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Motivating Adult Students

Cheryl Knight, Ph. D. Appalachian State Universityknightcs@appstate.edu

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Goal Setting

I want to learn to ...

I learn best when I’m involved in the following 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 andragogy

principles of adult learning style

strategies to help motivate adult learners

characteristics and skills of instructors and other adult colleagues (Adm., Asst., Testing Coord.)

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Group Assignments

1. List characteristics of adult

learners

2. Define adult 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 roles associated by our culture with adults (worker, spouse, parent, soldier, responsible citizen)

an individual who perceives himself or herself to be responsible for his/her own life.

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 active

participation. encourages past experiences. is collaborative between instructor-student

and student-student. Laird

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Andragogy

is based on planning between the teacher and the learner.

is based on an evaluation agreement. prompts redesign and new learning

activities 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 had with the topic in the past.

O’Connor, Bronner, and Delaney

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Assumptions

Learner's Concept

Learner's Experience

Learner's Readiness

Relevancy

Curriculum Environment

Planning

Determination of Needs

Lesson Design

Activities

Evaluation

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AssumptionsLearner Concept

Learner Experience

Learner Readiness

Relevancy

Environment

Planning

Needs

Lesson Design

Activities

Evaluation

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Learning Pyramid

Form pairs One person teaches the other in 3 ½

minutes the information on the handout

Use any method to teach the information except showing his paper

Assess

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Bloom’s Taxonomy

http://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

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Comprehension

Explain the behaviors you observe in your adults

that demonstrate the adult learning characteristics you listed.

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ApplicationMake a three column chart of the instructional strategies

you can apply to meet the learner characteristics of your adult students?

Characteristic Strategy Students

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Analysis

Draw a diagram to show relationships between the instructional elements necessary to create a learning environment in the adult classroom.

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Synthesis

Design a plan using the information on adult learners and motivation to create a model learning environment.

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Evaluation

What strategies were applied to Bloom’s Taxonomy that are recognized as motivational for adult learners?

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Physiological

Safety

Love

Esteem

Self-Actualization

Maslow’s 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 as workplace

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 changing

consequences. Emphasize immediate benefits. Learning is not

its own reward. Use Think/Pair/Share

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Teach around the neighborhood

Mastery Inter-personal

Understanding Synthesizer

SenserIntuitive

Thinker

Feeler

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Bloom’s Taxonomy

Style Description Icon

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Mastery

T – Chunks

L – Retells

C - Facts

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Understanding

Take a stand

Using the levels of Bloom’s Taxonomy in instruction improves student learning

Yes No

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Understanding

T – Questions

L – Researches

C – Concepts/problem based

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Synthesizing

What if we treated all students with the respect and care that we expect from others? How would learning be affected?

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Synthesizes

T – Facilitates

L – Self-expression

C - Possibilities

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Interpersonal

In groups discuss the answers to the last question.

What new thoughts did you hear?

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Interpersonal

T – Monitor

L – Collaborative

C – Affective

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Adults have something real 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” which people are able to understand.

use the whole-part-whole concept, showing the overall picture followed by the details and then a refresher

with 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 documentation for the

learner, usually in the form of hands-on experience and paper documentation.

let the students work in groups, since they would rather ask other students for assistance rather than ask the course instructor.

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Motivating Strategies

make the material relevant, as close to the actual requirements of that person’s job.

explain why certain assignments are made and their relevance to the overall course or training sessions.

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Motivating Strategies

keep the course requirements in perspective to the amount of time for the course (credit hours, for example).

make certain the student is equipped with

enough knowledge and skill to complete the assignment, rather than setting the person up for failure.

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Motivating Strategies

bend the rules, if necessary and appropriate, 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, and mini-workshops

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Gagne’

Be sure the adult learner is ready to be self-directed

Adults need to be taught how they learn. (They are influenced by the way they were taught which in many cases is the very reason 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 dialogue evokes the meaning-making dialogue and internal thought.

takes time and effort to appropriately design provocative open questions inviting participants to significant, honest reflection.

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-making learning 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 developing

connections 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 activities Action 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 students and colleagues

BLUE cards

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Dis-Invite students and colleagues

Orange cards

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Tell your stories

“Such learning requires self-honesty and courage…and recognition…that taking care of a whole self is a prerequisite to taking care of whole others.”

West

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