Based on the work of James Zull, 2002; William Perry, 1997 and Perry and Magnusson, 1987.

The brain seeks to constantly be in control—it is an evolutionary part of its survival priority (Zull, 2002).

www.freemedia.org/videos/ choiceisyours.html

If students perceive a loss of control, (the belief that they cannot influence or control events) that orientation strongly affect their academic performance (Perry, 1997).

   
www.contrib.andrew.cmu.edu/.../ images/bored.jpg
 

The insistence on control causes humans to constantly make decisions that give them control whether they understand all of the implication or not of the decision

  
www.sfu.ca/~ski/pictures/ pics/out_of_control.jpg

 No outside influence can necessarily cause the brain to give up its control—it will decide for itself

So the brain will decide what it wants to learn and what it does not want to learn

 Often based on previous learning experiences—good or bad (Perry and Magnusson, 1987)

It will decide whether to accept a teacher’s explanation as to why something is important to learn or reject it

If it is seen as important to their lives they will choose to learn it

 This decision often takes time and multiple exposures to the information before it is made

 www.treshena.com/images/ decisions.jpg

The neuro-chemical that helps in determining the importance of something is among the slowest acting neuro-chemicals in the brain (Zull, 2002)

Teaching and Control

1. Motivation—external motivation may forces the brain to give up control --“ I don’t really want to learn this but I need the grade”

 www.tribuneindia.com/.../ spectrum/motivation.jpg

 2. The brain can make two choices in this external motivation situation —

• One is to do the least amount of work needed to get the reward (grade) or avoid the punishment

• Or try to devise a way to do no work but still get the reward or avoid the punishment—Cheat

3. What gives students a sense of control in their learning?

• Relevance 

• Authenticity 

• Choice 

• Meaningfulness 

• It connects with what is already motivating them 

• Challenging 

• New

Faculty wanting further information about any of these topics are encouraged to contact Terry Doyle at doylet@ferris.edu

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