Spark Motivation to Learn

Recently, I was reminded that when it comes to learning, if a task seems too easy, people feel bored. If a task is too difficult, people may feel anxious or frustrated. Upon reviewing one of my teenager’s assignments this past week, I asked why it wasn’t as detailed or thorough as usual. Their response was, it was easy to complete so I just ‘did it.’ At times, assignments are like that, but when a task is perceived as too simple, kids just complete it to check it off the list. Ideally, we want learners to incorporate creativity, voice, and care to put forth their best effort- to stretch themselves a bit.

Similarly, I’ve also seen kids want to ‘give up’ or ‘shut down’ when an activity is perceived to be more difficult. Sometimes learners don’t know where to begin or imagine the task at hand will be endless. Likewise, some of us can relate to feeling like David Rose from Schitt’s Creek when asked to, “fold in the cheese.”

Although this is information many of us are aware of, we benefit from taking a step back and intentionally looking at the design of our lessons and if we are empowering learning through voice and choice.

At All Ages, We Are Learning

Each of us are learning in different areas of life. We often think of learning in connection with academics, but learning happens all around us. For example, in 2020 and early 2021, I’ve been learning things I hadn’t necessarily planned on. Maybe you can relate. I’ve learned to cook a wide variety of recipes (which may be good or bad, depending on who in my family you ask). We also added a goldendoodle puppy to our family who also required learning for management purposes. She’s high energy and 65 lbs, so she is strong! In order for Chloe to be trained properly, that meant I also needed to learn how to train her, as my goal is to work through the levels to help her become a therapy dog.

Chloe has been a quick learner in many ways, but I remember when she was around 4-5 months, she didn’t want to try to learn how to ‘stay.’ Everything else to that point (sit, wait, lay down, off) came so easily, that I felt stumped at first. She actually caught on to when I was about to say, “stay,” and would turn and walk away from me as she knew what I wanted, but didn’t want to do it! As simple as it sounds, I felt a bit frustrated. Upon talking with our trainer, we were reminded that dog training has to feel enjoyable- the dog needs to want to engage in training. To Chloe, ‘stay’ was just too much impulse control. Then… our trainer said something that just completely made sense to me. They said, “you want to work with her enough so that things become routine, but ultimately you want to empower her to want to accomplish goals.” As someone who speaks on creating the conditions to empower learning, I was more curious than ever. While it made sense to me as an educator, I wasn’t completely connecting what that looks like with working with a canine.

Anyhow, as per our trainers advice, we began to say, “stay” (when she was already lying down)– and immediately rewarded her with treats and showered her with praise. I’ll never forget her response– wagging her tail and grinning ear-to-ear, she was ‘over the moon’ proud of herself! From there, we celebrated a one second ‘stay,’ and only kept it at one second for a couple of days. Then, we progressed to 2… then 3 seconds. Today, at 1 year and 3 months, she can stay in one place on command for 3 minutes as we stand 25 feet away! It’s super simple for her to do now because we made it fun, celebrated incremental success, and provided immediate feedback that built up her confidence.

I share this story because it reminded me of some very important aspects about learning. Clearly, humans and canines are very different, but to some extent, learning is similar. In this situation, I was aware that little things can sometimes feel frustrating, particularly if we don’t know how to remedy the problem. Chloe and my learning journey together, has reminded me of some of the most essential elements of learning, including incremental success, immediate feedback, fun, trusting relationship, and a balance of challenge and perceived skill. That goes for both of us! For me, I benefit from taking her regularly to classes because I get on the spot coaching and support! Plus, a network of others who are working through what we are, too. As her handler, I need immediate feedback, an opportunity to practice, a sense of community and to experience incremental success. There’s a balance between challenge and perceived skill, which keeps me motivated to continue my work. Both she and I need those elements to make growth in our own ways.

Supporting Learners to Want to Learn

Returning to my own children, they do their best work when they feel that the task is “just right.” They certainly benefit from some level of challenge, but if it’s too easy or too difficult, they don’t get the desired results. I see them go above and beyond within classes in which there’s a balance between challenge and perceived skill, positive emotions connected with incremental or intuitive success, timely feedback (immediate is ideal and what gamification often provides), and are working in an environment where they feel they are more important as learners to their teachers than the task of covering the content. Despite knowing the impact of relationships on learning, it’s amazing to me to look through the parent lens and watch how much harder both boys work for those they feel connected with.

Additional Ways to Foster an Environment to Inspire Learning

• Provide choice
• Facilitate with Inquiry
• Promote collaboration and effective communication 
• Empower learners to pinpoint relevant topics, challenges, or problems that exist 
• Invite discovery through exploration 
• Foster a culture that embraces an innovator’s mindset 
• Leverage the strengths of learners
• Engage learners in productive struggle 
• Ensure that learners receive both independent and small group support at a level of growth 
• Develop a plan for goal setting, monitoring, and celebration of all levels of success 
• Employ tools that allow for immediate feedback 
• Empower learners to demonstrate their learning, leveraging their strengths and creativity 

In my book, Take the L.E.A.P., Ignite a Culture of Innovation, I go further. Additionally, I wrote a section on titled Gaming Design Elevates Learning, which breaks down the elements within gaming design that encourages the brain to persist and want to learn. Many of these elements were touched on within this post. These elements are utilized within gamification of learning, but we can also include them within daily lessons for greater impact. They are really just good practices to include when designing learning experiences.

No matter where you or your students are in the learning journey, we can begin by looking at creating ‘just right’ experiences that spark the motivation to learn, within an environment with trusting relationships. Sometimes it’s not until we are in the role of struggling with something ourselves that we take a step back and remember what individuals need to best move forward. Let’s always continue learning and inspire young learners to do the same! I’d love to hear about something you’ve learned to do within the past year that was motivating and perhaps even a bit of a struggle at times. I have so much respect for the process of learning and am inspired by hearing the stories of others!