Running head: EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY
ASSESSING STUDENT LEARNING STYLE
Effective Teaching: Tapping Intrinsic Motivation by Assessing Student Learning Style
Michelle R Miklinski
Liberty University
1
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
2
Abstract
Intrinsic motivation is accomplished by the use of educational psychology and the adaptation of
student learning styles. The effective teacher combines constructivist methods, learning
modalities, and social learning experiences to encourage memory retention that leads to life-long
learning. Emphasis on constructivist methods in student-centered learning will increase student
interest and productivity by accommodating their natural and unique personalities. The teacher
also benefits by discovering his uniqueness so he can assimilate his own strengths into teaching.
The Parker Learning Style Profile, Study Skills Inventory, and Philosophical Methodology of
Learning are used to assess and determine the unique learning styles that are sought. The paper
represents my theory of best learning practices and will give real life examples of how I plan to
teach and evaluate the results of my own learning style assessment.
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
3
Tapping Intrinsic Motivation: Improving Education by Addressing Student Learning
Styles
Intrinsic motivation is accomplished by the use of educational psychology and the
adaptation of student learning styles. The effective teacher combines constructivist methods,
learning modalities, and social learning experiences to encourage memory retention that leads to
life-long learning Research has found when students are provided with conditions that foster
their natural motivation to learn, their feelings of anger and rebellion are reduced. These feelings
of anger and rebellion are common reactions to conditions that do not allow student choice, do
not respect students’ feelings or interests, and do not consider students’ perspectives
(Weinberger & McCombs), student-centered instruction resolves this problem. Direct
instruction will initially be employed to form the foundation of the curriculums intent through
lecture and note-taking, however, emphasis on constructivist methods in student-centered
learning will increase student interest and productivity by accommodating the natural and unique
personalities given to them by God who forms who they are and how they learn. The teacher
will also benefit by discovering his uniqueness so he can assimilate his own strengths into
teaching. Finally, extrinsic motivational methods will spark student interest by triggering
intrinsic motivation that will guarantee academic and personal success by creating the optimal
environment needed to produce a successful educational experience. The paper represents my
theory of best learning practices and will give real life examples of how I plan to teach in the
classroom.
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
4
The Effective Teachers’ Use of Educational Psychology Methods
Educational psychology provides the resources needed to guarantee success by training
instructors in the best methods of pedagogy. By using experiments, correlation studies,
descriptive and action research, educational psychology directs attention to the variables that are
formed by behavioral, cognitive, and constructivist learning theories. Effective teachers can
apply educational methods of research in the classroom to enhance classroom management,
encourage motivation of students and assess student understanding. Experiments, which are
conducted in the laboratory or classroom, replicate authentic classroom conditions. They are
characterized by random assignments that ensure participants are grouped strictly by chance so
ability, knowledge, social class, or gender does not prejudice the findings (Slavin, 2009).
Correlation studies test to see if the variables being studied have any connecting relationship;
they can either be positive, negative, or uncorrelated. The relationship between external rewards
and internal motivation is one such study. Descriptive research engages the use of surveys or
interviews to assess the impact or understanding of a particular subject. An educational speaker
who has limited time with a particular class of students will use descriptive research to ensure
student comprehension. Lastly, action research is conducted in the classroom by the teacher
trying out a new teaching method then evaluating how well it worked. The pitfall of this type of
research is questioned by some, in its lack of objectivity however, it can provide deeper insight
for the teacher and how she best communicates with her students (Slavin, 2009).
The Effective Teacher and Educational Psychology Learning Theories
Educational psychology results are interpreted by learning theories, such as Behavioral,
Cognitive, and Constructivist. They help us learn a great deal about our behaviors, the effect our
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
5
environment has on us, how we learn new behaviors and what motivates us to change or remain
the same (Slavin, 2009). Learning theories are important tools; by using these theories we are
able to evaluate by what means an individual learns, therefore, creating a method of instruction
that will stimulate optimal learning. An effective teacher will pick up on the students’ method of
learning and will create a curriculum that complements each learning style. Behavioral theories
are those that were made famous by Ivan Pavlov, a Russian physiologist, who accidentally
stumbled across, what is now called, conditioned response. There are two type of conditioned
response, Classical and Operant. For instance, certain stimuli such as a certain song can result in
fairly intense emotions. It's not that the song is the cause of the emotion, but rather what that
song represents from a past experience. Perhaps it’s a song shared by an ex-boyfriend or exgirlfriend. Associations are made all the time and often we do not realize the power that these
connections have on us, but in fact, we have been what is called, “classically conditioned”
(“Psychology 101,” 2004). Operant Conditioning is very similar. In operant conditioning,
learning comes from how we respond to situations that are presented to us in our environment.
