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The Motivated Brain: Improving Student Attention, Engagement, and Perseverance
What really motivates students to learn? What gets them interested—and keeps them interested—in pursuing knowledge and understanding? Recent neuroscientific findings have uncovered the source of our motivation to learn, or as neuroscientist Jaak Panksepp terms it, the drive to seek . Seeking is what gets us out of bed in the morning, the engine that powers our actions, and the need that manifests as curiosity.
Informed by new findings on the nature of the brain's seeking system, internationally renowned educators Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success. In this book, readers will learn
* The science behind the motivated brain and how it relates to student learning.
* Strategies for preparing a motivational environment and lesson.
* Strategies for creating engaging learning experiences that capitalize on the brain's natural ways of learning.
* Strategies for improving depth of knowledge, complex thinking, and synthesis to get students into the ever-desired state of flow.
* How attention to the neuroscience of motivation will improve the classroom environment and student learning.
The Motivated Brain shows teachers how to harness the power of their students' intrinsic motivation to make learning fun, engaging, and meaningful.
Informed by new findings on the nature of the brain's seeking system, internationally renowned educators Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success. In this book, readers will learn
* The science behind the motivated brain and how it relates to student learning.
* Strategies for preparing a motivational environment and lesson.
* Strategies for creating engaging learning experiences that capitalize on the brain's natural ways of learning.
* Strategies for improving depth of knowledge, complex thinking, and synthesis to get students into the ever-desired state of flow.
* How attention to the neuroscience of motivation will improve the classroom environment and student learning.
The Motivated Brain shows teachers how to harness the power of their students' intrinsic motivation to make learning fun, engaging, and meaningful.
168 pages, Paperback
First published September 20, 2015
25 people are currently reading
120 people want to read
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Displaying 1 - 16 of 16 reviews
December 26, 2016
I only rated this book two stars because it had a lot of brain-based learning information that I already knew, and for a couple of other reasons I will discuss.
The authors took a lot of famous brain researchers and educational professionals and basically made a new book out of things already said. Sure, there are lofty goals for educators in here, but really not a whole lot of specific examples of HOW to improve brain-based learning. Example: get your students engaged in educational technology. No kidding! But WHERE, WHAT and HOW are ignored. Another one earlier in the book: group students in pairs, small groups because the brain seeks connections all over the place. No kidding again! But HOW should students be grouped, WHEN should the groups be rotated/changed, and for WHAT kind of assignments? When the rubber hits the road, a lot of the information in this book talks the talk, but the two authors should visit some classrooms once in a while and get a dose of reality and experience how difficult it is to implement their theories in action EVERY DAY. The kids keep coming to school, 180 days a year!
The authors took a lot of famous brain researchers and educational professionals and basically made a new book out of things already said. Sure, there are lofty goals for educators in here, but really not a whole lot of specific examples of HOW to improve brain-based learning. Example: get your students engaged in educational technology. No kidding! But WHERE, WHAT and HOW are ignored. Another one earlier in the book: group students in pairs, small groups because the brain seeks connections all over the place. No kidding again! But HOW should students be grouped, WHEN should the groups be rotated/changed, and for WHAT kind of assignments? When the rubber hits the road, a lot of the information in this book talks the talk, but the two authors should visit some classrooms once in a while and get a dose of reality and experience how difficult it is to implement their theories in action EVERY DAY. The kids keep coming to school, 180 days a year!
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July 1, 2019This was a good book for our summer book Twitter chat with some reminders about how the brain works and what teachers can do to ensure that students are engaged in school. Some information was repetitive but there were good points and important info for teachers to remember as they start to think about next year.
Read
November 14, 2023the info in this book is pretty basic. bloom’s taxonomy blah blah. your students are people and you should get to know them, real groundbreaking.
March 27, 2016
This was a good, quick read for an experienced teacher who uses these strategies regularly. A new teacher or an educator looking to refine their teaching craft would find this book very useful.
