Arousal : suggests orientation toward a goal

Drive: caring enough to do something about achieving the goal

* lack of positive relationship * learned helplessness * awareness of disrespect toward one’s

culture or ethnicity * perception of threats * brain anomalies * drug use * perception that class assignments or

tasks are irrelevant.

induce pleasure increase the frequency of goal-

seaking behaviours maintain learned behaviours increase social behaviours reinforce existing learning increase the success rate of new

learning

• *Use rewards judiciously• *Use low-cost, concrete rewards *Use abstract rewards *Avoid going “cold turkey” *Begin to develop intrinsic motivation *Step up the abstract rewards

Activate their natural curiosity to learn

Link contents to their lives

Ask learners how they feel about a project

Organize a good environment

Students should have a process model to follow or a strong end goal

Working tools are needed Provide encouragement but not direct

reward Students should choose, little or big things Provide a variety of relevant experiences Increase feedback to the learners

All external behaviours have a relationship with brain’s internal processes

Millions of neurons cooperate to form complex systems that represent what is called “states”

States change as our sensations,feelings and thoughts

They combine our emotional, cognitive and physical interactions to allow us to make decisions

The states are always changing

Choose the target state for your audience

Read present states Plan your strategy (who,how,when) Create a back-up plan Set up the state change Begin the change of state Monitor and adjust during the process

Eliminate threat Set daily goals that incorporate some

students choice Work to have a positive influence Manage students emotions and teach

them to do it too Provide relevant curriculum and coherent

activities Give feedback

“ How can I motivate students?” “In what ways is the brain naturally

motivated from within?”

Rewards are natural to the brain States rule our motivations and behaviours Start with meaningful appropriate curriculum Add learner choice and positive social groupings Create the challenge and build a supportive

environment

Thank you!!

Blanca and Mariela

September 12, 2011