For example, when a mouse needs to press on a lever to release a pellet of food, he may first
accidentally hit the lever and receive the pellet. He then tries to figure out how the pellet was
received and eventually, through trial and error, he figures out that by pushing the lever he is
rewarded with the pellet.
Cognitive Theory looks at patterns in the environment, rather than isolated events; Piaget
and Vygotsky studied cognitive development. Development refers to how people grow, adapt,
and change over the course of their lifetimes through physical, personality, socio-emotional,
cognitive (thinking), and language development (Slavin, 2009). Piaget is said to be the most
influential developmental psychologist, he proposes that a child’s intellect progresses through
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
6
four distinct stages: Sensorimotor stage (birth to age 2), Preoperational stage (ages 2 to 7),
Concrete operational stage (ages 7 to 11), and Formal operational stage (ages 11 to adulthood).
Vygotsky, a Russian psychologist, believed that cognitive development is associated with social
interaction. Vygotsky’s theories include: the zone of proximal development (assisted by the
knowledge and experience of a peer or adult), scaffolding (support that diminishes as ability is
achieved) and cooperative learning, where children work together for a common cause to
problem solve using the skills and abilities of all involved. Erik Erikson also focuses on
cognitive development through personal and social interaction. However, the learning theories
preferred are that of Piaget and Vygotsky.
Learning theories are important tools, but they must be used in conjunction with the
individuals’ giftedness, in the unique ability to acquire and use knowledge or what is interpreted
as, “learning style.” Learning styles are discovered by the assessment of a study skills inventory
such as, “Parker’s Study Skills Inventory.” This evaluation will help the student discover if he
is: a dependent or independent learner, if he learns and remembers best by interacting with
people, data, things or writing, and if they are a visual, auditory, or kinesthetic learner. Visual
learners are stimulated by such things as: note-taking, memorizing flash cards or highlighting in
their text. Auditory learners are stimulated by: hearing instruction, talking about solutions to
problems, or listening to music while they study. Kinesthetic learners are stimulated by: doing
and participating, role-playing or cooperative learning. Since the importance of multimodalities
in student learning is crucial, the latest in technology and visual aids such as video, computer
graphics, smart boards, pictures, diagrams and fact sheets, should be used to present tangible
material that will emphasize the concepts being taught. Once the personality traits and learning
styles of the individual is discovered, a teacher is better equipped to lead a child to success and a
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
7
life-long love of learning. It is when we use the gifts that God has given us that we are able to
fulfill our purpose and reap the desires of our hearts.
The Effective Teachers Role and Teaching Characteristics
Teachers play a prominent role in adolescents’ lives. For example, teachers affect
students’ achievement, their involvement in school, and their motivation for learning. (Hamman
& Hendricks, November/December 2005). Just as parents are to teach their children throughout
the day, “Whether at home or on the road; whether rising in the morning, lying down to sleep at
night, or sitting at home during the day” (Deuteronomy 6:4), it is the teachers responsibility to
make instruction memorable, intentional and an integral part of his daily routine. As followers
of Christ, we are to share the gospel at all times, “Always be prepared to give an answer to
everyone who asks you to give the reason for the hope that you have” (1 Peter 3:15). However,
with the confusion and conflict that surrounds religion in the classroom today; we must gently
and respectfully show God’s love in other ways (Van Brummelen, 2009). Christian educators in
the public school system can show and teach Godly character through love and acceptance,
kindness and patience, encouragement and careful instruction. VanBrummelen (2009) suggests
that using stories or narratives in the curriculum reflect a biblical worldview; through vicarious
experiences in stories students learn a great deal about values, decisions, and consequences (p.
33). Classroom management benefits from building relationships and rapport, starting promptly,
and reflecting God’s will for order and obedience. Keeping subjects interesting with humor and
laughter will also help make learning fun. The intentional teacher will be effective by utilizing
the “QAIT” model of instruction based on quality instruction, appropriate levels of instruction,
incentives, and quality time for the successful assimilation of new concepts. Teachers can also
employ student grouping methods such as with-in class groupings and mixed-ability groupings.