June 16, 2020
I think this book could help young adults understand the mental processes of their own brain as well as how to help students and children
January 25, 2016
The purpose of Gayle Gregory and Martha Kaufeldt’s The Motivated Brain is to “link cognitive psychology models with affective neuroscience” and give concrete examples of how teachers can create brain-friendly teaching and learning environments in their classrooms. (2) The authors contend that neuroscience research suggests that “intrinsically motivated behaviors are actually exploratory behaviors” (5), and refer, specifically, to the work of Dr. Jaak Panksepp in explaining that the seeking drive is the key not only to primate survival but as well to human learning and connectedness. For them, it represents the “elusive ‘motivation X factor’”. (5)
In the first chapter, the authors review various theories on motivation, drive, and tenacity. They begin by hi-lighting the Yerkes-Dodson Law of Arousal, which indicates that “The ratio of stress to performance needs to be ‘just right’ for each individual learner in order to maintain motivation.” (11) Next, they refer to Daniel Pink’s view, as stated in Drive, that intrinsic factors such as autonomy, mastery, and purpose, and not extrinsic rewards, create motivation. The authors also refer to Angela Duckworth’s notion that grit is a key factor in student success, and to Daniel Goldman’s contention that emotional intelligence is a greater factor in success than intelligence. Lastly, they summarize Maslow’s Hierarchy of Needs and Glasser’s basic needs.
Despite the extensive focus on motivation, Gregory and Kaufeldt believe there are several factors that are creating low student motivation at school. These factors include “lack of real-world application, apathy from students deriving from instructional mediocrity, social isolation (and bullying), and fixed mindsets.” (23)
In the second chapter, the focus shifts to the science of motivation, and specifically, the seeking system. Panksepp calls the seeking system the “granddaddy of the emotional processing systems of the brain in that it is not only “… in charge of maintaining homeostasis, but it also keeps us motivated and intensely interested in exploring our world, to learn as well as survive.” (37) From a physiological point of view, it is the release of dopamine, which “… causes us to experience anticipation, excitement, desire, arousal, and [most notably] the need to pursue and search.” (39) Since dopamine is released from the anticipation of a pleasurable experience, teachers can trigger its release by providing engaging learning opportunities.
In the remainder of The Motivated Brain, the authors describe various ways that teachers can activate, in classrooms, the seeking system of students at three distinct processing levels of the brain. By activating students’ seeking systems, educators will not only ensure engagement but as well help students develop curiosity and perseverance.
Chapter 3 explores ways that teachers can activate in students the primary processing system, which is the basic survival drive that keeps us “moving forward, foraging, and enthusiastically investigating our environment.” (40-41) The first strategy is novelty, such as the use of cartoons, pictures, music, or videos. Questions or challenges and puzzles or enigmas are also good approaches. As well, collaborative activities and rich tasks such as those involving new technologies and manipulatives are effective. In particular, the authors recommend incorporating play in the classroom. They note that “The urge to PLAY and to SEEK out others for some enthusiastic social fun are natural primary process emotions.” (63)
An interesting strategy identified in Chapter 3 is preferred activity time (PAT), whereby students earn class time to have fun by first completing their regular work in a cooperative manner. Educators can also trigger the seeking system by accessing students’ prior knowledge and uncovering their “burning questions”. (67) Teachers can also encourage student voice and feedback, through strategies such as exit cards.
In Chapter 4, the authors identify an attribute called incentive salience, which refers to the reward associated with stimuli. The greater the likelihood of reward from seeking out a stimulus, the more it will be sought by the brain’s secondary processing system – the wanting and coupling drive. By exploiting instructional strategies that trigger the system that seeks rewards and connections, teachers can, therefore, motivate and engage students. Chapter 4 presents 5 such classroom approaches.
First, teachers should employ strategies that encourage students to reflect on new learning experiences including:
• Drawing attention to ‘aha’ moments;
• Asking thought-provoking, reflective, and open-ended questions;
• Allowing students to share ideas with classmates (ie. think-pair-share); and,
• Asking students to write short reflections.
An excellent example of a short reflective writing activity recommended by the authors is the Twexit card – a 140 character Tweet-like summary of what has been learned.
