CH 9 – Understanding Today’s Learner Motivating Students: You can’t motivate students, you can only influence how they motivate themselves. Motivating

CH 9 – Understanding Today’s CH 9 – Understanding Today’s LearnerLearner

Motivating Students: You can’t Motivating Students: You can’t motivate students, you can only motivate students, you can only influence how they motivate influence how they motivate themselves.themselves.

Some are intrinsically motivated and do Some are intrinsically motivated and do not need your influence. They are the not need your influence. They are the ones who are self-confident, want to try ones who are self-confident, want to try new things and are the first to volunteer new things and are the first to volunteer for extra responsibilities or to answer for extra responsibilities or to answer questionsquestions

Other students will need five Other students will need five key elements with learning key elements with learning experiences that:experiences that:

1.1. Are safeAre safe2.2. Are interesting and meaningfulAre interesting and meaningful3.3. Are more cooperative and less competitive Are more cooperative and less competitive 4.4. Allow students to set their own goals and Allow students to set their own goals and

monitor their own progressmonitor their own progress5.5. Promote success for all studentsPromote success for all students

These also prevent discipline problemsThese also prevent discipline problems

1. Safe Learning 1. Safe Learning ExperiencesExperiences

Physical safetyPhysical safety Psychological safetyPsychological safety

– Teacher must be aware of verbal and Teacher must be aware of verbal and nonverbal messagesnonverbal messages

2. Interesting and Meaningful 2. Interesting and Meaningful Learning ExperiencesLearning Experiences

1.1. Connect the material to students’ Connect the material to students’ existing interestsexisting interests

2.2. Setting up a variety of drills or Setting up a variety of drills or activities for practicing the same activities for practicing the same skillskill

3.3. Using a variety of teaching stylesUsing a variety of teaching styles

4.4. Engaging a variety of intelligencesEngaging a variety of intelligences

2. Interesting and Meaningful 2. Interesting and Meaningful Learning Experiences (Cont.)Learning Experiences (Cont.)

5.5. Setting up stations or learning centers so Setting up stations or learning centers so that students can review different skills that students can review different skills at each stationat each station

6.6. Holding students accountable for the Holding students accountable for the completion of the task through the use of completion of the task through the use of worksheets where students must record worksheets where students must record their participation or success in the their participation or success in the activityactivity

7.7. Introducing topics in problematic fashion Introducing topics in problematic fashion and asking students to resolve the issuesand asking students to resolve the issues

More Cooperative and Less More Cooperative and Less Competitive Learning Competitive Learning

ExperiencesExperiences Business is really based on Business is really based on

cooperation, not competition.cooperation, not competition. Peer approval is very important to Peer approval is very important to

middle school students and middle school students and competition hurts thatcompetition hurts that

Classes may say they like Classes may say they like competition, but most individual competition, but most individual students do notstudents do not

Opportunities for Students to Opportunities for Students to Set GoalsSet Goals

Let them assume more responsibility for Let them assume more responsibility for their own learning – “I will decrease my their own learning – “I will decrease my mile run time by 10 sec.” – this goal letting mile run time by 10 sec.” – this goal letting helps performancehelps performance

Make students accountable for monitoring Make students accountable for monitoring their own improvementstheir own improvements– Graph fitness scoresGraph fitness scores– Chart motor skill performancesChart motor skill performances– Write their reflections on skill technique Write their reflections on skill technique

improvementsimprovements

Successful Learning Successful Learning Opportunities for All StudentsOpportunities for All Students

You must believe that all students can You must believe that all students can succeedsucceed

While not every student will be successful to While not every student will be successful to the same degree on the same day, each the same degree on the same day, each student can succeed.student can succeed.

Get rid of: elimination games, picking teams, Get rid of: elimination games, picking teams, relays, and playing sports by adult rulesrelays, and playing sports by adult rules

Put students in small practice groups with Put students in small practice groups with enough equipment to provide lots of practiceenough equipment to provide lots of practice

Rewarding Students

Rewards do NOT have a lasting effect Rewards do NOT have a lasting effect on learner motivation; they offer quick on learner motivation; they offer quick fixes that disregard the ultimate fixes that disregard the ultimate impact on studentsimpact on students

Students feel:Students feel:– Must be boring since teacher is bribing Must be boring since teacher is bribing

themthem– They feel manipulatedThey feel manipulated

Wean them away from rewardsWean them away from rewards

How Students LearnHow Students Learn Constructivists believe that learning is an Constructivists believe that learning is an

interactive process through which students interactive process through which students construct personal meaning from information construct personal meaning from information available to them, then integrate that available to them, then integrate that information with their previous learning – also information with their previous learning – also called active learningcalled active learning

This involves all of the students’ senses, This involves all of the students’ senses, places emphasis on developing students’ places emphasis on developing students’ learning and problem solving skills, engages learning and problem solving skills, engages students in activities that require higher-students in activities that require higher-order thinking skills, and allows students to order thinking skills, and allows students to explore their own ideasexplore their own ideas

