edtechdev/chatbotfiles · Datasets at Hugging Face

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notes that sound good together

Use the information to write a
historical account on the reign of
Charles

Understand/
Comprehend

Explain
ideas or
concepts

Understand the relationship
between the musical notes and
how to play each on a musical
instrument

Explain the historical events that
enabled Charles to become Emperor

Remember

Recall facts
and basic
concepts

Memorize notes on a musical
scale

Recall that Charles the Bald was Holy
Roman Emperor from 875–877 CE

Table 2.1

A review of the above table shows that actions in the left column (or what you will be able to do with the new
knowledge) has a direct influence over what needs to be learned and can even dictate the type of learning
approach that is best. For example, remembering requires a type of learning that allows the person basic
memorization. In the case of Charles the Bald and his reign, it is simply a matter of committing the dates to
memory. When it comes to understanding and comprehension, being able to explain how Charles came to
power requires not only the ability to recall several events, but also for the learner to be able to understand
the cause and effect of those events and how they worked together to make Charles emperor. Another
example would be the ability to analyze. In this particular instance the information learned would not only be
about Charles, but also about other rulers, such as Charlemagne. The information would have to be of such a
depth that the learner could compare the events and facts about each ruler.
When you engage in any learning activity, take the time to understand what you will do with the knowledge
once you have attained it. This can help a great deal when it comes to making decisions on how to go about it.
Using flashcards to help memorize angles does not really help you solve problems using geometry formulas.
Instead, practicing problem-solving with the actual formulas is a much better approach. The key is to make
certain the learning activity fits your needs.

35

36

2 • The Truth About Learning Styles

2.2 The Motivated Learner
Estimated completion time: 29 minutes.
Questions to consider:
•
•
•
•

How do different types of motivation affect my learning?
What is resilience and grit?
How can I apply the Uses and Gratification Theory to make decisions about my learning?
How do I prevent negative bias from hindering learning?

In this section, you will continue to increase your ability as an informed learner. Here you will explore how
much of an influence motivation has on learning, as well as how to use motivation to purposefully take an
active role in any learning activity. Rather than passively attempting to absorb new information, you will learn
how to make conscious decisions about the methods of learning you will use (based on what you intend to do
with the information), how you will select and use learning materials that are appropriate for your needs, and
how persistent you will be in the learning activity.
There are three main motivation concepts that have been found to directly relate to learning. Each of these
has been proven to mean the difference between success and failure. You will find that each of these is a
strong tool that will enable you to engage with learning material in a way that not only suits your needs, but
also gives you ownership over your own learning processes.

Resilience and Grit
While much of this chapter will cover very specific aspects about the act of learning, in this section, we will
present different information that may at first seem unrelated. Some people would consider it more of a
personal outlook than a learning practice, and yet it has a significant influence on the ability to learn.
What we are talking about here is called grit or resilience. Grit can be defined as personal perseverance toward
a task or goal. In learning, it can be thought of as a trait that drives a person to keep trying until they succeed.
It is not tied to talent or ability, but is simply a tendency to not give up until something is finished or
accomplished.

Figure 2.3 U.S. Army veteran and captain of the U.S. Invictus team, Will Reynolds, races to the finish line. (Credit: DoD News / Flickr /
Attribution 2.0 Generic (CC-BY 2.0))

The study showed that grit and perseverance were better predictors of academic success and
achievement than talent or IQ.

Access for free at openstax.org

2.2 • The Motivated Learner

notes that sound good together

Use the information to write a

historical account on the reign of

Charles

Understand/

Comprehend

Explain

ideas or

concepts

Understand the relationship

between the musical notes and

how to play each on a musical

instrument

Explain the historical events that

enabled Charles to become Emperor

Remember

Recall facts

and basic

concepts

Memorize notes on a musical

scale

Recall that Charles the Bald was Holy

Roman Emperor from 875–877 CE

Table 2.1

A review of the above table shows that actions in the left column (or what you will be able to do with the new

knowledge) has a direct influence over what needs to be learned and can even dictate the type of learning

approach that is best. For example, remembering requires a type of learning that allows the person basic

memorization. In the case of Charles the Bald and his reign, it is simply a matter of committing the dates to

memory. When it comes to understanding and comprehension, being able to explain how Charles came to

power requires not only the ability to recall several events, but also for the learner to be able to understand

the cause and effect of those events and how they worked together to make Charles emperor. Another

example would be the ability to analyze. In this particular instance the information learned would not only be

about Charles, but also about other rulers, such as Charlemagne. The information would have to be of such a

depth that the learner could compare the events and facts about each ruler.

When you engage in any learning activity, take the time to understand what you will do with the knowledge

once you have attained it. This can help a great deal when it comes to making decisions on how to go about it.

Using flashcards to help memorize angles does not really help you solve problems using geometry formulas.

Instead, practicing problem-solving with the actual formulas is a much better approach. The key is to make

certain the learning activity fits your needs.

35

36

2 • The Truth About Learning Styles

2.2 The Motivated Learner

Estimated completion time: 29 minutes.

Questions to consider:

•

How do different types of motivation affect my learning?

What is resilience and grit?

How can I apply the Uses and Gratification Theory to make decisions about my learning?

How do I prevent negative bias from hindering learning?

In this section, you will continue to increase your ability as an informed learner. Here you will explore how

much of an influence motivation has on learning, as well as how to use motivation to purposefully take an

active role in any learning activity. Rather than passively attempting to absorb new information, you will learn

how to make conscious decisions about the methods of learning you will use (based on what you intend to do

with the information), how you will select and use learning materials that are appropriate for your needs, and

how persistent you will be in the learning activity.

There are three main motivation concepts that have been found to directly relate to learning. Each of these

has been proven to mean the difference between success and failure. You will find that each of these is a

strong tool that will enable you to engage with learning material in a way that not only suits your needs, but

also gives you ownership over your own learning processes.

Resilience and Grit

While much of this chapter will cover very specific aspects about the act of learning, in this section, we will

present different information that may at first seem unrelated. Some people would consider it more of a

personal outlook than a learning practice, and yet it has a significant influence on the ability to learn.

What we are talking about here is called grit or resilience. Grit can be defined as personal perseverance toward

a task or goal. In learning, it can be thought of as a trait that drives a person to keep trying until they succeed.

It is not tied to talent or ability, but is simply a tendency to not give up until something is finished or

accomplished.

Figure 2.3 U.S. Army veteran and captain of the U.S. Invictus team, Will Reynolds, races to the finish line. (Credit: DoD News / Flickr /

Attribution 2.0 Generic (CC-BY 2.0))

The study showed that grit and perseverance were better predictors of academic success and

achievement than talent or IQ.

Access for free at openstax.org

2.2 • The Motivated Learner