Course Review Classes 1-6
&
Creating Motivating Learning
Class 7, 2013
Text Chapters 7 & 8 (read only)
Objectives: Part I
• TSWBAT successfully pass Quiz#2
• TSWBAT: examine the dynamics of motivation
in the adult teaching context.
• TSWBAT: apply Wlodkowski & Ginsberg’s
“Motivational Framework for Culturally
Responsive Teaching” to an adult educational
scenario.
Review of Previous Classes
• Handout: Class Objectives
Motivation and Learning
• Learning Community Questions:
– What issues and / or experiences shape an adult
learner’s motivation to learn?
– If the class was culturally diverse what additional
issues would the teacher need to consider?
Introduction to Motivation
• What drives you?
• Conclusion:
• Motivation is shaped by our culture, society,
beliefs, values, personality, environment,
physical condition, life experiences, gender.
Discussion: Case Study
• Context
– Adult teaching
– Subject matter (class decides)
– Cultural background of S (class decides)
– Geographic location (class decides)
• Challenge
– I want to be a better teacher.
– What motivates the S?
How might the following shape the S’s
motivation?
•
•
•
•
•
•
•
Society
Beliefs and values
Personality
Environment
Physical condition of S
Life experiences
Gender
Why study motivation?
• “all students can learn”
versus
• “all students can learn in a
motivating way.”
WHY?
• If educators are better informed about motivation
they can better encourage student learning
• “Knowledge about motivation can give all students a
better chance to learn” (Ginsberg, 2005, “Cultural Diversity, Motivation,
and Differentiation.” In Theory into Practice, Summer Vol 44, 3, p. 218.
• “Determination to find ways to encourage
motivation is fundamental to equity in teaching and
learning, and is a core virtue of educators who
successfully differentiate instruction” (Tomlinson & Allan as cited
by Ginsberg, 2005, p. 219)
Part I: Understanding Motivation
Definitions:
• “a tendency within a person to produce
organized and directed behavior” (MacKeracher,
D., 2004, Making sense of adult learning, p. 131).
• “the intensity of one’s impetus to learn”
(Brown, D. 2007, Teaching by principles).
• “the natural human capacity to direct energy
in the pursuit of a goal” (Wlodkowski, In Galbraith,
Adult learning methods, p. 142).
Two Basic Types of Motivation
• Extrinsic
• Intrinsic
• Intrinsic motivation is the more powerful of
the two and longer lasting.
Ausubel’s
Drive theory
• Exploration: probe
unknown
• Manipulation: we control
our environment
• Activity: be physically active
• Stimulation: receptive to
stimulation
• Knowledge: yearns for
answers
• Ego enhancement: build
self-esteem
Wlodkowski’s
Primary Sources of Motivation
• Be curious
• Be active
• Initiate thought and
behavior
• Make meaning from
experience
• Effective at what we value
Cultures differ on what elicits frustration, joy, determination.
To be an effective teacher of adults we must be culturally responsive
in our teaching.
Cultural Differences
“From Foreign to Familiar”
 Relationship vs Task orientation
 Direct vs Indirect communication
 Individualism vs Group identity
 Inclusion vs Privacy
 Different concepts of hospitality
 High-context vs Low-context cultures
 Different concepts of time and planning
Brown “orientation” & “motivation”
• Orientation: context or purpose for learning
– Integrative Orientation
• To integrate into culture or society
– Instrumental Orientation
• Career goal or practical reason
• Motivation: “the intensity of one’s impetus to
learn.”
Application of Brown’s Differentiation
• Understanding adult’s orientations towards
learning will help us with understanding the
student, and directing us toward classroom
activities that are deemed as important to the
students (meaningful).
• Understanding the importance and role of
intrinsic and extrinsic motivation will help us as
teachers to design specific classroom activities /
lesson plans and to manage the classroom in a
way that empowers learning.
Part II: Challenge of Motivation in Adult
Education Classes: Diversity of students
• What fuels adult’s motivation to learn:
– Desire to make sense of their world
– Desire to find meaning
– Desire to be effective at what they value
• Key to effective instruction:
– “to evoke and encourage” … “the propensity in all adults…to be
competent in matters they hold to be important” (p. 141).
• Problem of Teaching Adults:
– Diversity of adults (cultural differences with differing needs, and
perspectives) presents a great challenge to teaching adults.
Part III: The Model: A motivational framework
for culturally responsive teaching
“4 essential motivational conditions that in concert evoke
intrinsic motivation among culturally diverse adult
learners” (p. 144)
1. Establishing inclusion (Relationships): learners and
teachers feel respected and connected
2. Developing attitude (Relevance): personal relevance
and choice
3. Enhancing meaning (Rigor): include learner’s
perspectives and values (engagement and challenge)
4. Engendering competence (Results): learners are
effective in learning something they value
(effectiveness and authenticity)
Value of Framework
1. Model for
motivation in
action
2. Organizational
aid for designing
instruction
Wlodkowski, R. (2004).
Creating motivating learning
environments. In M.
Galbraith (3rd ed.), Adult
teaching methods. p. 145.
Strategies
Strategies for Establishing Inclusion
– Multidimensional sharing
– Collaborative learning
– Participation guidelines
Strategies for Developing Attitude
– Relevant learning models (witnessing people similar to
themselves who perform learning goals)
– The K-W-L strategy
• What they think they know about topic
• What they want to know about the topic
• What they have learned about the topic
Strategies con’t
Strategies for Enhancing Meaning
– Posing a problem (problem: “any situation where a person
wants to achieve a goal for which an obstacle exists”
(citing Voss, 1989) on page 158 of Galbraith
– Creating a simulation
– Providing variety
Strategies for Engendering Competence
–
–
–
–
Consistent and prompt feedback
Authentic performance tasks for assessment
(see page 160 for characteristics of “authentic”
Early clarification of assessment tasks and criteria
Application
• You are teaching a culturally diverse group of
parents / adults who what to learn how to
download, send, receive, save, and view
family pictures they receive via email.
• What strategies could be employed for each of
the above?
• Handout: 4 conditions…and teacher questions
Review Objectives
• TSWBAT: examine the dynamics of motivation
in the adult teaching context.
• TSWBAT: apply Wlodkowski & Ginsberg’s
“Motivational Framework for Culturally
Responsive Teaching” to an adult educational
scenario.
Next Class
• No Class Next Week: Spring Break
• Monday, March 25th:
– Chapter 9: Guidelines for selecting methods
– Chapter 10 Case Story
• OUT of CLASS LESSON PLAN & PAPER
– DUE: Monday March 25thth (Monday after Spring
Break)