Martin MotivatingAdultStudents

8/10/2019 Martin MotivatingAdultStudents

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Motivating Adult

Students

Cheryl Knight, Ph. D.Appalachian State University

[email protected]


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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=OTT302


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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.pdf


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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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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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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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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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Martin MotivatingAdultStudents