1. BIM 7 Review: Numbered Heads Together Name 5 practical suggestions of ways teachers can access the social states of the brain: Name and define the PIES _______ ________ is as dangerous as smoking or high blood pressure. ________ is like a dimmer switch. Why? TF Schools change brains. TF Differences in student brains can be a result of differences in culture. At what age are social and emotional life skills best taught?

2. Motivation & Engagement BIM 8; Kagan 15-16

3. Complete the sentence: Right now, I am…. Tired Happy Hungry Curious At Ease Concerned Busy Thinking Wondering Content Excited Perplexed Now, complete this sentence: Right now, I am (use your word) because…

4. Simple, but profound: When we are _________, we usually do things that are sad When we are _____, we avoid activities that require energy When we are optimistic, we often say “___” to requests or take on more tasks When we are grumpy, we “kick the cat”. Our state usually determines our _____________!

5. Act out the common states: Curious Anticipation Frustration Apathy Fear Confusion _________ states of the brain draw strongly from sensations, mental states, and feelings.

6. States.... States last for seconds or minutes, moods last for hours or days We experience 100’s of states every day More states impair learning than help it The longer you are in a state, the more __________ it becomes

7. Why are Motivation and Engagement important to us? As a teacher, “You have FAR MORE INFLUENCE over the volition and engagement of your students than you may realize.” p.103

8. Motivated States Researchers often refer to motivation as _________ and ________. ________ - orientation toward a goal ________ - caring enough to do something about achieving the goal

9. Would it be fair to judge or define you by a temporary state? What causes your unmotivated state? Work with your team to create a list of things that might cause your students to be unmotivated.

10. Why LOW Motivation? Lack of positive relationships Learned helplessness Biases Perception of threats Brain abnormalities Drug use Perception that class tasks are irrelevant

11. So what do we do?! How Can We Engage And Motivate Students How do you engage and motivate your tutee? How did Mrs. G engage and motivate?

12. Rewards... Positives: Induce pleasure…. Increase frequency of desired behavior Increase success rate of new learning (short term) Negatives: Impairs complex behaviors Brain habituates to rewards (increase necessary) Brains are different (student to student)

13. External Rewards Research indicates students will: ◦ want rewards each time a behavior is required ◦ reward value must _______and ◦ rewards provide little or no lasting pleasure.

14. So what can we do? Use rewards sparingly Use low cost concrete rewards ◦ --- Use abstract rewards ◦ --- Intrinsic Motivation!

15. Creating Intrinsic Motivation Relevance - Make connections between the student's lives and the content. Choice – Student input Feedback Encouragement Role-model the joy of learning Provide the tools they need Allow more time

16. Practice! Name the 7 practical suggestions that activate intrinsic motivation in your students. (p.107)

17. True or False? Teach in longer time segments and do what you can to make content relevant to student lives.

18. Matching A. Arousal B. Drive C. Learned helplessness D. Change brain for the better Students’ unwarranted dependence on others Caring enough to do something Orientation toward a goal Perceptive teachers, smart nutrition

19. All behaviors you want from students come from a pool of potential states. Getting them into the appropriate state first allows for a better pool of potential behaviors. What’s an example from our class?

20. Change the state! Identify target state Read present state Plan the strategy Back-up plan Set up the change Begin the change Monitor and adjust

21. So let’s monitor EDU 320: Are we meeting course objectives? Texas has a learner-centered vision for schools Teachers are responsible for teaching all the learners in their class and all learners are unique individuals Effective teachers must know their learners and use a variety of strategies to meet the needs of all learners Assessment is the foundation for effective instruction and provides teachers insight into their learners. The lesson cycle provides a framework for planning and implementing learner-centered lessons Classroom climate and student behavior can be managed through a variety of strategies

22. Is there really such a thing as an unmotivated learner? NO! There are only learners in unmotivated states. (And here’s the hope: We can CHANGE STATES!)