0 Bewertungen0% fanden dieses Dokument nützlich (0 Abstimmungen)
32 Ansichten9 Seiten
This document provides an overview of topics that will be covered in a lesson on understanding motivation for adult learners, including:
- Why motivation is important for learning. Motivation has been shown to positively correlate with academic achievement and the relationship increases with age.
- A neuroscientific perspective of motivation, including how the brain processes learning through strengthening neural connections and how prior knowledge is represented in neural networks. Cultural background influences what motivates individuals.
- Intrinsic motivation is triggered by learning something relevant and important to an individual based on their culture. Creating a culturally responsive learning environment can help bring out intrinsic motivation in learners.
- Emotions critically impact learning by influencing what we pay attention to, our
This document provides an overview of topics that will be covered in a lesson on understanding motivation for adult learners, including:
- Why motivation is important for learning. Motivation has been shown to positively correlate with academic achievement and the relationship increases with age.
- A neuroscientific perspective of motivation, including how the brain processes learning through strengthening neural connections and how prior knowledge is represented in neural networks. Cultural background influences what motivates individuals.
- Intrinsic motivation is triggered by learning something relevant and important to an individual based on their culture. Creating a culturally responsive learning environment can help bring out intrinsic motivation in learners.
- Emotions critically impact learning by influencing what we pay attention to, our
This document provides an overview of topics that will be covered in a lesson on understanding motivation for adult learners, including:
- Why motivation is important for learning. Motivation has been shown to positively correlate with academic achievement and the relationship increases with age.
- A neuroscientific perspective of motivation, including how the brain processes learning through strengthening neural connections and how prior knowledge is represented in neural networks. Cultural background influences what motivates individuals.
- Intrinsic motivation is triggered by learning something relevant and important to an individual based on their culture. Creating a culturally responsive learning environment can help bring out intrinsic motivation in learners.
- Emotions critically impact learning by influencing what we pay attention to, our
EDU 528, WEEK 2, PART 1: Understanding Motivation for Adult Learners
Slide # Topic Narration
Slide 1 Introduction Welcome to Methods of Teaching in Adult Education. In this lesson, we will discuss Understanding Motivation for Adult Learners.
Next slide. Slide 2 Topics The following topics will be covered in this lesson:
Why motivation is important;
A neuroscientific understanding of motivation and learning;
A neuroscientific perspective of motivation; and
The intersection of cultural relevance, intrinsic motivation, and neuroscientific understanding;
Next slide. Slide 3 Topics, continued We will also cover the following topics in this lesson:
Emotion, memory, and intrinsic motivation;
Underserved and diverse adult learners in postsecondary; and
Instruction as a path to improving educational success among all adults
Next slide. Slide 4 Why Motivation is Important Before we discuss why motivation is important, let us first of all look at the definition of motivation. Most social scientists look at motivation as a concept that explains why people think and behave as they do. From a biological perspective, motivation is seen as a process that determines how much energy and attention the body and the brain assign to a given stimulus.
Motivation is important for a number of reasons. We will discuss some of the reasons here:
Motivation is important for learning. It is a commonplace to think that when there is very little motivation to learn, the potential learning is reduced drastically. However, it is important to mention here, that there has not been any major study that has really examined the relationship between adult motivation and learning. The only substantial studies on motivation have been done in youth education. Researchers have found that there is a positive correlation between motivation and academic achievement. The researchers have also found that the relationship between motivation and learning increases with age.
Another reason why motivation is important is that motivation makes learning easy and is it a consequence of learning. Among other things, when learners are motivated during the learning process, the learning goes on smoothly, the students are not as anxious. On the other hand learners, who have just completed a learning experience, may feel motivated and this increases their interest to continue learning.
It is important to note here that though motivation is important for learning, there are other factors that also contribute to learning. Some of these factors include- personal skilland- quality of instruction.
