Taylor Dixon

Education 3502 MNO

3BQ: WHY DO WE LEARN?

Motivation
Motivation refers to the general desire or willingness of someone to do something, which
in this instance is to learn. Human beings, especially children, have an intrinsic and natural
curiosity about the world. However, when talking about motivation in education, we must not
forget that students not feeling motivated to learn while sitting in a seat, in a closed room, with
others the same age, for the purpose of a test, is perfectly understandable. In order to learn, our
students must feel a desire to do so! As teachers we should do everything in our power to
encourage our students natural and innate curiosity. As much as possible, students should be
engaged with curriculum hands-on. For example, when learning about clouds in Grade 5 Science,
students should be encouraged to go outside and explore their curriculum that way.
 Motivation vs. Incentive
There is more to motivation than just incentive. Motivation should be an internal desire to do
something, as opposed to an external. Thus, using token economies does NOT quite get to the
heart of what really motivates people. Rewards CHANGE the underlying motivation. Human
motivation is much more complicated than just offering treats or tokens. Incentives are an
external form of motivation that are not permanent. For example, my dog was trained using
treats. Consequently, if she knows you do not have a treat for her, she does not always feel
inclined to perform her tricks for you. Thus, due to our use of an incentive to teach our dog
tricks, we changed her motivation from an internal to an external one (treat).

Motivation Spectrum

Motivation is the feeling that drives an individual to reach a certain goal. However, when we
exploring the concept of motivation, it is important to identify what really differentiates each
type. Broadly, motivation is divided into extrinsic and intrinsic motivation. As an instructor,
knowing what motivates our students and under which part of the motivation spectrum they fall
can be incredibly useful.
Intrinsic motivation refers to an individuals own internal desire to complete a task, without the
influence of any external factors. It means that none of the pressure from the outside world is
influencing an individual. For example, a student may enjoy reading and so do so even without
receiving a reward for doing so.

Extrinsic motivation refers to an external motivational factor (e.g., money, treats, status). For
example, a student may be motivated to complete a specific reading because the teacher has
promised them a cookie if they do so.

Intrinsic motivation is much more powerful and longer lasting than extrinsic motivation. Intrinsic
motivation is an autonomous motivation within students that encourages them take ownership
of the task at hand. Teachers should promote a shift in their students away from a mindset of
extrinsic motivation (I study so I can earn more money) towards a mindset of intrinsic
motivation (I do this for the sheer joy of doing it).

Locus of Control
The Locus of Control refers to the extent to which people believe they have power over events in
their lives. The Locus of Control often determines ones motivation. It is divided into two
components: internal and external.
A person with an internal locus of control believes that they have direct influence over events in
their life and their outcomes. They believe that they make things happen. Meanwhile, someone
with an external locus of control blames outside forces for everything. They feel as though they
have no influence in their future and that things always seem happen to them.

Having an internal locus of control is much better than having an external locus of control. It
promotes a much greater motivation when it comes to learning. Thus, teachers should
encourage their students away from mindsets of an external locus of control and towards an
internal locus of control. A teacher may do so by reiterating that students have direct control
over many outcomes in their life, and that hard work and effort make this possible. A great way
to alter a locus of control from external to internal is by goal setting.

Fixed vs. Growth Mindset

Within the classroom, a teacher will encounter students with both fixed and growth mindsets. A
fixed mindset refers to students who believe that their basic abilities, intelligence, and talents
are just fixed traits. Meanwhile, a growth mindset refers to students who understand that their
talents and abilities can be developed through effort and persistence. They believe that anyone
can get better at something if only they work at it.

Great job! Youre a natural! is a dangerous thing to say as it assumes that a person is either
inherently good or bad at something. That accomplishments are not related to hard work but to
natural ability. Teachers should attribute success to hard work. Furthermore, by adhering to
belief that people can be naturals at something, motivation will be decreased when the task is
difficult. Teachers should frame failure in a positive light, and model that there are advantages to
making mistakes. In fact, mistakes are often where the best learning takes place!

Reticular Activating System

As humans, we learn because our reticular activating system (RAS) has deemed the
particular sensory information important. The RAS is the brains first sensory intake filter. All
sensory information must pass through it in order to be received by the higher brain. The
selection of sensory information selected by the RAS is not a conscious decision, it is involuntary
and automatic. The RAS is a survival-directed filter, and thus is most receptive to sensory
information that is crucial to our survival. When a threat is perceived, the RAS selects the
sensory information it deems most important to survival and directs it to the lower, reactive
brain where the involuntary responses are fight, flight, or freeze.
 The RAS plays a direct role in learning. As mentioned, we learn because our RAS has
deemed the particular sensory information important. During time of stress and fear, such as the
perception of punishment or embarrassment, the RAS will function as though there is a threat to
our survival. Consequently, the RAS filter will intake sensory input that is relevant to overcoming
the perceived threat, as opposed to sensory input regarding the lesson. Unless the perception of
threat can be reduced, the brain will prevent the student from achieving their full learning
potential.

When the RAS does not perceive any threat, however, it is particularly receptive to
novelty and change associated with pleasure and curiosity. This might include changed room
arrangements, colours, decorations, costumes, music, and other curiosity-evoking events. For
example, a teacher may spark students curiosity by beginning a lesson about lifecycles by
students entering the classroom and encountering tanks of frogs and/or tadpoles. In regards to
student learning, all this means is that threat and stress must be reduced, while novelty in
classroom lessons increased.
References

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