discovery. In this sense he is following Aristotle in the belief that curiosity comes naturally, and if we prohibit this ability, we are prohibiting a natural instinct, thus blocking the natural process of growth. Ultimately Kohn wants educators to relax a bit on the rules and allow students to explore.

Explore You Say? That's Crazy!

Everyone is born with curiosity according to Aristotle, and everyone is born with motivation according to Kohn, its not something that they need to be taught, but by the end of elementary school you may need to remind them of it (Brandt). This is not to say that we need to remind kids that their still kids, but to make sure that we are teaching things that interest the growing student. When talking about exploration, Kohn is not suggesting we let students run ramped throughout the school, but that we take topics like simile and metaphor and explore the different methods they can be taught with.

Why Should I do This?

Kohn has a simple answer: "We all want to be appreciated, encouraged, and loved."

If you teach with enthusiasm and engaging activities, you will see positive results that promote learning and cooperation. But in order to do so, Kohn, like Zull and Maslow, believes that we need to know our students and support them. We can not praise them, we have to encourage them, and acknowledge whats going on in their lives. This will not only allow for the student to feel comfortable in the classroom, but also be encouraged and engaged.

How Do I Make it Work?

Kohn suggests the three Cs of motivation: Content, community, and choice.

The first is content. Is the material worth learning.

Second comes community. Does the student feel like they are part of the group?

Third is choice. Is the student making decisions, or are you making them?

Kohn believes that students are motivated by engaging material, and being treated like they are worth something. When we treat our students like human beings, that says a lot. When we treat them like puppets, we get the reaction we want when they are under our control, but as soon as we put them down, nothing happens.

Next Up: Flowing to the Sweet Spot

The Brain Flows to the Sweet Spot

2010-03-02T05:20:28Z

Robert Yerkes and John Dodson proposed that when our boredom level increases, our performance level decreases (Goleman). It is only when we become aroused and engaged in an activity that our performance improves (Goleman). In their research, Yerkes and Dodson found that there is a certain area where performance is at a maximum, and anything below or beyond that point will lead to trouble.

Taking a look at the image, we can see that the downward curve shows the negative effects of stress on thinking and learning, or performance in general, and the upward part reflects the energizing effects of arousal and interest (Goleman).

Clearly Yerkes and Dodson saw a correlation between learning and engaging activities, just like Zull, Maslow and Kohn did. But Yerkes and Dodson brought in the stress factor, whereas our previous thinkers discussed ways of resolving stress.

Great! But How Can My Students Stay Enthusiastic?

I'm including a video here of Mihaly Csikszentmihalyi who offers information on what makes people happy. In this video, Mihaly talks about money, and how income does not sustain happiness. From an educational standpoint, Mihaly is trying to say that rewards do not lead to happiness; the content and the pleasure of the material are what matters the most, because it is lasting, and will be remembered. Take a look.

Mihaly believes that people will reach their potential when they are engaged with an activity that creates ecstasy. It is almost as though reality is suspended. And according to Mihaly, when you are engaged in the process of creating something new, your attention does not focus on the negatives, and your not worried about comfort level, acceptance, or hunger. Mihaly's theory suggests that, when in ecstasy, Zull, Maslow, and Kohn's theories are out the door, because we are not worried about anything other than creating something powerful, a spontaneous "flow".

Next Up: Motivational Teaching

Reference Guide

2010-02-06T00:15:06Z

Csikszentmihalyi, Mihaly. "Mihaly Csikszentmihalyi on flow." TED. Ted Conference LLC, Feb. 2004. Web. 3 Feb. 2010.

Goleman, Daniel. "Aiming for the Brain's Sweet Spot." Donkey o.d. WordPress.com. Web. 27 Dec. 2006.

Kohn, Alfie. "Punished by Rewards? A Conversation with Alfie Kohn." Interview by Ron Brandt. Alfie Kohn. ASCD Conference, Sept. 1995. Web. 28 Jan. 2010. .

Maslow, Abraham. "A Theory of Human Motivation." Psychological Review 50 (1943): 370-96. Print.

Zull, James. The Art of Changing the Brain Enriching the Practice of Teaching by Exploring the Biology of Learning. Grand Rapids: Stylus, 2002. Print.