Next slide. Slide 5 A Neuroscientific Understanding of Motivation and Learning From a biological standpoint, learning is a biological function, and the brain is most responsible for this process. It is worth noting here that the brain is a complex object and is capable of doing many things simultaneously.
Though the brain has a number of cells, neurons are the basic functional cells that control learning. According to research, most learning and development occurs in the brain through the process of strengthening and weakening synaptic connections. The junction where signals from one neuron to another is called a synapse. When we learn something, connections containing that information are made between the neurons. It is through the process of practice and repetition that these connections are strengthened.
Educators also talk about prior knowledge, but how is this related to the neurons we are discussing here? When adults learn, the process involves building on or modifying the neuronal networks that have been created from previous learning experience. This is what is generally referred to as prior knowledge. For all learning the most practical approach to instruction to find ways to connect and build on learners prior knowledge.
The existence of neuronal networks poses challenges to instructors of adult learners. The instructor cannot remove these networks by simply explaining something to the learner to change their deeply held belief or attitude. A breakthrough in altering the beliefs can only occur when another neuronal network replaces the current belief or attitude of the learner.
Neuroimaging research, neurosurgery, neurosciecientists have categorized the areas of the brain and the nervous system. In the process they have aligned each area with particular aspects of human function and behavior. The outermost layer of the brain is called the cerebral cortex-it is responsible for conscious activity, such as solving problems, making plans, enable us to hear and speak. The middle part of the brain is known as the limbic system or the limbic region-It helps us feel what we feel about the world, it regulates our emotions, and the feelings that indicate our motivation about anything.
Next slide. Slide 6 A Neuroscientific Perspective of Motivation Human beings by their nature always want to learn, because learning is the means of survival. Naturally the brain has an inclination for knowing what it wants. As human beings we attend more to things that matter to us. Ones cultural background determines what matters to a person. Our senses are always in a competition to perceive what matters most. Researchers have concluded that events that are accompanied by feelings usually receive preferential processing in the brain.
Another thing we need to discuss here is the body-mind state. The body mind states include:-sensations such as hanger- emotions such as joy - and thoughts such as concentration. The body mind states are made up of neurons that form complex web-like signaling systems that represent our behavior. According to neuroscientists, whenever we are doing something the body-mind states represent our motivation.
Psychological research has shown us that it is human nature to be curious, to be active or to be effective at what we value. These are primary sources of motivation that are found in all of us. These sources of motivation are found in all different cultures.
Learning something that makes sense to an individual or something one considers important, may trigger motivation within that individual. This is called intrinsic motivation. Intrinsic motivation is evoked by an environment that connects with what is relevant to people in cultural terms. Neuroscientific understanding of intrinsic motivation helps us to create the environment that brings about this intrinsic motivation in individuals. Educators need to pay close attention to the emotions of adult learners, and construct an environment that helps them to express their emotions in the service of learning.
Next slide. Slide 7 Cultural Relevance, Intrinsic motivation, and Neuroscientific Understanding Among other things that must be considered while thinking about adult learning is the issue of culture. Culture includes the learners perspective, language, values, and ways of learning. These things are worth understanding if we are to motivate adults to learn. When adult learners care about what they are learning and know that they are becoming effective at it , their intrinsic motivation surfaces.
There is a connection between intrinsic motivation and emotions. To a large extent, intrinsic motivation is governed by emotions. Emotions are very important because among other things they influence task engagement. Task engagement is the visible outcome of learners motivation. The way people respond to tasks very much depends on their culture. In other words a persons response to learning is a reflection of his or her culture.
For educators to be effective with adult learners, they must be aware of the importance of culture to learning. Therefore, they must employ what is called culturally responsive teaching. Teachers should work with these students to bring about their intrinsic motivation. Good teaching strategies and building relationships with students can help to access students prior knowledge.
