BIM 7 Review: Numbered Heads TogetherName 5 practical suggestions of ways

teachers can access the social states of the brain:

Name and define the PIES_______ ________ is as dangerous as smoking

or high blood pressure. ________ is like a dimmer switch. Why?TF Schools change brains.TF Differences in student brains can be a

result of differences in culture.At what age are social and emotional life

skills best taught?

Motivation & Engagement BIM 8; Kagan 15-16

Complete the sentence:Right now, I am….TiredHappyHungryCuriousAt EaseConcerned

BusyThinkingWonderingContentExcitedPerplexed

Now, complete this sentence:Right now, I am (use your word) because…

Simple, but profound:When we are _________, we usually do

things that are sadWhen we are _____, we avoid activities

that require energyWhen we are optimistic, we often say

“___” to requests or take on more tasksWhen we are grumpy, we “kick the

cat”.

Our state usually determines our _____________!

Act out the common states:

CuriousAnticipationFrustration

ApathyFearConfusion

_________ states of the brain draw strongly from sensations, mental states, and feelings.

States . . . .States last for seconds or

minutes, moods last for hours or days

We experience 100’s of states every day

More states impair learning than help it

The longer you are in a state, the more __________ it becomes

Why are Motivation and Engagement important to us?

As a teacher, “You have FAR MORE INFLUENCE over the volition and engagement of your students than you may realize.” p.103

Motivated StatesResearchers often refer to

motivation as _________ and ________ .

________ - orientation toward a goal

________ - caring enough to do something about achieving the goal

Would it be fair to judge or define you by a temporary state?

What causes your unmotivated state?Work with your team to

create a list of things that might cause your students to be unmotivated.

Why LOW Motivation?

Lack of positive relationshipsLearned helplessnessBiasesPerception of threatsBrain abnormalitiesDrug usePerception that class tasks are

irrelevant

So what do we do?!HowCan We

EngageAnd

MotivateStudents

How do you engage and motivate your tutee?

How did Mrs. G engage and motivate?

Rewards . . .Positives:Induce

pleasure….Increase

frequency of desired behavior

Increase success rate of new learning (short term)

Negatives:Impairs complex

behaviorsBrain habituates

to rewards (increase necessary)

Brains are different (student to student)

External Rewards Research indicates students will:

◦want rewards each time a behavior is required

◦reward value must _______and◦rewards provide little or no lasting

pleasure.

So what can we do?Use rewards sparinglyUse low cost concrete rewards

◦ ---◦ ---◦ ---

Use abstract rewards◦ ---◦ ---◦ ---

Intrinsic Motivation!

Creating Intrinsic Motivation

Relevance - Make connections between the

student's lives and the content.

Choice – Student input

Feedback

Encouragement

Role-model the joy of learning

Provide the tools they need

Allow more time

Practice!Name the 7 practical suggestions

that activate intrinsic motivation in your students. (p.107)

True or False?Teach in longer time segments

and do what you can to make content relevant to student lives.

MatchingA. ArousalB. DriveC. Learned

helplessnessD. Change brain

for the better

Students’ unwarranted dependence on others

Caring enough to do something

Orientation toward a goal

Perceptive teachers, smart nutrition

All behaviors you want from students come from a pool of potential states. Getting them into the appropriate state first allows for a better pool of potential behaviors.

What’s an example from our class?

Change the state!Identify target stateRead present statePlan the strategyBack-up planSet up the changeBegin the changeMonitor and adjust

So let’s monitor EDU 320: Are we meeting course objectives?Texas has a learner-centered vision for schools Teachers are responsible for teaching all the

learners in their class and all learners are unique individuals

Effective teachers must know their learners and use a variety of strategies to meet the needs of all learners

Assessment is the foundation for effective instruction and provides teachers insight into their learners.

The lesson cycle provides a framework for planning and implementing learner-centered lessons

Classroom climate and student behavior can be managed through a variety of strategies

Is there really such a thing as an unmotivated learner?

NO!There are only learners in

unmotivated states. (And here’s the hope:

We can CHANGE STATES!)