The second approach is making connections to prior learning. A specific strategy for this is the creation of metaphors and similes by students to compare new learning with something previously learned.
Thirdly, teachers should seek out activities and topics that are relevant to students. Two particularly good ways teachers can make learning relevant are to use culturally responsive instruction and assessment and to offer experiential learning.
The fourth approach is to generate prolonged anticipation and interest in students through classroom activities that build suspense, curiosity, and increasing levels of reward. Lastly, teachers should help students develop growth mindsets.
The focus of Chapter 5 is classroom approaches that appeal to the 3rd processing system – the tertiary system, which is the uniquely human ability to “think beyond the present, imagine, create, synthesize, and make cognitively sophisticated plans.” (44) Since self-autonomy is central to the development of the tertiary system, the authors stress that teachers will have to shift from being the stage on the stage to “’a guide on the side’ and an ‘activator for learning’” in their classroom approaches. (97)
Metacognition is one area on which teachers should focus. Classroom strategies that support thinking skills development include:
• Having students predict and reflect on what strategies they will use for specific challenges;
• Having students self-assess their work;
• Questioning by the teacher or a critical friend (classmate); and,
• Student self-questioning.
Introducing students to thinking taxonomies such as Bloom’s Taxonomy is another way to spur higher level thinking.
Creativity should also be promoted. Teachers should be mindful of these creativity-killing practices: over-surveillance, competition, time pressures, restriction of choice, extrinsic rewards, and over-reliance on evaluation.
Problem-based learning is highly effective in that, “It taps into the brain’s natural SEEKING system and fosters dopamine release as students move toward solving the problem.” (114)
In the final chapter, Gregory and Kaufeldt emphasize that teachers need to create “brain-safe classrooms – where students can risk through trial and error, where their dignity is preserved and they feel part of a positive learning community….” (148) They also need to create an interactive brain-motivated learning environment in which students’ seeking systems are activated. Activities that involve movement, inquiry, and even music and laughter, will achieve this effect, as will the use of social media, blogging, video creation, and apps.
The authors succinctly state, near the end of the book, their main point regarding the brain and pedagogy: “Brains were made to SEEK, not ‘sit and get’” (147)
In the first chapter, the authors review various theories on motivation, drive, and tenacity. They begin by hi-lighting the Yerkes-Dodson Law of Arousal, which indicates that “The ratio of stress to performance needs to be ‘just right’ for each individual learner in order to maintain motivation.” (11) Next, they refer to Daniel Pink’s view, as stated in Drive, that intrinsic factors such as autonomy, mastery, and purpose, and not extrinsic rewards, create motivation. The authors also refer to Angela Duckworth’s notion that grit is a key factor in student success, and to Daniel Goldman’s contention that emotional intelligence is a greater factor in success than intelligence. Lastly, they summarize Maslow’s Hierarchy of Needs and Glasser’s basic needs.
Despite the extensive focus on motivation, Gregory and Kaufeldt believe there are several factors that are creating low student motivation at school. These factors include “lack of real-world application, apathy from students deriving from instructional mediocrity, social isolation (and bullying), and fixed mindsets.” (23)
In the second chapter, the focus shifts to the science of motivation, and specifically, the seeking system. Panksepp calls the seeking system the “granddaddy of the emotional processing systems of the brain in that it is not only “… in charge of maintaining homeostasis, but it also keeps us motivated and intensely interested in exploring our world, to learn as well as survive.” (37) From a physiological point of view, it is the release of dopamine, which “… causes us to experience anticipation, excitement, desire, arousal, and [most notably] the need to pursue and search.” (39) Since dopamine is released from the anticipation of a pleasurable experience, teachers can trigger its release by providing engaging learning opportunities.
In the remainder of The Motivated Brain, the authors describe various ways that teachers can activate, in classrooms, the seeking system of students at three distinct processing levels of the brain. By activating students’ seeking systems, educators will not only ensure engagement but as well help students develop curiosity and perseverance.
