DRIVE
I'm reminded of an idea that was discussed in Best Practices with the math department. Bill Feeley talked with us one day about specific phrases we might use when giving feedback to students. One phrase in particular, which also seems to connect with the idea of establishing drive, struck me: "I bet you are proud of your work." It is on the surface an innocuous statement, but I think it has several important layers. Certainly, it promotes intrinsic motivation, as emphasized by Pink. Also, it "frees" the student of the giver of the feedback. To clarify, contrast the phrase with, "I am proud of you," or even "I hope you are proud of your work." Both versions, particularly the former, base the source of the pride with the teacher. The teacher is "telling" the student to do or feel something; value becomes attached to the giver of the feedback, as if the receiver of the feedback is only working to "please" the other. Additionally, I also recall Bill sharing that some changes may take place in the brain based on this specific phrase, although I am unable to support that claim with specific evidence. I can however say that I have practiced using this exact phrase with not only students, but my children. I look forward to seeing what impact the consistent use of "I bet you are proud of your work" has on students' drive and intrinsic motivation.
I'm reminded of an idea that was discussed in Best Practices with the math department. Bill Feeley talked with us one day about specific phrases we might use when giving feedback to students. One phrase in particular, which also seems to connect with the idea of establishing drive, struck me: "I bet you are proud of your work." It is on the surface an innocuous statement, but I think it has several important layers. Certainly, it promotes intrinsic motivation, as emphasized by Pink. Also, it "frees" the student of the giver of the feedback. To clarify, contrast the phrase with, "I am proud of you," or even "I hope you are proud of your work." Both versions, particularly the former, base the source of the pride with the teacher. The teacher is "telling" the student to do or feel something; value becomes attached to the giver of the feedback, as if the receiver of the feedback is only working to "please" the other. Additionally, I also recall Bill sharing that some changes may take place in the brain based on this specific phrase, although I am unable to support that claim with specific evidence. I can however say that I have practiced using this exact phrase with not only students, but my children. I look forward to seeing what impact the consistent use of "I bet you are proud of your work" has on students' drive and intrinsic motivation.
THE ART OF CHANGING THE BRAIN
Two passages strike me as I reflect on the recent changes in my classroom:
"...teachers should build on existing neoronal networks" (Zull 109)
"This is a question of philosophy for the teacher. It suggest, again, that rather than direction and instructing learning, we should give the learner incentives and support in using what she already has in her breain. She will learn by selecting the right neuronal networks from among those that already exist." (Zull 122)
I have always felt the best way to help students learn is to first try and understand how they are thinking and find ways to leverage their thinking to solve problems. The introduction of Best Practices has reinforced this approach, as evidenced by Private Think Time and Selecting and Sequencing, which I imagine Zull would refer to as the "incentives and support". The overall impact of this philosophy has resulted in students who think of themselves more as mathematicians, who harbor greater autonomy and perseverance in solving problems, and who have a deeper understanding of mathematics because they have the opportunity to make connections to their own ideas.
Two passages strike me as I reflect on the recent changes in my classroom:
"...teachers should build on existing neoronal networks" (Zull 109)
"This is a question of philosophy for the teacher. It suggest, again, that rather than direction and instructing learning, we should give the learner incentives and support in using what she already has in her breain. She will learn by selecting the right neuronal networks from among those that already exist." (Zull 122)
I have always felt the best way to help students learn is to first try and understand how they are thinking and find ways to leverage their thinking to solve problems. The introduction of Best Practices has reinforced this approach, as evidenced by Private Think Time and Selecting and Sequencing, which I imagine Zull would refer to as the "incentives and support". The overall impact of this philosophy has resulted in students who think of themselves more as mathematicians, who harbor greater autonomy and perseverance in solving problems, and who have a deeper understanding of mathematics because they have the opportunity to make connections to their own ideas.