(funky guitar music) – Hey there, cool
teachers, how’s it going? – Oh, what a day. – It’s the end of the day. Thanks for hanging out with us. A little cool teacher extracurricular. We talked about on The Cool Teacher Show a couple of different possible quizzes that you could give
your students that would help you understand more about them. – Why do I want to know about my students? What do I care? – Exactly, you know
they either do the work or they don’t do the work.
– Yeah, get it done! – But as you know, there are all these different types of people in our classes. – Yeah, and it helps to know what makes them tick, or click. – Some of them are more John Keating, others are more Severus Snape.
– Professor Snape. – Yes, thank you very much. And they all have different
needs and stuff like that, so we’ve got two different
tools that you can give to them: One of them will kind of
seem pretty straightforward, very scientific; the other
one, also scientific, might actually surprise you. – Okay. – So let’s talk about personality,
and let’s talk about rewards. ♫ Personality da da da da da personality ♫ – That’s not a real song is it? – (laughs) Yes. – Does it normally come in a key? – Oh, it has to do that? – Oh yeah, that’s just what I thought. – Okay, let’s go with it.
– Okay. – Myers-Briggs. – Some of you are familiar with the MBTI, the Myers-Briggs Type Indicator,
typography indicator, right? It’s a personal or personality inventory. Have you ever taken it before?
– I have. – Okay.
– It’s been a long time though. – It’s been a long time
and we’re not going to take them here, but we’re
going to introduce you to them, and basically the test aligns you with CG Jung’s psychological types. This spectrum is a really interesting one, and we’ll kind of show
you what it looks like. Basically it puts you on this… scale.
– Right. – And basically takes
into consideration whether you’re an introvert or
whether you’re an extrovert. – Let me guess what you are:
you’re a super extrovert. – Super extrovert.
– Okay. And it helps to make sense or to describe the way that people are different. What’s nice about this is
we found a version of this that can be a humetrics and the
link is in the description below. And your students can take
this test very quickly, and easily to determine what type– – Human metrics.
– Human metrics. – Alright. – And so we’re not going to
take this here, but it’s some simple questions, and we’ll give
you just a couple of examples: “You are almost never late
for your appointments.” – I wish I could say yes on that.
– “Yes, yes, uncertain, no, or no.” In essence a five-point Likert
scale although it’s not numbered. And you answer these
questions and it will play you in one of these 16 personality types. So let me just give you an example
of one of these potentially… potential results that you
could be classified as an INTJ. An introverted, intuitive,
thinking, judging personality. – Okay.
– Right? To outsiders, the INTJs may
appear to project an aura of… – Definiteness.
– Definiteness. Or self-confidence, right? But that’s sometimes mistaken
as arrogance, so it gives this really detailed description of
what makes this person tick: what they like, what they don’t like, situations they do well
in, situations they don’t. This might be a nice tool for
classroom teachers to just kind of get a sense of
who their people are. So you know who you can pair together, know who you need to maybe keep apart, how to partner people so that
they have, you know, so they fill in each other’s gaps if
they’re doing work together, and even, heaven forbid,
identify people who probably are not well suited for group work,
who would not prefer that. – Then you may want to let
them do a project on their own. And there’s nothing wrong with that. – That’s exactly right,
and so something like this might be meaningful to you, so basic– – And it’d be meaningful to
the students, I think too. They might think, “Oh I didn’t
realize I was like that” “I’d kind of like to be more like
this.” or something, who knows? – It’s really interesting, I
took the Myers-Briggs when I was in college and it was a
wonderful thing to figure out. No surprise I was a little
bit of an extrovert. – Right. – So the next one that
we have for you may seem a little bit strange. I’m going to introduce you
to the BrainHex survey. – I like that name, BrainHex. – Now here’s what BrainHex is: Chris Bateman, who is the
author of this BrainHex player-archetype survey;
it’s for video games. Bare with me here, this is all going
to connect here in just a second. But the way that we play video
games, and select video games, and choose to be rewarded in video games says an awful lot about
the reward pathways that work best for us. So by taking this quiz, it will brand
you with a class and a subclass. So you might be a Conqueror-Achiever: the Conqueror class and
the Achiever subclass. So Conqueror, you like
engagements, playful engagements where you have the opportunity
to compete with others. You don’t have to always win,
but you like to be able to measure yourself against others. An Achiever subclass
is more of someone who likes to collect things
that are collectible. A badge for completing this,
a badge for completing this. Some people are rewarded that way. I don’t think you would be,
you might be more like a…. – I don’t care if I get a reward or not. – I think you’re more of a play– – I did it and I liked the way
I did it, I’m glad I did it. – You’re glad you did it, you’re
probably more interested in the kind of exploring,
seeing what’s there, and if you were playing a game,
you might play the same game that I would play, but you would
play it because you’re more interested to find out
what’s in every room rather than, can I beat the
guy in the one big room? – That’s good, I’m glad you
know a little bit more– you know more about me
than I thought you did! – I do, we don’t play video
games together but we should. – I don’t play video games, period. – We need to fix that, and
we are on a future episode. – Okay. So the idea here is that
your students could take the BrainHex survey and you
could find more about how the pathways are being rewarded.
– What makes them tick? Here’s what’s really interesting: recently, Bateman and Leonard Nacht, just a couple of years ago created– did some correlations with the basically brain neurobiological research with the amygdala and reward pathways, and correlated the biochemical reactions when you achieve one of these things, so– – Wow, that’s complicated – Yeah, it is, it is.
– Duh! – And it’s super interesting to me based on what I’m interested in and do, but the point being if
we have a better sense of what rewards our students,
this is the big piece here, then we can build activities that reward them in ways that
they prefer to be rewarded, because those rewards are stronger for those different archetypes based on the type of work they get.
– Jeez! Choice in school, choice in learning.
– Heaven forbid. – Wow, I like it! – Anyway, so these are the two: give your students the Myers-Briggs, which there’s free versions of it and we just showed you those,
and give them BrainHex. You’ll learn so much more
about them by doing that. – I like that name, BrainHex.
– BrainHex. – I don’t know why. I just I don’t know, it
just has a nice sound to it. Is it time to go? – Yeah I think it’s time to go,
thanks for hanging out with us, we’ll see you next time (laughs). – Bye.
– Bye. (funky guitar music)