the master aptitude

17 Pages·2015·2.08 MB·English

MBCS
EDU410
Essentials of Teaching
THE MASTER APTITUDE
Motivation and Impulse.
Nathan McFarland
Derived From NDM EDU567
Learning Theory and Practice
November 18th, 2014
Lesson Objectives:
• Participants will brainstorm and
web the effect of negative
emotions.
• Participants will connect why
Daniel Goleman considers
Emotional Intelligence the Master
Aptitude while critiquing
common motivational misnomers.
• Participants will predict the
outcomes of the marshmallow
research.
• Participants will connect the
master aptitude to a biblical
viewpoint.
Effects of
Negative Emotions 

on the Student.
LET’S BRAINSTORM
Activity 1.1
With your neighbor, brainstorm some ways that negative emotions effect the brain.
Working memory:
•
Working memory needs to be
executed, when it is, it makes
thinking possible.
•
The pre-frontal cortex, where
feelings and emotions meet,
executes that working memory.
•
When negative emotions
overwhelm concentration,
working memory is hijacked, or
swamped, interrupting the
learning process.
Working memory:
With a partner, discuss
some possible ways
that you might be able
to address negative
emotions within
students.
WHY “MASTER APTITUDE?”
Daniel Goleman considers motivation and
impulse in emotional intelligence the
Master Aptitude in regards to how they:
• Regulate the degree that our emotions
help or hurt ability to think and plan.
• Regulate our ability to pursue training
for a goal.
• Regulate our ability to solve problems.
• Set limits on our capacity
• Effect all other abilities.
MOTIVATION:
(A) REGULATES THE DEGREE THAT OUR EMOTIONS
HELP OR HURT OUR ABILITY TO THINK AND PLAN.
MOTIVATION:
(B) REGULATES OUR ABILITY TO PURSUE
TRAINING FOR A GOAL.
MOTIVATION:
(C) REGULATE OUR ABILITY TO SOLVE
PROBLEMS.
MOTIVATION:
(D) SET LIMITS ON OUR CAPACITY.