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8/10/2019 Martin MotivatingAdultStudents
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Motivating Adult
Students
Cheryl Knight, Ph. D.Appalachian State University
knightcs@appstate.edu
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Goal Setting
I want to learn to ...
I learn best when Im involved in thefollowing activities: ...
My expectations of the presenter are ...
My expectations of the other participants are ...
My contribution to this presentation could be ...
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Presentation Goals
This presentation will discuss
characteristics of adult learners
differences between pedagogy and andragogyprinciples of adult learning style
strategies to help motivate adult learners
characteristics and skills of instructors and otheradult colleagues (Adm., Asst., Testing Coord.)
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Group Assignments
1. List characteristics of adult
learners
2. Defineadult learners
andragogy
strategies
motivation
instructor
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Adult Learners
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Characteristics of Adult Learners
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Who is an adult?
an individual who performs rolesassociated by our culture with adults
(worker, spouse, parent, soldier,responsible citizen)
an individual who perceives himself or
herself to be responsible for his/her ownlife.
Wlodkowski and Knowles
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Characteristics of adult learners
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Andragogy
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Andragogy
recognizes the maturity of the learner
is problem-centered rather than content-
centered.
permits and encourages activeparticipation.
encourages past experiences.
is collaborative between instructor-studentand student-student.
Laird
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Andragogy
is based on planning between the teacherand the learner.
is based on an evaluation agreement.
prompts redesign and new learningactivities based on evaluation.
incorporates experiential activities.
Laird
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Andragogy
Adults learn differently,
depending upon
experience, aptitude, and attitude.
These include . . . your individual characteristics,
the perceived value of the learning task to you,and how much experience . . . you have hadwith the topic in the past.
OConnor, Bronner, and Delaney
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Assumptions
Learner's Concept
Learner's Experience
Learner's Readiness
Relevancy
Curriculum Environment
Planning
Determination of NeedsLesson Design
Activities
Evaluation
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Assumptions
Learner Concept
Learner Experience
Learner Readiness
Relevancy
Environment
Planning
NeedsLesson Design
Activities
Evaluation
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Learning Pyramid
Form pairs
One person teaches the other in 3
minutes the information on thehandout
Use any method to teach the
information except showing his paperAssess
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Blooms Taxonomy
http://www.wisc-online.com/objects/index_tj.asp?objid=OTT302
http://www.wisc-online.com/objects/index_tj.asp?objid=OTT302http://www.wisc-online.com/objects/index_tj.asp?objid=OTT302http://www.wisc-online.com/objects/index_tj.asp?objid=OTT302http://www.wisc-online.com/objects/index_tj.asp?objid=OTT3028/10/2019 Martin MotivatingAdultStudents
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Knowledge
Make a web of the facts you know about adult learners.
http://www.eduplace.com/graphicorganizer/pdf/cluster.pdf
http://www.eduplace.com/graphicorganizer/pdf/cluster.pdfhttp://www.eduplace.com/graphicorganizer/pdf/cluster.pdf8/10/2019 Martin MotivatingAdultStudents
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Comprehension
Explain the behaviors you observe in your adults
that demonstrate the adult learning characteristics youlisted.
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ApplicationMake a three column chart of the instructional strategies
you can apply to meet the learner characteristics ofyour adult students?
Characteristic Strategy Students
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Analysis
Draw a diagram to show relationships between theinstructional elements necessary to create a learningenvironment in the adult classroom.
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Synthesis
Design a plan using the information on adult learners andmotivation to create a model learning environment.
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Evaluation
What strategies were applied to Blooms Taxonomy that
are recognized as motivational for adult learners?
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Physiological
Safety
Love
Esteem
Self-Actualization
Maslows Hierarchy of Needs
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Strategies
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Learning and Learning Strategies
Understand the characteristics of adult
learners
Understand motivation Understand the role of motivation in the
educational environment as well asworkplace
Know strategies and activities for
promoting motivation in adult learners
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Zemke
Provide enough information Allow students to work collectively
Do not put them on the spot
Teach classes that have life changingconsequences.
