I was so tired of nagging my preschool class to clean up after their free choice time. No amount of sternness, no threat could make them do it faster or more efficiently. I was at my wits’ end. Then I realized; I couldn’t make them do it. They had to want to do it for themselves. Now, they can clean up in a snap, but I had to appeal to their motivations to get there. Read on to find out how I did it.
The Theory Intrinsic motivation theory asserts that students learn best when they have a choice in what they are learning and find the material interesting. Wouldn’t it be great for every student to choose what they want to learn and how they want to learn it? If they could, no doubt everyone could be a successful student and learner. This idea fits neatly with the various theories about learning, learners and how teachers can best reach every student in every class. How can teachers access students’ motivations to help them move forward through content? Let’s start with some background…
Learning Styles are the different approaches each of us take to learning about the world around us. These may be naturally occurring and are not mutually exclusive…some of us have different learning styles for different learning. Visual Learners learn through seeing. They may think in pictures and learn best from visual displays like diagrams, illustrated text books, projections, videos and handouts. Auditory Learners learn through listening. They learn best through lectures and discussions and can benefit from reading text aloud and listening to recordings. Tactile/Kinesthetic Learners learn through moving, doing, touching & actively exploring the physical world.
Multiple Intelligences is Howard Gardner’s theory suggesting seven different ways to demonstrate intellectual ability. It is closely linked to the above mentioned Learning Styles and consists of 7 types of learners: Visual/Spatial: a preference for learning with pictures, images, and spatial understanding. Aural/Auditory-musical: a preference for sound and music. Verbal/Linguistic: a preference for learning with words, both in speech and writing. Physical/Kinesthetic: a preference for learning by using the body, hands and sense of touch. Logical/Mathematical): a preference for using logic, reasoning and systems to learn. Social/Interpersonal: a preference for learning in groups or with other people. Solitary/Intrapersonal: a preference for working alone and using self-study to learn.
Learning Styles & Academic Motivation Ken Bain describes another set of learning styles -those that relate to motivation- in three ways; intrinsically motivated deep learners who respond to the challenge of mastering a difficult and complex subject, surface learners who are motivated by a fear of failure, and strategic learners who are a blend of the two, and are motivated primarily by rewards, competition and the opportunity to beat others and “win”. Knowing what kind of learners are in front of them can help teachers to reach every student by appealing to each one’s style.
Reaching Students By Appealing To Their Motivations Teachers know they have to differentiate to reach every student, and are increasingly called upon to plan curriculum which teaches the same subject matter many different ways. So how can teachers plan work that will motivate their students? Bain suggests “hitting them where they live”: *Know your students. When you know what makes them tick you can plan accordingly. *Offer choice. The more options you offer students to practice and master content, the more likely you are to reach every kind of learner. *Clarify purpose. Even the most tedious tasks are easier to face when there’s a good reason.
Determining Student Motivation What can teachers do to learn more about their students and appeal to each one’s learning style? Use this checklist to determine your students’ learning motivation styles, then make sure your classroom environment and lessons offer an entry point for every learner. Use this template to ensure each lesson you teach offers something for everyone and every style, every intelligence and every kind of motivation. Print the PDF or download the docx and customize it for your class. Planning this way can help move teachers toward distinguished practice particularly in Components 3a, 3c & 3e of the CPS Framework for Teaching Domain 3, Communicating with Students. As for me and my preschoolers? It took a schedule change to turn the tide of classroom clean-up; I moved our group game time to a slot after work time. It worked, because most of my class would rather lose a limb than miss a game of “Who’s Got The Bean Bag?” Of course they don’t clean up swiftly and perfectly every single day -they’re preschoolers- but most days a quick reminder of what they could miss if they dilly dally usually gets things moving. They know what they want, and they know how to get it, I just offer the reminders. The rest is up to them.
Want to know more?
Motivation To Learn: From Theory to Practice, Deborah J. Stipek
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Richard M. Ryan & Edward L. Deci
Making learning fun: A taxonomy of intrinsic motivations for learning, Thomas W. Malone & Mark R. Lepper
What the Best College Teachers Do, Ken Bain