What the Brain-Based What the Brain-Based Research SaysResearch Says

Organizing Information Organizing Information – Need to link new information to oldNeed to link new information to old– Learn better when information is Learn better when information is

chunked into 7 or fewer pieces.chunked into 7 or fewer pieces.– Use acronymsUse acronyms– Mapping helpsMapping helps

Active Learning StrategiesActive Learning Strategies– Have students use new information as Have students use new information as

soon as possiblesoon as possible– The more realistic the application the The more realistic the application the

betterbetter– Small groups are beneficial – let them Small groups are beneficial – let them

work through problemswork through problems– Engage as many of the sense as Engage as many of the sense as

possible in the learning processpossible in the learning process

Use of MusicUse of Music Helps students and teacher relaxHelps students and teacher relax Reduces stressReduces stress Fosters creativity by activating more brain Fosters creativity by activating more brain

waveswaves Invigorates imagination and higher-order Invigorates imagination and higher-order

thinkingthinking Promotes motor skill developmentPromotes motor skill development Stimulates speech and vocabulary Stimulates speech and vocabulary

developmentdevelopment Reduces discipline problemsReduces discipline problems Increases concentrationIncreases concentration

ExerciseExercise

Helps memory and learningHelps memory and learning Improves blood and oxygen flow to Improves blood and oxygen flow to

the brainthe brain Increases the number of synaptic Increases the number of synaptic

connections. This improves connections. This improves reasoning, short term memory, reasoning, short term memory, reaction time, and creativityreaction time, and creativity

Proper NutritionProper Nutrition Three categories: Three categories:

carbohydrates, proteins, carbohydrates, proteins, and fatsand fats

Carbohydrates have a Carbohydrates have a relaxing effect on bodyrelaxing effect on body

Protein aids alertness, Protein aids alertness, quick thinking, and fast quick thinking, and fast reactionsreactions

If students are listless, If students are listless, may need watermay need water

Brain prefers nibbling Brain prefers nibbling over large mealsover large meals

Motor Learning ResearchMotor Learning Research

Stages:Stages:– CognitiveCognitive– AssociativeAssociative– AutomaticAutomatic

Mental practice – visualization, self-Mental practice – visualization, self-talktalk

Teach speed then accuracyTeach speed then accuracy

Motor Learning Research Motor Learning Research (Cont.)(Cont.)

Practice schedules – distributed is Practice schedules – distributed is more effectivemore effective– Introduce new skills in their entirely Introduce new skills in their entirely

unless they are very complex. Use unless they are very complex. Use whole-part-whole methodwhole-part-whole method

– Forward or backward chainingForward or backward chaining– Variable practice – have changing Variable practice – have changing

conditionsconditions Open vs. closed skillsOpen vs. closed skills


Feedback Feedback – Beneficial during associative and automatic Beneficial during associative and automatic

stagesstages Learner needs corrective or positive specific Learner needs corrective or positive specific

feedback during these timesfeedback during these times

– Delay feedback for about 5 sec. after Delay feedback for about 5 sec. after performance – have peers do the same thingperformance – have peers do the same thing

– Only comment on those things the learner Only comment on those things the learner does not knowdoes not know

– Concentrate on only 1-2 critical features at a Concentrate on only 1-2 critical features at a timetime


Transfer of LearningTransfer of Learning– Point out ways in which many skills Point out ways in which many skills

share similarities with other skillsshare similarities with other skills

How Students Learn How Students Learn DifferentlyDifferently

Bandler-Grinder Model - Auditory, Bandler-Grinder Model - Auditory, visual, kinesthetic visual, kinesthetic

Ask a student a difficult question and Ask a student a difficult question and watch their eyes as they ponder the watch their eyes as they ponder the answer:answer:– Auditory – looks sidewaysAuditory – looks sideways– Visual – looks upVisual – looks up– Kinesthetic – looks downKinesthetic – looks down

How Students Learn Differently How Students Learn Differently (Cont.)(Cont.)

Multiple intelligences – Howard GardnerMultiple intelligences – Howard Gardner1.1.Linguistic – can use words effectively,Linguistic – can use words effectively,

– Prefer to learn through lectures, large and Prefer to learn through lectures, large and small group discussions, reading, storytelling, small group discussions, reading, storytelling, brainstorming, debate, writing activitiesbrainstorming, debate, writing activities

– Best instructional materials are: books, Best instructional materials are: books, worksheets, manuals, talking books and worksheets, manuals, talking books and cassettes, and word games. Would prefer to cassettes, and word games. Would prefer to do a written report as an assignmentdo a written report as an assignment

– When misbehave: talk, interrupt, and argue When misbehave: talk, interrupt, and argue with teacher or other studentswith teacher or other students


2. Logical-mathematical intelligence:2. Logical-mathematical intelligence:– Have a capacity to use numbers and reason Have a capacity to use numbers and reason

effectivelyeffectively– Prefer to learn through mathematics problems, Prefer to learn through mathematics problems,

scientific demonstrations, logical-sequential scientific demonstrations, logical-sequential presentation of subject matter, classifications, presentation of subject matter, classifications, and categorizations, critical thinking, and and categorizations, critical thinking, and logical problem-solving exercises.logical problem-solving exercises.