Emphasize immediate benefits. Learning is notits own reward.
Use Think/Pair/Share
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Teach around the neighborhood
Mastery Inter-personal
Understanding Synthesizer
S
e
n
s
e
r
I
n
t
u
i
t
i
v
e
Thinker
eeler
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Blooms Taxonomy
Style Description Icon
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Mastery
TChunks
L
Retells
C- Facts
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Understanding
Take a stand
Using the levels of Blooms Taxonomy in
instruction improves student learning
Yes o
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Understanding
TQuestions
L
Researches
CConcepts/problem
based
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Synthesizing
What if we treated all students with therespect and care that we expect from
others? How would learning be affected?
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Synthesizes
TFacilitates
L
Self-expression
C- Possibilities
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Interpersonal
In groups discuss the answers to the lastquestion.
What new thoughts did you hear?
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Interpersonal
TMonitor
L
Collaborative
CAffective
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Adults have somethingreal to loose in the
classroom
ego and self-esteem.Zemke
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Motivation
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Motivating Strategies
put materials into bite-size chunks whichpeople are able to understand.
use the whole-part-wholeconcept,showing the overall picture followed by the
details and then a refresherwith the overall picture.
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Motivating Strategies
add a little spice to their life by giving
them some degree of options and flexibility
in their assignments.
create a climate of exploration rather
than one of prove it.
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Motivating Strategies provide plenty of documentationfor the
learner, usually in the form of hands-onexperience and paper documentation.
let the students work in groups, since they
would rather ask other students forassistance rather than ask the courseinstructor.
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Motivating Strategies
make the material relevant, as close to theactual requirements of that persons job.
explain whycertain assignments aremade and their relevance to the overall
course or training sessions.
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Motivating
Strategies
keep the course requirements in
perspectiveto the amount of time for thecourse (credit hours, for example).
make certain the student is equipped with
enough knowledge and skill to completethe assignment, rather than setting theperson up for failure.
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Motivating Strategies
bend the rules, if necessary andappropriate, so that the adult learner can
push the envelope and try new things.
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Gagne
Connect objectives with prior knowledge
Work with students to set objectives,content, and procedures
Use group discussions, case method, andmini-workshops
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Gagne
Be sure the adult learner is ready to be
self-directedAdults need to be taught how they learn.
(They are influenced by the way they were
taught which in many cases is the veryreason they are in adult classes.)
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Self-directed learning
a) helps adults be self-directed
b) encourages transformational learning
c) promotes emancipatory learning and
social action
Merriam and Caffarella
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Dialogue
helps learners make meaning.
The creation of nonjudgmental dialogueevokes the meaning-making dialogue andinternal thought.
takes time and effort to appropriatelydesign provocative open questions invitingparticipants to significant, honestreflection.
Vella
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Extensive change
in the status quo inform the learner about learning styles create a genuine dialogue to encourage
change that leads to unique, self-identified, reflective, meaning-makinglearning experiences
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Instructor
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Four cornerstones of motivating
instructors Expertise
Empathy
Enthusiasm
Clarity
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Expertise
Competence
Substance
Content
Experience
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Empathy
Meets student needs and expectations
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Enthusiasm
Show excitement
Be vocal
Animation Show you care about the
subject and the students
Emotion Energy
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Clarity
Power of language
Power of organization
Thinking on your feet
Critical to developingconnections with adult learners
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Reading
Use good literature
Talk about it
Connect with life and learning
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Math
Develop lessons around students actual
problems.
Use manipulatives
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Social Studies
Use current events
Plan trips
Use newspapers and cartoons
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Science
Hands on activitiesAction learning
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Has > 20 billion chips Weighs 800,000 tons of $1.00 bills
We are nosey.
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Assimilate vs. Accommodate
Take in information
Sort the cards
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Invite
studen ts and col leagues
BLUE cards
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Dis-Invite
studen ts and col leagues
Orangecards
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Tell your stories
Such learning requires self-honesty andcourageand recognitionthat taking
care of a whole self is a prerequisite totaking care of whole others.
West
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