Student Motivation Techniques

When I first entered the intersection of education and artificial intelligence, I questioned whether technology could truly ignite deeper student engagement, or if it would simply add complexity without purpose. Over time, my perspective shifted. I witnessed students who once struggled to stay engaged transform into active, motivated learners when AI created personalized learning paths. Real-time feedback helped them track their growth, while adaptive lessons met them exactly where they were. It became clear that when AI is designed ethically and deployed thoughtfully, it does not replace educators—it empowers them. It helps every student see a clear, achievable path to success. ♦︎ Personalized learning fosters confidence by allowing students to move at their own pace. ♦︎ Immediate feedback ensures small wins are recognized early, fueling long-term motivation. Today, I view AI as a catalyst for inclusion and empowerment. True innovation is not simply about building faster systems—it is about building better opportunities. Motivation thrives when students feel seen, supported, and capable. If we want education to be a true pathway to opportunity for all, ethical AI must be the foundation guiding our future decisions. The future of learning is not just about new tools. It is about using them with purpose, integrity, and humanity at the core. #AIinEducation #StudentMotivation #EdTech #EthicalAI #EducationForAll #FutureOfLearning

I’ve been curious about flipping Bloom’s Taxonomy—today, I saw it in action, and the results were incredible. In Mr. Stangler’s 8th-grade career class, we introduced AI and Ethics in a way that put students in charge. After modeling a lesson on AI and Academic Integrity (covering effective prompting and proper citation), students were given an AI ethics topic to research using AI and teach their peers in a quick-fire activity. Topics covered: 🔹 AI & Academic Integrity 🔹 AI & Deepfakes 🔹 AI & Mental Health 🔹 AI & Bias 🔹 AI & Privacy With permission to use AI as a research tool (as long as they cited their sources), students took the challenge and ran with it. The speed rounds in the auditorium made learning fast-paced and interactive. And while this was just an introduction to AI ethics, I was blown away by how much they learned in a single class period—far more than I could have covered alone. The exit ticket feedback confirmed it—students appreciated the peer-teaching approach, and it was clear that teaching the topic gave them a much deeper understanding of AI’s ethical implications. It was so much fun working with Mr. Stangler and his students, and it has been the highlight of a very challenging year. How are you empowering students to take ownership of their learning—whether with AI, ethics, or beyond?

Teaching doesn’t have to stick to textbooks. Sometimes, it’s the unconventional ideas that leave the deepest impact. Imagine walking into a classroom to see an inflatable pool filled with water—and plastic bottles, wrappers, straws, and other trash floating on the surface. It’s not just a setup; it’s a vivid reminder of what our oceans face every single day. This creative approach to teaching ocean pollution allows students to see and feel the problem, making it real and urgent. Here’s why it works: 👉 Hands-On Learning: Students can interact with the setup—attempting to “clean up” the pool and realizing how challenging it is to remove every tiny piece of waste. 👉 Awareness Through Action: Seeing the pollution firsthand helps students connect emotionally, sparking curiosity and empathy for marine life. 👉 Critical Thinking: Discussions around the pool lead to questions like: “How does this happen?” and “What can we do to prevent it?” It encourages students to think of sustainable solutions. 👉 Empowering Change: By the end of the lesson, the goal isn’t just awareness—it’s action. Students leave inspired to reduce single-use plastics and advocate for cleaner oceans. Teaching creatively isn’t just about making lessons fun—it’s about making them unforgettable. And when we combine creativity with a purpose, the impact goes beyond the classroom. 💡 How can you add creativity to your teaching or work today? Let’s start inspiring change together. P.S. Small efforts can lead to big waves. What creative methods have you seen or used to teach important lessons? Follow for more insights from Ian Tenenbaum Press 🔔 for regular updates Video Credit: All rights belong to the respective owner. Please DM for credit or removal. #IanTenenbaum #founders #entrepreneur #ADHDcoach

