{"id":1409,"date":"2016-12-07T09:00:52","date_gmt":"2016-12-07T09:00:52","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=1409"},"modified":"2016-12-21T22:48:52","modified_gmt":"2016-12-21T22:48:52","slug":"latb-stories-1-alex-w","status":"publish","type":"post","link":"https:\/\/www.braindevs.net\/blog\/latb-stories-1-alex-w\/","title":{"rendered":"LaTB Stories #1: Alex W."},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-1412 aligncenter\" src=\"https:\/\/braindevs.net\/blog\/\/wp-content\/uploads\/2016\/12\/AdobeStock_78204304_Credit-300x200.jpg\" alt=\"AdobeStock_78204304_Credit\" width=\"509\" height=\"339\" srcset=\"https:\/\/www.braindevs.net\/blog\/wp-content\/uploads\/2016\/12\/AdobeStock_78204304_Credit-300x200.jpg 300w, https:\/\/www.braindevs.net\/blog\/wp-content\/uploads\/2016\/12\/AdobeStock_78204304_Credit-1024x682.jpg 1024w\" sizes=\"auto, (max-width: 509px) 100vw, 509px\" \/><\/span><\/p>\n<p><span style=\"font-weight: 400;\">My name is Alex Wonnell, aka Wonz. \u00a0I work in a middle school in Burlington, VT. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Dr. Kou Murayama, who researches motivation and learning, presented some of the most interesting and relevant research I saw at the November 2016 conference. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">As educators, we are constantly trying to motivate students. Do rewards work? \u00a0When should I provide this carrot? \u00a0What\u2019s best for long-term learning? Murayama\u2019s research provides much-needed context and science in this domain. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Here is a list of Dr. Murayama\u2019s general findings:<\/span><\/p>\n<ul>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Intrinsic Motivation (IM) leads to more long-term consolidation of learning.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Extrinsic Motivation (EM) leads to more short-term learning.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">IQ is strongly related to <\/span><b>baseline<\/b><span style=\"font-weight: 400;\"> math achievement. However, <\/span><b>growth <\/b><span style=\"font-weight: 400;\">in math achievement is unrelated to IQ. \u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Unlike IQ, IM predicts long-term learning.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">We can increase IM by promoting a sense of <\/span><b>competence<\/b><span style=\"font-weight: 400;\">, <\/span><b>relatedness<\/b><span style=\"font-weight: 400;\"> to teachers and peers, and <\/span><b>choice<\/b><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">IM may enhance people\u2019s resilience to failure feedback.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Performance-based incentives do not always work.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Extrinsic rewards may not enhance learning for interesting work; there is an undermining effect. \u00a0<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><span style=\"font-weight: 400;\">Extrinsic rewards could facilitate performance with \u201cboring\u201d work.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">What to do with Murayama\u2019s findings? \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I particularly found increasing intrinsic motivation to be most valuable. \u00a0I spend most of my time in school with a high-needs, highly un-motivated student who has suffered developmental trauma. \u00a0Most of the work he does relies on an extrinsic reward, like throwing a ball around. \u00a0To him, all work is \u201cboring\u201d unless it\u2019s a game. \u00a0So, Murayama\u2019s conclusions partly validate these methods in this context. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I balance these extrinsic rewards with several of Murayama\u2019s intrinsic reward techniques.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">I provide constant positive feedback to create feelings of <\/span><b>competence<\/b><span style=\"font-weight: 400;\">; I encourage classmate communication to promote <\/span><b>relatedness<\/b><span style=\"font-weight: 400;\">; and I ALWAYS give <\/span><b>options<\/b><span style=\"font-weight: 400;\">. \u00a0\u201cYou can\u2019t make me\u201d is a very common response I get; providing choice is a way to make him feel more autonomous while providing a chance at increasing intrinsic motivation. (While this method is not completely self-directed, it is less forced.) Part of the art of teaching is the delivery and creativity designing the choices. \u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In a way, I look at the work I do as <\/span><i><span style=\"font-weight: 400;\">extrinsically<\/span><\/i><span style=\"font-weight: 400;\"> motivating his <\/span><i><span style=\"font-weight: 400;\">intrinsic<\/span><\/i><span style=\"font-weight: 400;\"> motivation. \u00a0Dr. Murayama\u2019s research has given me greater insight into this paradox.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In sum, Murayama provides a beginning framework to understand motivation in education. \u00a0The classroom is a complex environment &#8211; one very different from a laboratory &#8211; but his research can help steer us in the right direction. No wonder that he won the 2016 \u201cTransforming Education Through Neuroscience\u201d Award.<\/span><\/p>\n[Editor&#8217;s Note: Have you got a Learning and the Brain story you&#8217;d like to share? Email me at Blogger@LearningAndTheBrain.com]\n<p>&nbsp;<\/p>\n<p>Murayama, K., Elliot, A. J., &amp; Yamagata, S. (2011). Separation of performance-approach and performance-avoidance achievement goals: A broader analysis. <i>Journal of Educational Psychology<\/i>, <i>103<\/i>(1), 238. (<a href=\"http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.432.6680&amp;rep=rep1&amp;type=pdf\" target=\"_blank\">Article<\/a>)<\/p>\n<p>Murayama, K., &amp; Kuhbandner, C. (2011). Money enhances memory consolidation\u2013But only for boring material. <i>Cognition<\/i>, <i>119<\/i>(1), 120-124. (<a href=\"https:\/\/pdfs.semanticscholar.org\/6303\/12ac8fc1422244eb3df2e34ce104d5f77530.pdf\" target=\"_blank\">Article<\/a>)<\/p>\n<p>Murayama, K., Matsumoto, M., Izuma, K., Sugiura, A., Ryan, R. M., Deci, E. L., &amp; Matsumoto, K. (2013). How self-determined choice facilitates performance: A key role of the ventromedial prefrontal cortex. <i>Cerebral Cortex<\/i>, 1241-1251. (<a href=\"http:\/\/cercor.oxfordjournals.org\/content\/25\/5\/1241.full.pdf+html\" target=\"_blank\">Article<\/a>)<\/p>\n<p>Murayama, K., Pekrun, R., Lichtenfeld, S., &amp; Vom Hofe, R. (2013). Predicting long\u2010term growth in students&#8217; mathematics achievement: The unique contributions of motivation and cognitive strategies. <i>Child development<\/i>, <i>84<\/i>(4), 1475-1490. (<a href=\"http:\/\/www.cnd.mcgill.ca\/~ivan\/motivation_not_IQ__Murayama1_et_al.pdf\" target=\"_blank\">Article<\/a>)<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>My name is Alex Wonnell, aka Wonz. \u00a0I work in a middle school in Burlington, VT. \u00a0 Dr. Kou Murayama, who researches motivation and learning, presented some of the most interesting and relevant research I saw at the November 2016 conference. \u00a0 As educators, we are constantly trying to motivate students. Do rewards work? \u00a0When [&hellip;]<\/p>\n","protected":false},"author":18,"featured_media":1412,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[],"class_list":["post-1409","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lb-blog"],"_links":{"self":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts\/1409","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/comments?post=1409"}],"version-history":[{"count":3,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts\/1409\/revisions"}],"predecessor-version":[{"id":1413,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/posts\/1409\/revisions\/1413"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/media\/1412"}],"wp:attachment":[{"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/media?parent=1409"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/categories?post=1409"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.braindevs.net\/blog\/wp-json\/wp\/v2\/tags?post=1409"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}