1 Motivating Adult Students Cheryl Knight, Ph. D. Appalachian State University...
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Transcript of 1 Motivating Adult Students Cheryl Knight, Ph. D. Appalachian State University...
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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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