The engagement gap: why traditional online learning metrics hide the real reason students disengage. Most platforms track completion rates. But they miss what really matters. Isolation kills motivation faster than any technical glitch. Here's how to build real connection in virtual spaces: 1️⃣ Community-First Design • Break the solo learning trap • Foster peer relationships • Create belonging through structure ↳ Group projects that actually work ↳ Guided discussions that spark dialogue ↳ Micro-communities that stick together 2️⃣ Real-Time Connection Points • Schedule virtual coffee chats • Host informal study groups • Break down social barriers ↳ Weekly check-ins build momentum ↳ Informal spaces encourage bonding ↳ Small groups maximize interaction 3️⃣ Peer Support Networks • Match learners strategically • Enable organic mentoring • Build accountability partnerships ↳ Buddy systems drive completion ↳ Peer feedback loops work magic ↳ Support circles prevent dropout 4️⃣ Active Instructor Presence • Show up consistently • Engage authentically • Guide conversations naturally ↳ Regular office hours matter ↳ Personal responses build trust ↳ Active participation sets the tone 5️⃣ Inclusive Space Design • Clear community guidelines • Diverse representation • Accessible support systems ↳ Everyone feels welcome ↳ All voices get heard ↳ Support reaches everyone The secret isn't more content. It's better connection. Build community first. Everything else follows. How are you designing for connection—not just completion—in your online learning spaces?

Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment This experimental study investigated the integration of Chat GPT into technology education at Universitas Muhammadiyah Muara Bungo, focusing on its impact on student learning outcomes compared to traditional teaching methods. The study involved two groups of 31 participants each, where learning outcomes were measured using final test scores. Analysis showed that the group using Chat GPT performed significantly better, demonstrating the potential of AI tools to enhance education.  🔍 Key Findings: - Chat GPT significantly improved student learning outcomes, with the experimental group achieving a mean score of 81.81, compared to the control group’s 70.45. - The use of Chat GPT enhanced student engagement, interaction with learning materials, and collaboration with peers, contributing to better performance. - Active participation, motivation, and collaborative learning environments were found to be critical factors in achieving successful learning outcomes. - Statistical analysis confirmed the impact, with a t-count of 5.424, far exceeding the t-table value of 2.000 (95% confidence level). This supported the hypothesis that Chat GPT has a significant positive influence on student learning. ---  📌 Recommendations for Future Interventions: 1. Explore how Chat GPT can be applied across different educational contexts and subjects to determine its versatility and effectiveness in diverse learning scenarios. 2. Create interactive and engaging learning experiences using AI tools like Chat GPT, encouraging active participation and deeper understanding. 3. Design systems that provide personalized feedback and adaptive learning paths tailored to individual student needs. 4. Investigate the integration of collaborative features that promote teamwork and discussion among students to enhance their critical thinking skills. 5. Address limitations in current research by studying larger, more varied populations and exploring long-term impacts on learning outcomes. 6. Provide training and resources for educators to help them effectively use AI tools, ensuring their integration aligns with educational goals. ---  🏁 Conclusion: This study underscores the transformative potential of Chat GPT in education, demonstrating its ability to enhance learning outcomes, engagement, and collaboration. While these findings are promising, future research is essential to explore its adaptability in different educational environments and to refine its application for broader, more impactful use. By addressing existing gaps and continuing innovation, AI-powered tools like Chat GPT can play a crucial role in shaping the future of education. 🎓🌟 Source: https://lnkd.in/eBr-BaE6