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
8
Effective Teaching: Real Life Example
As a public speaker to junior high school students, I have the opportunity to speak with
students about boundary issues and positive life choices. According to Piaget, students
between the ages of 11 to adulthood are developing what Piaget has termed, “The Formal
Operational Stage,” of development. Students are just coming into puberty at this time and
their thinking begins to develop into the form that is characteristic of adults (Slavin, 2009).
Abstract thinking becomes possible for this age group now that they have successfully made
it through the “Concrete Stage,” of development which occurs between the ages of seven to
eleven years old. During this stage, children form concepts, see relationships, and solve
problems but only as long as they involve objects or situations that are familiar (Slavin,
2009). As they begin to master concrete awareness they start thinking about and
understanding hypothetical reasoning, it also becomes easier to acknowledge and assess their
own way of thinking. This abstract thinking is important because it will help them set
boundaries for future situations they will need to resolve. As an effective teacher, I need to
be aware of developmental milestones to ensure that students are able to relate to the events
and situations in the lesson. Due to differences, I must take advantage of real life events and
examples that are familiar to the students so they can assimilate the lesson into their
cognitive experience. Junior high is a tumultuous time in the life of the adolescent. So many
changes are taking place at differing rates and as an intentional teacher I need to make
adjustments for developmental maturation differences.
I believe the best learning environment is the student-centered constructivist approach.
I am teaching lessons that the students will need to know and internalize for future
relationships in order to make positive life choices. As an educational speaker who is
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
9
concerned with deep conceptual change I need to facilitate in a way that will foster intrinsic
motivation. I will need to precipitate dialogue and debate through cooperative learning,
critical thinking and role playing. Initially, I will use extrinsic motivation to grab the
attention of the class and harness their interest for the remainder of the session. However, I
believe extrinsic motivation should be used sparingly when the goal of the curriculum is for
long term memory retention. I feel it is extremely important for children to develop and
nurture the intrinsic motivation within because this is what will sustain their life-long love of
learning and retain the information I am presenting to them today. I also think it is beneficial
to use familiar, enjoyable media to capture the attention of the students to help them
remember the important lessons of the day. My favorite method of retention and recall is a
form of classic conditioning. I utilize the familiar, lovable character of SpongeBob to draw
the students in. Every student is acquainted with SpongeBob and for those who are
unfamiliar with the specific episode that is presented a student will always volunteer to give a
synopsis of the narrative. After the summary is given, the students will sit down to watch
about fifteen minutes of the episode. An added benefit that always occurs is the singing of
the SpongeBob introduction by the students which also aids attention and interest that will
become an enjoyable memory not soon to be forgotten. My intention is, that through this
pleasure producing experience, the next time the students encounter this cartoon or this video
in particular, it will stimulate an involuntary response that will trigger the memory of what
we talked about that day. I believe that the more enjoyment that takes place during the
lesson, the more comfortable the students will become, the more open the teens will be in the
discussion and the more likely retain the information that is being processed. I also suggest
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
10
that role-playing and practicing conflict resolution scenarios will benefit in the form of
operant conditioning.
I highly regard the constructivist method of learning, though I do not disparage the use
of direct instruction. I feel that direct instruction has its place and will complement my
presentation when conducted prior to my appearance. When direct instruction is presented
first, the students benefit from the well defined body of information that they must assimilate
and master before accommodating the model (my presentation), of which the direct
instruction represents. Based upon my preferred method of instruction, Vygotsky’s Social
Learning Theory is the approach I prefer the most. I agree with Vygotsky that an emphasis
on learning through social interactions with knowledgeable and experienced adults or peers
assist in the necessary development of self-regulation. It is important too however, that if the
adult in whom the social interaction occurs, is going to act as a mentor, advisor, or facilitator,
it is in the best interest of the student that the facilitator also be assessed to acknowledge their
own personal learning style for instruction.
