The Motivated Brain

Book Review: The Motivated Brain

by Gayle Gregory & Martha Kaufeldt

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.

Glasser's 5 Basic Human 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.  

Panksepp's Seeking System

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 3^rd 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)