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Based on the work of James Zull, 2002; R. P. Perry, 1997
and R. P. Perry and J. Magnusson, 1987 and Maryellen Weimer, 2002
The Brain,
Control and Learning
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The brain seeks to constantly be in control—it is an
evolutionary part of its survival priority (Zull, 2002).
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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).
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The insistence on control causes humans to constantly
make decisions that give them control—whether they understand all of the
implications of the decision or not.
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No outside influences (including teachers) can
necessarily cause the brain to give up its control—it will decide for itself.
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So the brain will decide what it wants to learn and what
it does not want to learn.
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Often based on previous learning experiences—good or bad
(Perry and Magnusson, 1987).
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It will decide whether to accept a teacher’s explanation
as to why something is important to learn or reject it.
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If it is seen as important to their lives they will
choose to learn it.
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This decision often takes time and multiple exposures to
the information before it is made— something teachers often don’t realize.
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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
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Motivation—external
motivation may force the brain to give up control
“I don’t really want to learn this but I need the
grade”
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The brain often makes two choices in this external
motivation situation in order to get back in control—
One is to do the least amount of work needed to --
A. Get the reward (grade)
B. Avoid the punishment
Two is to try to devise a way not to do the work but still get the reward or
avoid the punishment—Cheat
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What gives students a sense of control in their learning?
A. Relevance—I can use this or see where I might use it in the future
B. Authenticity—It is a real issue in my life or the lives of others
right now
C. Choice—I have some say in what happens to me—I can use my learning
strengths or interests to enhance my learning
D. Meaningfulness—I care about it
E. It connects with what is already motivating them—It has to do with
the career I want, the person I want to be, the life style I want to have
F. Challenging—I get a sense of accomplishment from doing it, it tests
my abilities
G. New—I never looked at it this way— I didn’t realize I could/would
need it, use it or like it
Learner-Centered Motivation
(Adapted from the book Learner Centered Teaching by Maryellen Weimer, 2002)
Students are always motivated. Figuring out what is
motivating them and how it can be used or focused on what is to be learned in
the classroom is am important part of effective teaching. A key to this process
is giving students as much input to and control over their own learning as is
possible while ensuring that the learning goals of the class are met.
Key Questions
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What actions/methods/approaches in my teaching will lead
to the best chances for students’ learning to occur?
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What choices can I give students about what and how they
learn?
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What control of the learning environment or classroom
policies and procedures can I give to students?
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What input to how assessment is used in the course can I
give students?
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How can I build teacher to student relationships that
will aid learning?
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How can I create a sense of community in my classroom in
order to aid student learning?
References
1.
J. Zull, The Art of Changing the Brain. Virginia: Stylus, 2002
2.
Perry, R. P., Magnusson, J. L. (1987). Effective instruction and
students' perceptions of control in the college classroom: Multiple lectures
effects. Journal of Educational Psychology, 79, 453-460.
3.
Weimer, M. Learner-Centered Teaching, San Francisco: Jossey Bass, 2002
4.
Perry, R. P. “Perceived Control in College Students: Implications for
Instruction in Higher Education.” In R.P. Perry and J.C. Smart (eds.)
Effective Teaching in Higher Education: Research and Practice. New York:
Agathon Press, 1997 |
