This document summarizes key points from a professional development session on brain-based learning and motivation for educators. It discusses how the brain's main functions are ensuring survival and how it has structures like the hypothalamus and amygdala that help maintain homeostasis and scan for threats. It also notes the brain's natural reward system and four basic psychological needs. The document then covers seven elements that impact student motivation, including chance for success, level of concern, intrinsic motivation, content relevance, collaboration, choice, and feedback. It provides examples of how each element can positively or negatively influence learning.

1. Meeting the Needs of
the Individual Learner:
Archdiocese of
Dubuque Educators
2012-2013
Brain-Based Learning (Day 1)

2. Who
What
Where
When

3. It’s time
for a
quiz!
Google Image Source: http://www.amazon.com/Home-Alone-Macaulay-Culkin/dp/B00000K3CL

4. Sampling… Individual Score
? ? ? ? ? ?

5. Sampling… Class Score

6. Sampling…
How might you use the
strategy of sampling in
your classroom during
the coming year?

7. The Structure of Knowledge
? ?
? ? ? ?
Generalizations Generalizations
Teach
Survival Learning Behavior
for
Undstng
Brain Information Elements of Instructional
Structures & Processing in Human Practices
Functions the brain Motivation
Key
information

8. Your
Binder

9. Our Wiki: http://12-13archbbl.wikispaces.com/

11. The Brain
in the
News

12. What does it take
to engage you as
a learner?
Under what conditions
do you find yourself
motivated to learn?

13. zits

14. zits

15. Is motivation for learning
something that is innate,
or must it be
learned?
Is there physiological
evidence of an innate
desire to learn?

16. If humans are “born” learners,
what external factors come into
play that enhance or hinder that
innate desire to learn?

17. How does the use of
rewards and punishments
affect a student’s level of
motivation for a task?
Is it accurate to say that
some students are
motivated to learn and
others are not?

18. Is it possible for a student
to be motivated all of the
time, regardless of
circumstances… or to be
unmotivated all of the time,
regardless of
circumstances?

19. What can we do to
maintain students’
enthusiasm for learning
throughout their school
careers… and throughout
their entire lives?

20. The Burning Questions about Motivation
Before:
KK= I know I know
TK= I think I know
DK= I know I don’t know

21. Each One… Teach One…
•Chance for Success
•Level of Concern
•Intrinsic Motivation
•Content
•Collaboration
•Choice
•Knowledge of Results

22. Each One…Teach One…
•Chance for Success- 3 & 10
•Level of Concern- 6 & 13
•Intrinsic Motivation- 2 & 9
•Content- 5 & 12
•Collaboration- 7 & 14
•Choice- 1 & 8
•Knowledge of Results- 4 & 11

23. Each One… Teach One…
1. Read individually
2. With your “expert group”, discuss,
clarify, paraphrase…
3. Determine answers to two items on
the blue CLICCCK sheet
4. Meet with another person-
“Each One, Teach One”
http://www.online-stopwatch.com/full-screen-stopwatch/

24. It’s all
about
the
BRAIN!

25. The brain’s #1 job:
Air
Water
Food
Shelter
Safety from danger

26. A few “survival” structures of the brain…
The Hypothalamus:
The brain’s “thermostat”
-always tries to maintain
balance
The Amygdala:
The brain’s
“emotional sentry”-
scans all incoming
information for
significance

27. Neocortex
Thalamus Thalamus
Amygdala Amygdala
Incoming Signal

28. …and survival of the species.

29. Four Basic Psychological Needs…
Love
Power
Freedom
Fun

30. A few more survival structures…
The Brain’s Natural Reward System

31. The brain produces its own
“feel-good chemicals”.
Endorphins
Oxytocin
Dopamine
Serotonin…

32. Hey… you just engaged in a behavior
that is tied to one of my basic survival
or psychological needs! You’ve just
done something that has the potential
to ensure my survival as an
individual… and as a member of the
human race! THIS IS GOOD! DO IT
AGAIN!

33. Four Basic Psychological Needs…
Love
Power
Freedom
Fun

34. The brain doesn’t need
to be motivated to
learn… any more than
the heart needs to be
motivated to pump
blood. (Leslie Hart)

35. Human
Motivation
Theory

36. Chance for Success
#3 Even if a student is easily able to complete
a learning task, success will not be realized
unless… effort is put forth (required)
in order to complete the task.
Very few students maintain motivation
#10 in classrooms- or with teachers…
where they have not experienced a
measure of success.

37. Chance for Success

38. Level of Concern
When the level of concern for a given task
#6 or assignment is too low, some students
might… not be motivated to put forth any
effort to complete the task.
When the level of concern for a given
#13 task or assignment is too high, some
students might…
spend more time and energy stressing
over the task than completing it-and
learning from it.

39. Level of Concern

40. Intrinsic Motivation
#2 The findings in hundreds of research
studies have shown that extrinsic
rewards…
actually diminish intrinsic desire to
engage in a task.
#9 Intrinsically motivating activities will …
always be rewarded- by the natural
reward center in the students’ brains.

41. Intrinsic Motivation

42. Content
The brain discards most of what enters
#5 through the sense organs. The determining
factor regarding what stays and what gets
dumped is whether or not the information
has …
meaning and relevance.
#12 Meaning and relevance refers to the…
real-world significance or the value
beyond the classroom of whatever is
being studied.

43. Content

44. Collaboration
According to Alfie Kohn… the default mode
#7 of operation in any classroom should be …
collaboration.
Collaborative learning that involves
#14 talking- articulating ideas, hearing others’
opinions, viewing content from different
perspectives, and solving problems
together… elaborative rehearsal &
increases the likelihood of long-term
retention.

45. Collaboration

46. Choice
When a teacher gives students
#1 opportunities to make choices within the
classroom, it feeds their basic
psychological need for… freedom.
When students are not allowed to make
#8 choices about their school, their
classroom or their learning, the result
can often be resentment toward…
those perceived to be “in control”

47. Choice

48. Knowledge of results
#4 When a student receives feedback that
he/she is making progress toward a
learning goal, a natural reward is delivered,
due to the brain’s…
natural reward center.
Knowledge of results refers to feedback
#11 that answers the specific question…
how am I doing in terms of progress
toward the learning goal?

49. Knowledge of Results
Percentage Correct Word Sequences
Feb. 1998 Written Language Probe
Michael 71
Abby 34
C WS
John 45
Anne 88
0 20 40 60 80 100

50. Which of the seven CLICCCK
elements do you think would
have the biggest impact on
developing positive
relationships in your
classroom? Why?

51. To do for Session 2: Tues. October 9, 2012
7 Essentials for Project-Based Learning
A link to this article is
on the Session 1
page of the Wiki.
Note examples of
CLICCCK- come
prepared to discuss.

52. No one can make a child
learn. However,
circumstances in the
environment can be arranged
so a child will be encouraged
to do something that will
result in learning.
(Madeline Hunter)

53. Student-Centered Classrooms
Teaching for Understanding
Assessment FOR Learning
Rigorous & Relevant Curriculum
The Characteristics of Effective
Teaching for Learner Differences
Instruction… contain every
element of CLICCCK… and thus
create the right “cognitive
conditions” for learning.

54. See you on October 9!