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Raymond J. Wlodkowski, Ph.D.

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1 Raymond J. Wlodkowski, Ph.D.
Motivation and Learning in Culturally Diverse Environments: A Framework & Practices Margery B. Ginsberg, Ph.D. Raymond J. Wlodkowski, Ph.D. AAACE, November 9, 2016

2 Why is diversity and adult education an enduring concern?
Persistent low-completion rates (40%) Challenges facing developmental education Disproportionality of low-income, students-of-color who stop out or drop out. Policy research suggests what to do but not how to do it on the ground.

3 Evolution of motivation in adult learning
What is intrinsic motivation and why is it essential to post-secondary student success? Equivalence of motivation and learning Motivation and engagement – the role of agency, terms that appear to culturally neutral. The importance of thinking motivationally

4 Why is instruction foundational to academic success?
90% of social or academic engagement is in the classroom or online. Abstract & extrinsically reinforced systems of education do not work for at least 1/3rd of students. Access is inseparable from inclusion.

5 Thought Questions Teaching, Advising, Committees
What is something you have added to or changed about your interactions or instructional repertoire to be more motivationally effective in a culturally diverse environment? Please complete this sentence: I haven’t yet found a way to…

6 Problem of Practice for Educators
Most educational leaders, faculty, and staff do not have a consistent approach or model to foster interactions & learning experiences that are intrinsically motivating. How can we address this without adding one more complicated framework?

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8 Generally, if we teach as we’ve been taught…
…we sanction individual performance …we prefer “reasoned” argumentation …we advocate impersonal objectivity …we condone individual competition

9 Generally, when we teach as we were taught …
Socratic Method individual performance argumentative literacy objectivity competition

10 When we accept our own cultural norms as universal…
…when students disengage we see deficit rather than difference.

11 Multi-disciplinary Research Cultural studies, psychology, flow, constructivism, sociology, literacy, language acquisition, gender studies, adult learning, assessment, information science, disciplinary standards, arts, special needs, transformation theory, multiple intelligences, inquiry-focused learning, cooperative learning…

12 The Motivational Framework for Culturally Responsive Teaching

13 Constructing the 4 Conditions How do you create…
An environment in which learners & educators feel respected and connected? (Inclusion) A favorable disposition toward learning through relevance and volition? (Positive Attitude) Challenging and engaging learning experiences connected to learners’ perspectives? (Meaning) A shared understanding that learners are becoming more effective at something they value? (Competence)

14 Example: Equity Audit Assignment
What would make it safe for you and others to survey your school about equity & oppt.? What would make it safe for school staff to participate in an audit? Options, draft tools including a draft statement of purpose, sample questions, clear criteria for success. Lit. & in-class practice asking good questions, in-class simulation w/ an advance learner, project plans with feedback prior to implementation. Rubric for final paper, instructor accessibility, formative & summative - AIRE

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18 I AM Competent

19 Improvement Motivation - Learning from students Learning from instruction Learning from data

20 Where there is a will, there is a way” should be reversed and restated as “Where there is a way, there is a will.” (p. 45). Anyon, 2005

21 Please think back to the early thought question regarding your professional practice.
What stimulated your thinking?

22 Is this you?

23 Concluding Thoughts

24 THANK YOU!


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