Last night, I started to read the assigned textbook for my Teaching Adults class. So far, it has been a very enjoyable read, at least as much as textbooks can be enjoyable reads.
As I worked my way through Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults, I wanted to share my thoughts and observations with you over a series of posts.
As I read Enhancing Adult Motivation to Learn, the author believed that learning centers on motivation. If we, as instructors, can understand what motivates a learner, we can enhance learning. However, if we ignore motivation and teach in a manner that inhibits motivation, learning will suffer.
Wlodkowski (2008, p. 2) pointed out that “Motivation is basic to our survival.” Our success hinges on our motivation. If we are interested in and motivated about a subject, there is a greater chance that we will learn it. This applies to the learners we work with.
Wlodkowski seemed to question the need to grade on participation. He points out that various cultures handle interaction and participation differently. As instructors, we need to be aware of and account for such differences.
Motivation and Learning
In the first chapter, the author clearly pointed out research which showed a strong positive correlation between motivation and learning. He also noted that the highest correlations increase with age.
Have you ever observed that the class runs more smoothly when learners feel motivated? Have you seen that teaching turns into a chore when students are unmotivated or disinterested? I certainly would prefer to be working with people who want to learn with me. There are also some other benefits of motivated learners: they are more focused, more cooperative, and stay on task longer.
Wlodkowski addressed the biological process of learning, at least, as well as we understand it. This section suggests that repetition strengthens connections. It takes more energy for someone to learn something new than it does to build on previous experience. Therefore, it is important to learn about your students so that you can tie instruction to their experiences.
People want to learn. They want to improve their craft and livelihood. Learning should be a positive experience. Positive experiences lead to lifelong learning.
As instructors, we cannot do anything to students to make them learn. Students learn when motivation drives them to accept the information provided. However, we can create the right conditions and environment to help them learn. Learning should be a collaborative event, where instructors work with learners.
How do you help motivate your students?
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Additional Reading
- How Does Age and Culture Affect a Learner’s Motivation?
- What Makes a Motivating Instructor?
- Principles of Coaching and Instructing Closely Related
- What Motivates Adults to Learn?
- Are You Including Everyone in Your Instruction?
- How Do You Help Adults Develop a Positive Attitude Towards Learning?
- How Do We Make Learning Interesting?
- How Do We Assess Adult Learners Without Necessarily Testing Them?
- How Do You Weave Motivational Strategies Into Your Instructional Design?
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