95% of teens have smartphones, and half report being online "almost constantly" — a 24% increase in just a decade. The knee-jerk reaction? "Less screen time." But what if that's the wrong approach? Instead of "How do we reduce screen time?" perhaps we should be asking: "How do we transform screen time into something valuable?" At our tech schools across America, we've discovered that deliberate screen time can actually double learning speed. The data proves it: Our Brownsville school took kids from the 31st percentile to the 86th in just one year. The 5 Elements of Transformative Screen Time 1. Creation Over Consumption Our 3rd graders don't watch YouTube - they: • Produce news broadcasts • Build business plans with ChatGPT • Program self-driving cars and drones • Create school ambassador presentations 2. AI-Powered Personalization Every student gets a custom AI tutor that: • Adapts to their exact level • Adjusts material in real-time • Identifies knowledge gaps instantly • Tracks genuine mastery (not memorization) 3. Strategic Time Limits The secret is just 2 hours of focused tech learning daily. The rest is hands-on projects and real-world skills. This isn't theory—we've proven it across 10+ schools. 4. Building Status Through Contribution Research shows teens desperately need to feel competent and valuable. We transform passive scrolling into active creation, where students build real confidence through meaningful digital contributions. 5. Adult-Guided Innovation Parents and teachers don't just monitor—they collaborate: • Join coding projects • Review business plans • Guide content creation • Shape tech habits actively What have our results been? Students are more engaged, learning faster, and developing skills they'll actually use. The digital world isn't going away anytime soon. Traditional schools use tech to deliver the same old lectures. We use it to unleash potential. The challenge isn't screen time itself. It's teaching kids to use technology as a tool for growth instead of an escape from boredom. Because the next generation of entrepreneurs, creators, and innovators won't come from less screen time. They'll come from better screen time.

1. Refocus the Energy Then (2016): Redirect a student’s attention by engaging them in a task. Now: Invite the student into purpose. Example: Instead of: “Stop tapping the desk!” Try: “Can you help pass out the journals?” Or: “Let’s see who can get their materials out and ready the fastest—you lead.” Why it works: Children don’t always need a correction. Sometimes, they need a mission. 2. Give Students a Break Then: Offer short mental or physical breaks to reset focus. Now: Normalize breaks as brain regulation. Example: “You’ve been working hard—take two minutes at the calm table.” Or for younger kids: “Let’s visit the breathing corner.” Pro tip: Let breaks be chosen—not assigned as punishment. Empowerment changes everything. 3. Use Non-Verbal Cues Then: Use eye contact, gestures, or signals. Now: Make cues a shared language. Example: Tap the desk twice = Eyes on me. Hand on heart = Remember our classroom promise. Current child need: Visual learners, neurodivergent students, and anxious learners benefit from predictable, non-verbal systems. 4. Address the Disruption Quickly and Quietly Then: Handle problems without embarrassing the student. Now: Preserve dignity as a sacred practice. Example: Walk over. Whisper: “Can we talk for a second after the activity?” Avoid: Correcting in front of peers or making it a “teachable moment” at the student’s expense. Today’s child: They are emotionally aware. They remember how you made them feel. 5. Offer Kinesthetic Movement Options Then: Allow students to move or stretch to release energy. Now: Build movement into daily structure. Example: “Would you like to stand and work today?” “We’re going to learn this vocabulary while clapping it out!” Brain breaks every 20–30 minutes. Why it works: Movement builds memory. Motion strengthens focus. Stillness isn't always engagement. 6. Give Anonymous Reminders Then: Remind the class without calling out specific students. Now: Use inclusive language that invites reflection. Example: “I notice some folks need a reminder about voice levels.” “Let’s all check ourselves—are we focused or distracted?” New suggestion: Use self-assessment cues: thumbs-up, sideways, or down behind the back to check in. Keeps ownership with the student. ✨ Final Thoughts This generation is different. They’re more sensitive, more aware, more expressive. Disruption isn’t always defiance. Sometimes it’s a cry for connection, a need for movement, a test of trust. As leaders, we don’t just teach reading. We set the conditions where children can think, feel, and thrive. This summer, reflect deeply. What are you willing to change so children don’t have to be changed to survive your classroom? #LavertLines™ #TeachTheBrain #DisciplineWithDignity

