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

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Presentation on theme: "1 Motivating Adult Students Cheryl Knight, Ph. D. Appalachian State University"— Presentation transcript:

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

2 2 Goal Setting I want to learn to... I learn best when Im 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...

3 3 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.)

4 4 Group Assignments 1. List characteristics of adult learners 2. Define adult learners andragogy strategies motivation instructor

5 5 Adult Learners

6 6 Characteristics of Adult Learners

7 7 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

8 8 Characteristics of adult learners

9 9 Andragogy

10 10 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

11 11 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

12 12 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. OConnor, Bronner, and Delaney

13 13 Assumptions Learner's Concept Learner's Experience Learner's Readiness Relevancy Curriculum Environment Planning Determination of Needs Lesson Design Activities Evaluation

14 14 Assumptions Learner Concept Learner Experience Learner Readiness Relevancy Environment Planning Needs Lesson Design Activities Evaluation

15 15 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

16 16

17 17 Blooms Taxonomy

18 18 Knowledge Make a web of the facts you know about adult learners.

19 19 Comprehension Explain the behaviors you observe in your adults that demonstrate the adult learning characteristics you listed.

20 20 Application Make a three column chart of the instructional strategies you can apply to meet the learner characteristics of your adult students? CharacteristicStrategyStudents

21 21 Analysis Draw a diagram to show relationships between the instructional elements necessary to create a learning environment in the adult classroom.

22 22 Synthesis Design a plan using the information on adult learners and motivation to create a model learning environment.

23 23 Evaluation What strategies were applied to Blooms Taxonomy that are recognized as motivational for adult learners?

24 24 Physiological Safety Love Esteem Self-Actualization Maslows Hierarchy of Needs

25 25 Strategies

26 26 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

27 27 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

28 28 Teach around the neighborhood MasteryInter-personal UnderstandingSynthesizer SenserSenser I n t u it i v e Thinker Feeler

29 29 Blooms Taxonomy StyleDescription Icon

30 30 Mastery T – Chunks L – Retells C - Facts

31 31 Understanding Take a stand Using the levels of Blooms Taxonomy in instruction improves student learning YesNo

32 32 Understanding T – Questions L – Researches C – Concepts/problem based

33 33 Synthesizing What if we treated all students with the respect and care that we expect from others? How would learning be affected?

34 34 Synthesizes T – Facilitates L – Self-expression C - Possibilities

35 35 Interpersonal In groups discuss the answers to the last question. What new thoughts did you hear?

36 36 Interpersonal T – Monitor L – Collaborative C – Affective

37 37

38 38 Adults have something real to loose in the classroom ego and self-esteem. Zemke

39 39 Motivation

40 40 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.

41 41 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.

42 42 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.

43 43 Motivating Strategies make the material relevant, as close to the actual requirements of that persons job. explain why certain assignments are made and their relevance to the overall course or training sessions.

44 44 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.

45 45 Motivating Strategies bend the rules, if necessary and appropriate, so that the adult learner can push the envelope and try new things.

46 46 Gagne Connect objectives with prior knowledge Work with students to set objectives, content, and procedures Use group discussions, case method, and mini-workshops

47 47 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.)

48 48 Self-directed learning a) helps adults be self-directed b) encourages transformational learning c) promotes emancipatory learning and social action Merriam and Caffarella

49 49 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

50 50 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

51 51 Instructor

52 52 Four cornerstones of motivating instructors Expertise Empathy Enthusiasm Clarity

53 53 Expertise Competence Substance Content Experience

54 54 Empathy Meets student needs and expectations

55 55 Enthusiasm Show excitement Be vocal Animation Show you care about the subject and the students Emotion Energy

56 56 Clarity Power of language Power of organization Thinking on your feet Critical to developing connections with adult learners

57 57

58 58 Reading Use good literature Talk about it Connect with life and learning

59 59 Math Develop lessons around students actual problems. Use manipulatives

60 60 Social Studies Use current events Plan trips Use newspapers and cartoons

61 61 Science Hands on activities Action learning

62 62 Has > 20 billion chips Weighs 800,000 tons of $1.00 bills We are nosey.

63 63 Assimilate vs. Accommodate Take in information Sort the cards

64 64 Invite students and colleagues BLUE cards

65 65 Dis-Invite students and colleagues Orange cards

66 66

67 67 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

68 68

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