Chapter 3 explores ways that teachers can activate in students the primary processing system, which is the basic survival drive that keeps us “moving forward, foraging, and enthusiastically investigating our environment.” (40-41) The first strategy is novelty, such as the use of cartoons, pictures, music, or videos. Questions or challenges and puzzles or enigmas are also good approaches. As well, collaborative activities and rich tasks such as those involving new technologies and manipulatives are effective. In particular, the authors recommend incorporating play in the classroom. They note that “The urge to PLAY and to SEEK out others for some enthusiastic social fun are natural primary process emotions.” (63)
An interesting strategy identified in Chapter 3 is preferred activity time (PAT), whereby students earn class time to have fun by first completing their regular work in a cooperative manner. Educators can also trigger the seeking system by accessing students’ prior knowledge and uncovering their “burning questions”. (67) Teachers can also encourage student voice and feedback, through strategies such as exit cards.
In Chapter 4, the authors identify an attribute called incentive salience, which refers to the reward associated with stimuli. The greater the likelihood of reward from seeking out a stimulus, the more it will be sought by the brain’s secondary processing system – the wanting and coupling drive. By exploiting instructional strategies that trigger the system that seeks rewards and connections, teachers can, therefore, motivate and engage students. Chapter 4 presents 5 such classroom approaches.
First, teachers should employ strategies that encourage students to reflect on new learning experiences including:
• Drawing attention to ‘aha’ moments;
• Asking thought-provoking, reflective, and open-ended questions;
• Allowing students to share ideas with classmates (ie. think-pair-share); and,
• Asking students to write short reflections.
An excellent example of a short reflective writing activity recommended by the authors is the Twexit card – a 140 character Tweet-like summary of what has been learned.
The second approach is making connections to prior learning. A specific strategy for this is the creation of metaphors and similes by students to compare new learning with something previously learned.
Thirdly, teachers should seek out activities and topics that are relevant to students. Two particularly good ways teachers can make learning relevant are to use culturally responsive instruction and assessment and to offer experiential learning.
The fourth approach is to generate prolonged anticipation and interest in students through classroom activities that build suspense, curiosity, and increasing levels of reward. Lastly, teachers should help students develop growth mindsets.
The focus of Chapter 5 is classroom approaches that appeal to the 3rd processing system – the tertiary system, which is the uniquely human ability to “think beyond the present, imagine, create, synthesize, and make cognitively sophisticated plans.” (44) Since self-autonomy is central to the development of the tertiary system, the authors stress that teachers will have to shift from being the stage on the stage to “’a guide on the side’ and an ‘activator for learning’” in their classroom approaches. (97)
Metacognition is one area on which teachers should focus. Classroom strategies that support thinking skills development include:
• Having students predict and reflect on what strategies they will use for specific challenges;
• Having students self-assess their work;
• Questioning by the teacher or a critical friend (classmate); and,
• Student self-questioning.
Introducing students to thinking taxonomies such as Bloom’s Taxonomy is another way to spur higher level thinking.
Creativity should also be promoted. Teachers should be mindful of these creativity-killing practices: over-surveillance, competition, time pressures, restriction of choice, extrinsic rewards, and over-reliance on evaluation.
Problem-based learning is highly effective in that, “It taps into the brain’s natural SEEKING system and fosters dopamine release as students move toward solving the problem.” (114)
In the final chapter, Gregory and Kaufeldt emphasize that teachers need to create “brain-safe classrooms – where students can risk through trial and error, where their dignity is preserved and they feel part of a positive learning community….” (148) They also need to create an interactive brain-motivated learning environment in which students’ seeking systems are activated. Activities that involve movement, inquiry, and even music and laughter, will achieve this effect, as will the use of social media, blogging, video creation, and apps.
The authors succinctly state, near the end of the book, their main point regarding the brain and pedagogy: “Brains were made to SEEK, not ‘sit and get’” (147)
August 13, 2020
What really motivates students to learn? What gets them interested—and keeps them interested—in pursuing knowledge and understanding?
