THE GIST:

In this lesson, I introduced the “Rainbow of Why,” a visual framework showing the many different ways students can value learning—whether it’s for utility, enjoyment, purpose, pro-social impact, or something else. I explained that we’ll be targeting this spectrum from three angles:

1. teacher-generated messaging,
2. student-generated insights, and
3. class-generated experiences.

By consistently infusing our classes with multiple “colors” of the Rainbow of Why, we help students see that learning is truly worthwhile—and we can gradually create a powerful counterculture of valuing learning in our schools.

DIG DEEPER RESOURCES:

• Rainbow of Why (image file)
• Rainbow of Why (Google Doc brainstorming sheet)
• Rainbow of Why (printed poster for purchase)
• Coffee Mug (b/c why not?)
• The "Junk Food Study"
  

REFLECTIVE APPLICATION PROMPTS FOR INDIVIDUALS:

Use the Rainbow of Why brainstorming questions below to point your point and creativity at the many ways in which your class and its work are Valuable. (Because there are so many, I recommend setting a timer for 10 or 15 minutes and writing in response to whichever prompts you choose, letting your ideas flow freely and creatively as best you can.)

Utility

• How is what you are teaching today useful?
• When will students use what they learn today?
• How could the skills your students practice in your class today help them in their lives?
• How could your class help students to earn a better living someday?

Relevance

• How does what you teach connect to some of the real world interests or values of your students? 
• What’s an interest you know at least some of your students have? How does that link up with a given lesson? 

Justice, Prosocial

• How can the work you do in your discipline or art make the world a better, fairer, more just place?
• How can mastery of your discipline or art make it easier to help others? 

Social Status / Social Connection

• How could what your students are learning in class today help them connect with others or build stronger relationships?
• How could what they’re learning today redefine “cool”? How does the strength your students are growing today make them cooler? 
• How does what you’re learning help students compete in the real world?

Autonomy

• How does what you teach give students power either now or later in life? 
• How is what you teach powerful? 
• How do the skills you practice in your class help students to live a more free, more powerful, more choice-filled life?

Novelty

• What do most folks not realize about what you teach that if they did realize would give them a whole different view about why your discipline or art is good?
• Is there any way of talking about your lesson today that might be “new” for most students – a way of thinking about this subject or this content that they’ve not heard before? 

Enjoyment, Pleasure

• What’s fun about what you’re teaching today?
• What small positive emotions might students experience from doing the work of this lesson today? How could you direct students’ attention toward this good feeling, small though it may be?
• What enjoyment or pleasure do you get from your discipline? How could you share this with your students?

Meaning, Purpose

• How does what your students are learning today connect with what it means to be a human being?
• How does what they’re learning tap into their deepest desires for their lives—desires to make a difference, to be independent, to be understood? 

Beauty

• What is beautiful about what you teach?
• How is what you teach wonderful, amazing, incredible?
• Why is what you teach beautiful?

The following prompts are inspired by Yeager et al.’s “Boring but Important: A Self-Transcendent Purpose for Learning Fosters Academic Self-Regulation” (2014). 

Self-Oriented / Intrinsic Value: How does your class connect to the following student statements?

• I want to expand my knowledge of the world.
• I want to become an independent thinker.
• I want to learn more about my interests.

Extrinsic Value: How does your class connect to the following student statements?

• I want to get a good job.
• I want to leave my parents' house.
• I want to earn more money.
• I want to have fun and make new friends.

Self-Transcendent Value / Purpose for Learning: How does your class connect to the following student statements?

• I want to learn things that will help me make a positive impact on the world.
• I want to gain skills that I can use in a job that help others.
• I want to become an educated citizen that can contribute to society.
  

REFLECTIVE APPLICATION PROMPTS FOR GROUPS:

Remember: these prompts are meant to integrate the ideas and approaches in the video into your mind, heart, and practice. Use one, a few, or all of them as needed.

1. Processing the Rainbow of Why:
   1. Each group member, name the most compelling “color” of the Rainbow of Why for your subject area.
2. Teacher, Student, Class Balance:
   1. Which Value "color" might be underrepresented in your school’s culture, and what can be done about it?
3. Write and discuss
   1. As you explore the brainstorming doc, share practical strategies or resources (e.g., lesson hooks, conversation starters) that have worked well.
   2. Brainstorm new possibilities for weaving more of the Rainbow of Why into daily instruction.
4. Overcoming Skepticism
   1. How can your group address students who remain unengaged even after Rainbow of Why interventions?
   2. What backup strategies or follow-up steps could help these students see a personal connection to learning?
5. Accountability & Follow-Up
   1. Decide on one joint experiment—like a lesson or an activity—where everyone tries out a new Rainbow of Why tactic.
   2. Schedule a future group meeting to compare notes, celebrate successes, and troubleshoot challenges.