Teaching With the Brain in Mind

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ing pleasure. Amabile (1989) has documented extensively how the use of rewards damages intrinsic motivation. While most schools know that even grades are themselves a form of rewards, only a select few have moved to a credit/no credit system. Promoting Intrinsic Motivation While it’s been fashionable to label students as “motivated” or “unmotivated,” the reality is much different. Most students are already intrinsically motivated; it’s just that the motivation is very context dependent. The same student who is lethargic in a traditional math class can become quite energetic when figuring out paycheck deductions from her first job. Thus, we can infer that we have been looking in the wrong places for motivation. This may lead many educators to ask, “If we can’t reward positive behaviors, how do we motivate learners?” Maybe a better question to ask is, “When students are motivated, what’s going on in the brain?” Or, “What conditions are present that foster that precious inner drive?” Researchers tell us that several factors are present: compelling goals, positive beliefs, and productive emotions (Ford 1992). Any discussion about intrinsic motivation must also include the learner’s natural search and subsequent construction for meaning. Meaning will be explored in a later chapter. While neuroscientists haven’t yet figured out the biological correlates of goals and beliefs, we do know much more about the factor of emotions. The emotions of stress and threat may either mobilize us or render us passive. On the positive side, several neurotransmitters are involved in natural, intrinsic motivation. If it’s mild, cognitive motivation, we may see increased levels of norepinephrine, or dopamine. If it’s stronger, more active 67 Motivation and Rewards motivation, it may be increased levels of the peptide vasopressin or adrenaline. The artificial manipulation of these chemicals often happens through medications and food. At school, teachers can do many things to encourage the release of those motivating chemicals. Figure 7.2 presents five key strategies to help students uncover their intrinsic motivation. The first strategy is to eliminate threat. It takes time and a strong intent, but it’s worth it. Some teachers have asked students to meet in small groups to brainstorm a list of the things that inhibit their learning. The groups could then discuss how some of the problems could be alleviated. Use an anonymous class survey to ask students what would make learning more potent and enjoyable. Second, goal-setting (with some student choice) on a daily basis can provide a more focused attitude. Prepare students for a topic with “teasers” or personal stories to prime their interest. For example, “Today we’re going to explore your body’s own highway system for the movement of nutrients, the circulatory system. The last time you got sick, this system was part of the solution to getting better.” This ensures that the content is relevant to them. Third, influence positively in every way you can, symbolically and concretely, students’ beliefs about themselves and the learning. This includes the use of affirmations, acknowledging student successes, positive nonverbals, teamwork, or positive posters. Fourth, manage student emotions through the productive use of rituals, drama, movement, and celebration. Teach students how to manage their own emotions, too. Finally, feedback is one of the greatest sources of intrinsic motivation. Set up learning that stu-
Teaching with the Brain in Mind FIGURE 7.2 Practical Alternatives to Using Rewards dents can do with endless, self-managed feedback. A computer does this perfectly, but so do welldesigned projects, group work, checklists, drama, peer editing, and rubrics. The SuperCamp Model Eliminate Threat Uncover problems Add transition time Avoid demands Set Goals Meaning-Making Student Choices Valid Reasons Clear Purpose One academic program incorporates all five of these suggestions. Co-founded by the author (Eric Jensen) and Bobbi DePorter, SuperCamp is a 10day academic immersion program for students aged 68 Activate and Engage Positive Emotions Drama, Music, Art Celebrations, Service Work Games/Win-Win Competition Create Strongly Positive Climate Acknowlegments Rich Environment Policies/Rituals Relationship Building Increase Feedback Peers/Family Projects Computers Self-Evaluation Natural Results 12–22. Many students arrive at the program with a history of chronic demotivation. Yet long-term follow-up studies suggest that after attending for just 10 days, students become insatiable learners who improve grades, school participation, and selfesteem (Dryden and Vos 1994). SuperCamp has become a model for schools around the world by demonstrating how to bring out the best in kids. The SuperCamp staff is thoroughly trained to eliminate threat from the camp environment. They
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About ASCD Founded in 1943, the Ass
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Teaching With the Brain in Mind

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