Informed by new findings on the nature of the brain’s seeking system, internationally renowned educators Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success.
Informed by new findings on the nature of the brain’s seeking system, internationally renowned educators Gayle Gregory and Martha Kaufeldt have identified key brain-friendly strategies for improving student motivation, knowledge acquisition, retention, and academic success.
July 13, 2018
This is a wonderful overview of neuroscience as it relates to education. It is written for the layperson and comes complete with concrete suggestions as to how to make your classroom and your teaching more brain friendly. Why swim against the current?!?
November 23, 2020
To my colleagues, I'll describe this book as a combination of some of the most recent teaching theories with a solid argument to use them. Strategies include the thought of Kagan, Habits of Mind, and PBL. Nothing really new if you've recently graduated or have been keeping up with teaching ideas.
June 21, 2023
More of an overview of the most recent brain research and how it can and should be applied in our education system. This should be used in moving our education system out of the dark ages and into something that is valuable to the every person again.
April 25, 2018
Great for educators who are unfamiliar with brain research and the impacts for students.
July 3, 2019
Fascinating brain research with implications and suggestions for designing a brain-friendly classroom.
July 5, 2019
A short read and a good read for any educators, including parents who wants to guide the children to learn something new.
March 1, 2017
A brief review of all good teaching practices. Good overview for those thinking of teaching or wanting to understand the whys of strong instructional methodology.
December 29, 2019
If you are a parent, a teacher, or a student, understanding how the brain learns is essential. This book takes an incredibly complex subject and breaks it down into strategies that are easy to implement.
For example, it takes Bandura’s theory of self-efficacy, the basic premise that people will engage in activities only if they believe that they are competent in them, and explains things that inhibit learning versus things that can enhance learning.
What are some of the things that can enhance learning? Setting attainable personal goals, constructive feedback, and articulating and sharing strategies that work with others.
What can have a negative impact on learning? Being overly critical, placing blame on others, complaining, nagging, threatening, punishing, or bribery. In contrast, if we are supportive, offer encouragement, listen to others, be more accepting, have trust, being respectful, and negotiating differences can all have huge benefits to learners of all ages.
It also explains why stress can have a negative impact on our learning. For instance, the book teaches us that “under normal conditions, the amygdala directs incoming data to the prefrontal cortex (PFC), where the information can be sent processed into long-term memory.” However, when we experience unmanageable amounts of stress, the amygdala triggers the fight or flight response and thus decreases our motivation and learning is minimized.
This is by far one of my favorite books of 2019 and so I featured it on my list of top 5 books of 2019 on aslbasics.com. If you are a parent, teacher, or student, this is a great book to pick up.
For example, it takes Bandura’s theory of self-efficacy, the basic premise that people will engage in activities only if they believe that they are competent in them, and explains things that inhibit learning versus things that can enhance learning.
What are some of the things that can enhance learning? Setting attainable personal goals, constructive feedback, and articulating and sharing strategies that work with others.
What can have a negative impact on learning? Being overly critical, placing blame on others, complaining, nagging, threatening, punishing, or bribery. In contrast, if we are supportive, offer encouragement, listen to others, be more accepting, have trust, being respectful, and negotiating differences can all have huge benefits to learners of all ages.
It also explains why stress can have a negative impact on our learning. For instance, the book teaches us that “under normal conditions, the amygdala directs incoming data to the prefrontal cortex (PFC), where the information can be sent processed into long-term memory.” However, when we experience unmanageable amounts of stress, the amygdala triggers the fight or flight response and thus decreases our motivation and learning is minimized.
This is by far one of my favorite books of 2019 and so I featured it on my list of top 5 books of 2019 on aslbasics.com. If you are a parent, teacher, or student, this is a great book to pick up.
November 28, 2015
This is a very good book for any educator who wants to know more about brain activity in 21st Century students. Gregory & Kaufeldt break down the biology and chemistry of the brain so that any teachers without that background knowledge can easily understand student mindsets. Then, they provide some excellent examples as to how teachers can implement what they know about the brain into their classrooms.
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