– Prefer to work with logic puzzles and games, Prefer to work with logic puzzles and games, computer programming languages, and computer programming languages, and mathematical problems on the chalk boardmathematical problems on the chalk board

– When misbehaving – daydream or challenge When misbehaving – daydream or challenge the logic of the teacherthe logic of the teacher


3. Spatial Intelligence – have the capacity to 3. Spatial Intelligence – have the capacity to perceive the visual-spatial world perceive the visual-spatial world accurately.accurately.– Prefer to learn through visualizations, picture Prefer to learn through visualizations, picture

metaphors, sketching of ideas, charts, graphs, metaphors, sketching of ideas, charts, graphs, diagrams, maps, slides, photographs.diagrams, maps, slides, photographs.

– Like to work with building models, hands-on Like to work with building models, hands-on projects, videos, graphics software, visual projects, videos, graphics software, visual puzzles and mazes, and microscopes.puzzles and mazes, and microscopes.

– Get in trouble by taking things apart to see Get in trouble by taking things apart to see how they work and also doodle on paperhow they work and also doodle on paper


4. Musical Intelligence – have the 4. Musical Intelligence – have the capacity to perceive, discriminate, capacity to perceive, discriminate, transform, and express musical formstransform, and express musical forms– Prefer to learn through rhythms, songs, Prefer to learn through rhythms, songs,

raps, chants, memory music, mood music, raps, chants, memory music, mood music, and musical conceptsand musical concepts

– Will develop projects that include chants Will develop projects that include chants and rapsand raps

– Misbehave by humming and tapping their Misbehave by humming and tapping their feet and drumming with a pencilfeet and drumming with a pencil

Musical intelligence – cont.Musical intelligence – cont.

– Will develop Will develop projects that projects that include chants and include chants and rapsraps

– Misbehave by Misbehave by humming and humming and tapping their feet tapping their feet and drumming with and drumming with a pencila pencil


5. Interpersonal intelligence – have the 5. Interpersonal intelligence – have the capacity to perceive and make distinctions capacity to perceive and make distinctions in the moods, intentions, motivations, and in the moods, intentions, motivations, and feelings of others.feelings of others.– Prefer to learn through cooperative learning, Prefer to learn through cooperative learning,

group brainstorming activities, community-based group brainstorming activities, community-based activities, peer sharing, conflict mediation activities, peer sharing, conflict mediation activities, cross-age tutoring, interpersonal activities, cross-age tutoring, interpersonal interactions and simulationsinteractions and simulations

– Like to work with interactive software and board Like to work with interactive software and board gamesgames

– Misbehave by exerting negative leadership, Misbehave by exerting negative leadership, writing notes, and talking to friendswriting notes, and talking to friends


6. Intrapersonal intelligence – have the 6. Intrapersonal intelligence – have the capacity to understand themselves.capacity to understand themselves.– Prefer to learn through reflection, personal Prefer to learn through reflection, personal

connections, interest centers, goal setting, self-connections, interest centers, goal setting, self-paced instruction, and self-esteem activities.paced instruction, and self-esteem activities.

– Prefer to work with programmed instruction Prefer to work with programmed instruction materials, individualized projects and gamesmaterials, individualized projects and games

and journals.and journals.– Misbehave by day dreaming and tuning Misbehave by day dreaming and tuning

out the teacherout the teacher


7. Bodily-kinesthetic – have the capacity to use 7. Bodily-kinesthetic – have the capacity to use their whole bodies to express ideas and their whole bodies to express ideas and feelings.feelings.– Prefer to learn through creative movement, Prefer to learn through creative movement,

physical education activities, mime, crafts, theatre, physical education activities, mime, crafts, theatre, and hands-on activitiesand hands-on activities

– Prefer to work with virtual reality software, field Prefer to work with virtual reality software, field trips, hands-on materials, crafts, cookingtrips, hands-on materials, crafts, cooking

– Misbehave by being out of their seats as well as Misbehave by being out of their seats as well as pushing, shoving, and fighting with others.pushing, shoving, and fighting with others.

– Will do well in P.E., but be a problem in other Will do well in P.E., but be a problem in other classesclasses


8. Naturalist Intelligence – are absorbed in things 8. Naturalist Intelligence – are absorbed in things in the natural worldin the natural world– Prefer to learn through working in nature, exploring Prefer to learn through working in nature, exploring

and learning about plants and natural eventsand learning about plants and natural events– Prefer to work outdoors, participate in field trips, Prefer to work outdoors, participate in field trips,

garden, and use hands-on materials.garden, and use hands-on materials.– Prefer to keep journals, make drawings, take Prefer to keep journals, make drawings, take

pictures, and write down their observationspictures, and write down their observations– Misbehave by day dreaming, wandering off, and Misbehave by day dreaming, wandering off, and

focusing on the minute details of an objectfocusing on the minute details of an object

Documents

CH 9 – Understanding Today’s Learner Motivating Students: You can’t motivate students, you can only influence how they motivate themselves. Motivating