Motivation in Adult Learners

Joe Ryan

Cape Cod Community College

Topics for the Session

Brain Based Biology of Motivation

Some assumptions about adult learners

What do adult learners need from us?

Characteristics and Skills of a Motivating Instructor

The Brain and Adult Motivation

The Brain

Learning is a biological and the brain is mostly responsible.

It is multifunctional, it multitasks and it synchronizes.

Arguably the most complex object known to man.

Contains 100,000,000,000 neurons.

Neurons

A type of cell in the brain.

Current brain research argues that most learning and development occurs through the strengthening and weakening of these connections

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Making Connections

Neural Networks

This complicated web system is your prior knowledge.

When you learn you build or modify the networks.

These connections are is biological.

What Implications does it have on Adult Learning? Instructors cannot explain something away

because it is a physical entity. (Zull, 2002) To change takes lots of practice, repetition

and time. This has huge implications on adult learning,

and in particular, motivation.

Assumptions About Adult Learners

Adults are Pragmatic LearnersPragmatism? Adults learn for practical reasons.

Responsibility is the cornerstone of adult motivation. (Wlodkowski,2008)

Responsibility for family, work, making life better…

The deep value for responsibility is why competence is such a force among learners. (Wlodkowski,2008)

Adults are Intrinsically Motivated Intrinsic motivation is the motivation where

people behave for the satisfaction in the behavior itself. (Ryan and Deci, 2000)

In general: People are curious, active and make meaning from experiences and pursuits they value. (McColms and Whisler, 1997)

When people see learning that is relevant to their values and perspectives, motivation emerges. (Wlodkowski, 2008)

What do Adult Learners Need from Us?

Motivational Framework for Culturally Responsible Teaching

Establishing inclusion Developing attitude Enhancing meaning Engendering competence

Wlodkowski, 2008

Establishing Inclusion

Inclusion: awareness that adults are a part of the learning environment in which they and the instructor are respected by, and connected to, one another.

The environment is a safe place, physically and emotionally.

Cultural perspectives are recognized and validated.

Wlodkowski, 2008

Developing Attitudes

Attitudes: Concepts, information and emotions that result in a predisposition to respond favorably (or unfavorably) toward a learning experience.

Can be enhanced by the potential of success and retarded with the prospect of failure.

Students make judgments about the instructor from the moment he/she enters the room.

Wlodkowski, 2008

Developing Attitudes through Relevance

Relevant Instruction When learning is

connected to who the learners are, what they care about and what they have to offer.

Inclusive/relevant learning environments spur curiosity which encourages students to seek challenges.

Irrelevant Instruction Has ill effects on

motivation We find the learning

unimportant but also feel violated.

Senseless tasks make learners feel dominated and therefore unmotivated.

Wlodkowski, 2008

Developing Attitudes through ChoiceChoice: When adults see themselves as

personally endorsing their own learning. If he/she has chosen it, the learner sees

themselves pursuing a valued goal. People are consistently battling against

oppressive control in pursuit of autonomy in their lives…learning is no different.

Wlodkowski, 2008

What is Meaning?

When the brain receives new information, it searches existing neural networks to find a place for the information to “fit.” If there is a connection, the new information makes sense.

Prior knowledge allows us to understand the information.

To have meaning, the information must also be connected to something that matters to us.

Wlodkowski, 2008

Engendering Competence

Competence and Confidence are reciprocal. Competence allows a person to become more

confident, which provides emotional support for an effort to learn new skills and knowledge.

Wlodkowski, 2008

What Qualifies a Motivating Instructor Expertise Empathy Enthusiasm Clarity Cultural Responsiveness

Expertise: The Power of Knowledge

Three Parts 1. We know something that is beneficial for

adults. 2. We know it well. 3. We are ready to convey or construct it

through instruction.

Wlodkowski, 2008

Expertise: The Power of Knowledge

Qualifying your Expertise Do I really understand what I want to teach? Can I explain it in more than one way? Can I personally demonstrate the skill? Do I know how to bridge the what I am

teaching to the world of the learners through their prior knowledge, experience, and interests?

Do I know what I don’t know? Wlodkowski, 2008

Empathy: The Power of Understanding and Compassion1. Having a realistic understanding of what the

learners’ goals, perspectives and expectations are for the learning.

2. Adapting our instruction to the learners’ levels of experience and skill level.

3. Being conscious of learners perspectives and feelings.

Wlodkowski, 2008

Enthusiasm: The Power of Commitment and Expressiveness Enthusiasm comes from the Greek verb

enthousiazein “to be empowered or possessed by a god.”

Dictionary definitions: strong excitement feeling on the behalf of a cause or subject a persons inner feelings expressed in outward

behavior.Wlodkowski, 2008

Enthusiasm: The Power of Commitment and ExpressivenessEnthusiasm has long been linked with

increased motivation and student achievement.

1. There are physical and psychological reasons…

2. Research shows that observers are prone to embody the emotions of those whom they are watching. (Cruikshank, et. al. 1980)

3. “We are lobbying for our subject”

Instruments that Measure Teacher Enthusiasm Speaking with variation in tone pitch volume

and speed Gesturing Moving about the room to illustrate points and

to respond to questions Making varied, emotional facial expressions

as called for Displaying energy and vitality

Larkins, et. al. 1985

Clarity: The Power of Organization and Language

Clarity is teaching something in a manner that it easy for the students to understand and that is organized so that they can smoothly follow and participate in the lesson.

Wlodkowski, 2008

Clarity: Plan So That All Can Understand Anticipate problems

that students may have and build in activities to deepen understanding.

Create graphics and analogies.

Advance organizers and visual tools.

Have checkpoints for questions and assessing for understanding.

Wlodkowski, 2008

Cultural Responsiveness: The Power of Respect

Create a safe and inclusive environment. Be Aware of:

Your own cultural perspective and how it is different than others.

Specific knowledge about history, perspectives and values of your audience.

Wlodkowski, 2008

Summary

Adult motivation to learn is brain based. Adult learners are pragmatic but intrinsic

learners Adult students need a culturally responsive

environment to enhance motivation. Instructors can help or hinder adult learner

motivation. Motivational instruction can be learned and

developed.

ReferencesCruikshank, D. R. et al. Teaching is Tough. Upper Saddle River, NJ : Prentice

Hall, 1980. Larkins A.G. et. al., Teacher Enthusiasm: A Critical Review. Hattiesburg, MS: Educational and Psychological Research, 1985.

Larkins A.G. et. al., Teacher Enthusiasm: A Critical Review. Hattiesburg, MS: Educational and Psychological Research, 1985.

Ryan, R.M. and Deci, E.L. “When Rewards Compete with Nature,” In Sansone and J.M. Harakiewicz, Intrinsic and Extrinsic Motivation: In Search for Optimal Motivation and Performance, San Diego: Academic Press, 2000.

Wlodkowski, R. J. Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults, 3rd ed. San Francisco: Jossey Bass A Wiley Imprint, 2008.

Zull, J.R. The Art of Changing the Brain. Sterling, VA: Stylus, 2002.

Acknowledgements

Cassandra Datena, Professor Canice McGarry,