Brain compatible motivation


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Brain compatible motivation

  1. 1. Remotivatingthe Demotivated:Using What We Know about the Brain to Motivate Students<br />Teresa Bunner<br />1<br />
  2. 2. When we say students are unmotivated, <br />what do we mean?<br />2<br />
  3. 3. Unmotivated or<br />Demotivated?<br />“Many students you consider to be unmotivated, may be very motivated, <br />if they are provided the right conditions.”<br />Brain Based Learning<br />Eric Jensen<br /> 2000<br />Un= not<br />De= removed<br />3<br />
  4. 4. 4<br />Two Key Components of a Brain Compatible Classroom:<br />Absence of Threat<br /> Feeling of Competency/Mastery<br />How do we create those components?<br />Build community in our classroom<br />Create high expectations with supportive scaffolds<br />
  5. 5. Ways to Build Community<br />1. Greet students at the door/know names<br />2. Honor student voice<br />3. Student involvement/choice<br />4. Common definition of respect<br />5. Inclusion, Influence, Community<br />6. The “human element”<br />5<br />
  6. 6. High Expectations<br />The strong relationship between expectations and academic achievement has been well established both theoretically and empirically (Johnson, Livingston, Schwartz, and Slate,2000; Marzano, 2003)<br />The expectations teachers have for their students and the assumptions they make about their potential have a tangible effect on student achievement. Research "clearly establishes that teacher expectations do play a significant role in determining how well and how much students learn" (Jerry Bamburg 1994). <br />Students tend to internalize the beliefs teachers have about their ability. Generally, they “rise or fall to the level of expectation of their teachers.... When teachers believe in students, students believe in themselves. When those you respect think you can, you think you can" (James Raffini 1993). <br />Effective teachers not only express and clarify expectations for student achievement, but also stress student responsibility and accountability for striving to meet those expectations” (Stronge, 2002, p. 37)<br />6<br />
  7. 7. How to convey high expectations?<br />Give nothing but your best- Don’t allow students to expect little of themselves.<br />Opportunities for revision/mastery<br />Priority Time/Study Hall/Ketchup and Relish<br />Goals and self-reflection<br />Tickets -out -the -door/Clear purpose<br />Never accept excuses (a la Larry Bell)<br />Peer mentoring<br />Positive parent phone calls<br />Encouragement<br />7<br />
  8. 8. Bamburg, Jerry. Raising Expectations To Improve Student Learning. Oak Brook, Illinois: North Central Regional Educational Laboratory, 1994. 33 pages. ED378 290. <br />Billig, S. H. (2004). Heads, hearts, hands: The research on K-12 service-learning. In Growing to greatness 2004: The state of service-learning project (pp. 12-25). St. Paul, MN: National Youth Leadership Council. <br />Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418 925)<br />Benson, P. L., Scales, P.C., Leffert, N., & Roehlkepartain, E.G. (1999). A fragile foundation: The state of developmental assets among American youth. Minneapolis, MN: Search Institute. <br />Blyth, D. A., Saito, R., & Berkas, T. (1997). A quantitative study of the impact of service-learning programs. In A. S. Waterman (Ed.), Service-learning: applications from the research (pp. 39-56). Mahwah, NJ: Lawrence Erlbaum. <br />Burke, Jim. (2005). ACCESSing School: Teaching Struggling Readers to Achieve Academic and Personal Success. Portsmouth, NH: Heinemann<br />8<br />
  9. 9. Gibbs, J. (1995). Tribes: A New Way of Learning and Being Together. Sausalito, Ca.: <br />Center Source Systems.<br />Marzano, Robert J. (2004) Building Background Knowledge for Academic Achievement. Alexandria,VA: Association for Supervision and Curriculum Development.<br />Mehan, H., Hubbard, L., & Villanueva, I. (1994). Forming academic identities: Accommodation without assimilation among involuntary minorities. Anthropology and Education Quarterly, 25 (2), 91-117.<br />Newmann, F. M., Wehlage, G. G., & Lamborn, S. D. (1992). The significance and sources of student engagement. In F. M. Newmann, (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York: Columbia University Teachers College.<br />Ozturk, Mehmet A., and Charles Debelak. “Setting Realistically High Academic<br />Standards and Expectations.” Essays in Education. Vol. 15. 2005. University of<br />South Carolina, Aiken. 29 Nov. 2008 <<br />ozturkrev.pdf>.<br />Raffini, James. Winners Without Losers: Structures and Strategies for Increasing Student Motivation To Learn. Needham Heights, Massachusetts: Allyn and Bacon, 1993. 286 pages. ED362 952. <br />9<br />
  10. 10. Saphier, J. & Gower, R. (1997). The skillful teacher. Acton, MA: Research for Better Teaching.<br />Schoenbach R. Greenleaf C. Cziko C. Hurwitz L. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. San Francisco: Jossey- Bass and West-Ed<br />Skinner, E., & Belmont, M. (1991). A longitudinal study of motivation in school: Reciprocal effects of teacher behavior and student engagement. Unpublished manuscript, University of Rochester, Rochester, NY. <br />Stronge, J.H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum<br />Development.<br />Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker,S. M., Roberts, G., Vaughn, S., Wexler, J. Francis, D. J,Rivera, M. O., Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.<br />To download a copy of this document, visit<br />10<br />