The Effective Teachers Learning Style Assessment
As an effective instructor, it is my duty to discover the learning style that complements
me. This is achieved through: Parker’s Learning Style Profile, Parker’s Study Skill Inventory
and Parker’s Philosophical Methodology of Learning. The learning styles profile assesses six
key areas expressing the individual desires and preferences that balance the need for competence
and comprehension which ensures learning achievement. The first discovery I came to after
evaluating the results, was that there is little conflict between my preferred methods of learning,
especially when it comes to interpersonal communication skills. I am fairly balanced with my
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
11
need for people, data, and things to provide the best method for memorization. My first thought
about this was, “This doesn’t give me a clear perspective on my needs or traits.” However, with
further contemplation, I decided that it is actually a benefit to be equally versed and comfortable
with all methods of interpersonal communication, because as a school counselor or public
educator, it is an advantage to understand and incorporate all three learning agents into
instruction and advisory. I was also perplexed when field dependent/independent results were
comparable; however, this balance indicates that once I have clear and concise instructions from
my instructor, I am then capable of self direction, with educator acting as mentor, and
supervision being minimal. I found this result to be a confidence builder for myself.
Visual and kinesthetic modalities served equal footing in the evaluation, with auditory
learning coming out ahead by almost half. I consider myself a visual learner especially when it
comes to memory retention nonetheless; I see the importance in listening to instruction,
especially if repeated by a technological source, such as an audio recording. I believe that those
areas which seem contradictory to my own opinion may be due to emotional bias. I feel that
when I am unclear, sense uncertainty, or lack detailed instruction, I react with confusion,
indecisiveness, and anxiety. This lack of confidence is extremely detrimental because I become
very meticulous and unproductive. I believe this is from early childhood experiences that have
caused me to be perfectionist and performance conscious. Personality identifiers or action
triggers can oppose my inherent modalities when I get caught up in the concentration and
thinking cycle, yet I suggest motivated action/active processor traits are strengths for time
management, while concerned listener/thoughtful observer strengthens the compassionate
counselor identifier in me, therefore being more attentive and validating to the student, I am
counseling.
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
12
As student, I find that the method and sequence I prefer in teacher/student relationships
is: Restorer (encouragement) – Offender (validate understanding) – Exhorter (reinforcement of
affirmation). I am a nurturer by heart, and I naturally respond to the love language; “Words of
Affirmation.” By this result, I am confident that I will be a competent resource for students, as a
counselor, encourager, and mentor. In conclusion, post test findings indicate that with
experience, clarity, and competence there has been a marked sign of improvement over the initial
completion of the assessment.
Philosophical modalities indicate that I have assumed a Behaviorist view of development.
I suspect that this is due in large part to my study of human development where I have
experienced how environment affects the shaping of our personalities. This may also explain my
philosophy of social-learning. Progressivism was shocking as a philosophical modality, until I
realized that I do believe in student-centered instruction and individual attention. Finally,
traditionalism is my modus operandi based upon my beliefs, values, and convictions that
explains my desire for Christian education and being a lamp that will brighten the path that leads
others to Christ. I believe I can be an effective teacher for I possess the traits necessary to
accomplish intrinsic motivation by combining constructivist methods, learning modalities, and
social learning experiences to encourage memory retention that leads to life-long learning. I
will strive to be purposeful, flexible, and understanding. I will try to differentiate instruction and
use my class time wisely. I will be knowledgeable of the material and of current research and do
my best in encouraging, understanding, and shepherding the student.
EFFECTIVE TEACHING: TAPPING INTRINSIC MOTIVATION BY ASSESSING
STUDENT LEARNING STYLE
13
References
Bible, Deuteronomy 6:4.
Hamman, D., & Hendricks, C.B. (November/December 2005). The role of the generation
in identity formation: Erikson speaks to teachers of adolescents. A Journal of Educational
Strategies, Issues, and Ideas, 79(2), 72-75.
Psychology101. (2004): Heffner Media Group.
Slavin, R. (2009). Educational psychology: Theory and practice. 9th ed. (p. 38). Upper
Saddle River, NJ: Pearson.
Van Brummelen, H. (2009).Walking with God in the classroom: Christian approaches to
teaching and learning (p. 40). Colorado Springs, CO: Purposeful Design Publications
(ACSI).
Weinberger, E. & McCombs, B.L. (2001, April).The impact of learner-centered practices
on the academic and non-academic outcomes of upper elementary and middle school
students. Seattle, WA. Retrieved from http://www.eric.ed.gov/PDFS/ED458276.pdf