Gary Dohanich Psychology / Neuroscience

Motivation and Learning Three Hurdles to Learning A Plague of Academic Bulimia Performance versus Mastery Types of Motivation Consequences of Motivation Mind Sets Fostering Motivation

Hurdles to Learning Distraction Procrastination Inertia The Art of Teaching: Best Practices from a Master Educator P.N. Allitt 2010, The Great Courses

Academic Bulimia “Bulimic education force-feeds the learner with a feast of facts which are memorized and used for certain narrowly defined tasks, each leading to a single ‘right answer’ … After their use, the facts are ‘purged’ to make room for the next feeding.” What The Best College Professors Do by K. Bain, 2004, Harvard University Press

Performance Students can perform well on examinations without having mastered a field of study. What is learned is often forgotten soon after exams and cannot be applied in novel situations. Mastery Mastery of an area involves developing competency in integrating knowledge, as well as learning when and how to apply knowledge and skills in novel situations. Performance versus Mastery McKeachie’s Teaching Tips by M.D. Svinicki and W.J. McKeachie, 2011, Wadsworth

Motivation “Students’ motivation generates, directs, and sustains what they do to learn…The importance of motivation, in the context of learning, cannot be overstated.” How Learning Works by S.A. Ambrose et al., 2010, John Wiley and Sons

Extrinsic –Grades –Recognition –Approval Intrinsic –Pleasure of learning –Self-determination –Seek challenges Types of Motivation

Extrinsic –Need for external rewards to succeed –Promotes superficial learning –Fails to develop life-long learning Intrinsic –Engagement in learning –Conceptual understanding –Enhanced creativity –Life-long learning Consequences of Motivation

Mind Sets Fixed Mind Set –Students believe they are incapable of learning –Dedicated to preserving that impression of their ability –Poor performance reinforces fixed mind set –Fear of challenges and growth Growth Mind Set –Not limited by negative preconceptions of ability –Able to learn from mistakes –Willing to take on new challenges –Approach learning with effort and enthusiasm –Strive to improve and grow Mind Sets, The New Psychology of Success by C. Dweck, 2007, Ballantine Press

The Persona of the Instructor Instructor serves as a role model Displays passion and enthusiasm Demonstrates commitment by preparation Gains trust of students Fostering Intrinsic Motivation The Role of the Instructor Encourages student autonomy Provides regular and useful feedback Offers opportunity for second chances Uses criterion-based grading Offers appropriate level of challenge Embraces student difficulty and failure

Learning Challenges When learning is difficult learning is stronger and better remembered. Easy learning is usually superficial and soon forgotten. As you learn, challenges and failures are more likely to change your brain and promote true mastery of topics. “The one who does the work does the learning.” -T. Doyle Make It Stick Make It Stick: The Science of Successful Learning by P.C. Brown et al., 2014, Harvard University Press

Tips for Students to Improve Learning Take clear meaningful notes during class and studying Discuss what you are learning with others Organize your studying time across the semester Avoid limiting your studying to immediately before exams A class is a team; the instructor is coach, you’re a player! The Teaching Professor by S.J. Thien and A. Bulleri, 2006, Magna Publications Your attitude about class affects your learning Take active responsibility for your own learning Ask questions during, after, and outside class Avoid distractions when in class and when studying