KQED News Mind/Shift – Grace Tatter
“Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren’t motivated, learning won’t happen. Often, childhood experiences may make motivation harder for students, according to a new working paper from the National Scientific Council on the Developing Child, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?” (more)