1. Course Review Classes 1-6 & Creating Motivating Learning
Text Chapters 7 & 8 (read only)

2. 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.

4. Review of Previous Classes
Handout: Class Objectives

5. 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?

6. Introduction to Motivation
What drives you?
Conclusion:
Motivation is shaped by our culture, society, beliefs, values, personality, environment, physical condition, life experiences, gender.

7. 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?

8. How might the following shape the S’s motivation?
Society
Beliefs and values
Personality
Environment
Physical condition of S
Life experiences
Gender

9. “all students can learn”
Why study motivation?
“all students can learn”
versus
“all students can learn in a motivating way.”

10. 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)

11. 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).

12. Two Basic Types of Motivation
Extrinsic
Intrinsic
Intrinsic motivation is the more powerful of the two and longer lasting.

13. Primary Sources of Motivation
Ausubel’s
Drive theory
Wlodkowski’s
Primary Sources of Motivation
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
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.

14. 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

15. 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.”

16. 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.

17. 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.

18. 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)
Establishing inclusion (Relationships): learners and teachers feel respected and connected
Developing attitude (Relevance): personal relevance and choice
Enhancing meaning (Rigor): include learner’s perspectives and values (engagement and challenge)
Engendering competence (Results): learners are effective in learning something they value (effectiveness and authenticity)

19. Model for motivation in action
Value of Framework
Model for motivation in action
Organizational aid for designing instruction
Wlodkowski, R. (2004). Creating motivating learning environments. In M. Galbraith (3rd ed.), Adult teaching methods. p. 145.

21. 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

22. 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

23. 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 .
What strategies could be employed for each of the above?
Handout: 4 conditions…and teacher questions

24. 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.

25. 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)