This entry is specifically for the Inevitable Book Study Group, but the question and our response can be generalized.

Three of the ten questions we received had to do with “what do we do with the unmotivated learner?” Tis a good question and one that we get when we present the MCL vision to practitioners. We have chosen a stair-step approach to our response . . . that is, our points tend to be stacked on each other to reach our final conclusion. SO, we will number our points.

1. We believe (as do most educators with whom we work) that a desire to learn is the natural state of people . . . young and old. So the problem with learner motivation is not about the learner, but with a system that is not designed to motivate/engage the learner.

2. Learning is natural and rather easy when we are intrinsically motivated. However, schools are designed to control the learner with the use of extrinsic. rewards . . . the most obvious extrinsic reward/punishment is our ABC grading system. When the reward is stopped, the compliant behavior is also expected to stop. In short, we buy kids off to get compliance with extrinsic rewards. (Not blaming anyone here . . . that’s just the way it is. This is how schools have been designed and operated for more than 100 years.)

3. So what are those intrinsic motivators that MCL allows us to apply? We believe that there are three big ones. One, we are motivated to learn when what we are being asked to learn meets our learning level. That is, when we have the “prerequisite learnings” as Madeline Hunter taught us; when we are challenged but also believe that we have a good opportunity to be successful. MCL not only allows this intrinsic motivator, but encourages it – our present assembly line does not. Two, we are motivated when we are able to apply our most effective learning style. MCL allows and encourages this intrinsic motivator – our present delivery of instruction is typically a one-size-fits-all approach. Three, we are intrinsically motivated when we are learning via content that is of interest of us. MCL makes this motivator available – our present system does not.

4. We think that it is a bit unfair to think of how an unmotivated learner would react to MCL if he/she were asked to take responsibility for his/her own learning at age 15. But what if each learner would be introduced to MCL sometime in the early grades. Our experience is that the intrinsic motivators leave our system and our learners around the fourth or fifth grade, and students are conditioned to expect to run on extrinsic rewards/punishments.

5. Nearly every school system with which we have worked has a stated goal of “creating self-directed life-long learners.” How can we be true to that very worthy goal without consciously and intentionally working to make that goal a reality? Telling students what they must do until they graduate to get the rewards certainly cannot be considered a reasonable strategy.

6. But the bottom line regarding learner maturity necessary to function as a motivated learner is that MCL allows the system to structure each learner’s activities according to his/her ability and willingness to take responsibility. We assume you have read Chapter 7, Lori Does Her Learning Plan. That chapter may appear idealistic, but we don’t think so. We believe that if we begin early and focus on the intrinsic motivators, a majority of our learners would/could be responsible for planning their own learning . . . some with more help than others. A “for . . . instance” – Lori was able to do her online learning from anywhere. Were she not responsible and be making acceptable progress, her online learning would take place in a supervised computer lab. Immature learners might meet with their learning coach daily, while the mature learners may meet with their coach once every week or two.

In the spirit of fairness, we are fully aware of how good teachers . . . and that’s most of them . . . bootleg intrinsic motivators into their classrooms all the time. But they do so in spite of the structure of the Industrial Age assembly line, not because of it. These teachers are our heroes and heroines.

The question is a good one. Thanks for sticking with us for a rather lengthy answer. We look forward to talking with you on March 14 when we suspect you will have questions about our answer. (cjs & bmcg)