How do you build trust in a classroom? On our latest Fueling Creativity in Education podcast, my co-host Matthew Worwood and I spoke with educator Jonathan Garra, who shared a simple yet powerful strategy he uses at the start of every school year. He invites students to ask him any question they want, with one important rule: When he responds, they must also be ready to answer the same question if it is posed to them. In one of his first classes, a student asked him to share the saddest day of his life. Without hesitation, Jonathan answered honestly and vulnerably. As he put it: "We are all here. We are all human. We are all going to make mistakes. And if we are going to learn from each other, we need to really see each other." This approach sets the tone that the classroom is not just about content, it is about connection. It is not just the teacher's history class. It becomes OUR history class. Jonathan's message ties back to a simple but profound idea he repeated during our conversation: "The three Rs of education are relationships, relationships, relationships like hands down." It's a reminder that taking the time to build trust is not extra work. It is the foundation that allows everything else, including creativity, to happen. What is one small way you build trust with your students? I would love to hear your ideas. #FuelingCreativity #Education #BuildingRelationships #TeachingForCreativity

I’ve been teaching at UNLV for 13 years, across many different classes and formats—in-person, online, and hybrid. Course design has always been a priority for me. I think deeply about how to structure each class based on the modality, student level, and class size. For much of that time, I’ve taught ACC 202 – Managerial Accounting, an in-person class with 100+ sophomore business students in three sections each semester. Most students don’t plan to major in accounting—and many start out dreading it. Thank you to Jessica Soria, Ph.D. for the interview (link below) about how I approach teaching ACC 202 and designing large, interactive classes. This interview caused me to reflect on course design decisions I have made in this class. Over the years, I’ve seen major shifts in student behavior and learning styles. In response, I’ve tried to build a course that’s engaging, relevant, and even fun, while driving home a key point: You can’t be an effective manager if you don’t understand accounting and what the numbers mean. Here are 10 lessons I’ve learned teaching ACC 202: (Most applicable to large, lower-division, math-based courses taught in person) 1) Experiment Every Semester Always try new strategies. Gather feedback through surveys. Keep what works—tweak or toss what doesn’t.  2) Know Your Students Use polls, surveys, and office hours to understand how students interact with your course and where they struggle or succeed. Gather a lot of feedback.  3) Make It Interactive I use a flipped classroom: lecture videos at home, in-class group work focused on problem-solving. We bring in current events, short videos, Poll Everywhere, gamified test reviews—and Discord to keep learning collaborative and social outside of class times.  4) Incentivize Excellence Students with a 99% before the final can waive it—if they write a reflection letter. These letters are shared with future classes as inspiration. 5) Focus on Understanding, Not Coverage Hit the key concepts hard. Use vivid, real-world examples. Minimize memorization—students can use notecards on exams to encourage application. 6) Coach and Communicate Students build a plan for their target grade and track their progress. I encourage office hours, send weekly updates, and aim to create a welcoming environment. 7) Be Transparent Align classwork, homework, and exams. Clear expectations make a huge difference—especially for sophomores. 8) Make Attendance Count Poll Everywhere boosts engagement and counts toward participation grades. 9) Celebrate Success A simple email recognizing students who excel on a test builds confidence and motivation. 10) Don’t Take It Personally You won’t win over everyone. Focus on trends in your feedback—not individual criticisms. I’d love to hear from other educators—what strategies have worked best for your large enrollment courses? And students—what helps you stay engaged in big classes? https://lnkd.in/gAb7Ynp6

Today, I saw a beautiful lesson about learning in the wild. I went to a coffee shop and saw a group of students studying. It caught my attention because they were acting very strange. One student was holding a notecard to her head and the other students were incessantly trying to describe what was on the flashcard to her without giving away what the card said. I had seen this before with the game "Heads Up!" played on my phone, but I had never considered this could be used as an incredible learning tool. I love this way of gamifying the learning process for a few reasons: 1) The students were having fun. We are more motivated to learn when it is fun to do. 2) Everyone was involved in a collaborative way. The student with the card on her forehead had to guess, while the others had to create descriptions. 3) It forced the students to be creative. The students giving descriptions had to think of many different ways to describe the same topic without using what was on the card. I have to imagine this engrains the knowledge far more than rote memorization (and is a lot more fun too!). I highly encourage you to try to gamify your learning or practice. If you're studying with a group, try giving this approach a try!