Next slide. Slide 8 Emotion, Memory, and Intrinsic Motivation There is a lot of evidence from research in the neurosciences and field of intrinsic motivation that indicates that emotions are critical to learning. Emotions also determine what we pay attention to and help us to be aware of our body-mind states. Emotions also affect what we remember. We very much remember those things that engage us emotionally.
Though, we cannot truly understand the biological processes of how emotions affect memory, we can say with certainty that what we retain after learning and what we are able to recall later on depends on our emotions. For example, moderate stress and positive emotions help us to retain what we have learned. It is the responsibility of instructors to create lessons that encourage positive emotions which in turn leads to better memories of what is being learned.
It is important to note that emotions are liable to change. They change both chemically and biologically. Only when one reaches flow-one of the most positive states of intrinsic motivation, will a personal be emotionally positive and become very focused. Otherwise in some intrinsically motivating situations a person may be only mildly interested, or less focused.
The degree of value that adults have for an activity affects their perception of how motivating that activity is. The way people get intrinsically motivated may vary from mild, deep and then to flow. It is important to note that in a learning activity the learners intrinsic motivation can fluctuate.
Next slide. Slide 9 Underserved and diverse adult learners in postsecondary education Though tremendous strides have been made in increasing the number of adults who have earned professional certification and degrees in two-year and four-year colleges, there has not been a success for historically underrepresented groups such as African Americans, Latinos, and Native Americans and low-income adults.
Low-income adults face a number of challenges that make it difficult for them to achieve any success in post- secondary education such as demands of family and work- insufficient academic preparation.
Historically, the students from the underrepresented groups and the low-income groups have also been the undeserved students. This is mainly due to the fact that they have not been provided with access, financial and academic support for them to be successful in post- secondary education. This is an issue that confronts most adult learners. Adult educators have a moral and professional obligation to ensure that post-secondary education is available to adults and give them support to succeed.
Post-secondary education is beneficial to the countrys citizenry as well as the individuals. For example, there is a higher correlation between higher levels of education with her levels income. Among other things education is also associated with lower rates of crime, less dependency on welfare benefits. Without good education and good jobs most adults are excluded from the mainstream culture and economy.
The inclusion of underserved and underrepresented group adult students is beneficial to the majority groups. The underrepresented groups may offer ideas, languages, and frames of reference that may help the majority to confront their own beliefs that may be stereotypical. Diversity in education is a vital way to prepare students to live and work within a global economy with different people.
Next slide. Slide 10 Instruction As a Path Among the efforts to increase the success of adult learners the provision of financial assistance to mostly low- income adults is probably the most important. But apart from that, there are also some other things that can be done. For example, students will also need strong support services. These services may include- personal counseling, academic advisement, tutoring, and remedial classes. It is also important to ensure that efforts must be geared towards the needs of the adult learners. All these suggestions are a result of studies that have been conducted in the field of adult education.
There is no single policy or program can address all the needs of adult learners as far as degree completion is concerned. However, it is important to ensure that a number of factors that range from financial assistance to instruction considered system wide.
Evidence from research shows that improvements in instruction can contribute to increased students success and persistence. Among the suggestions often cited are: - the need to use active learning - ensure that the subject matter is relevant to the students lives- making sure that the students are engaged. Furthermore, for adult learners it helps to create an inclusive environment, and also use the language of the learners and their communities.
Next slide. Slide 11 Check Your Understanding
Slide 12 Summary We have now reached the end of this lesson. Lets take a look at what weve covered.
We started our discussion by examining why motivation is important. Here, we learned that motivation is important for learning, motivation facilitates learning, and it also increases the desire for students to continue to learn.
Next, we discussed a nueroscientific understanding of learning and motivation. Here we learned that learning is a biological function, and the brain is most responsible for this process. We looked at the overview of the brain. The neurons are the basic functional cells that control learning. When we learn something, connections containing that information are made between the neurons. We also learned about relation between prior knowledge and neurons, and why it is important for instructors to connect with learners prior knowledge.
We then discussed a neuroscientific perspective of motivation. Here we learned that learning is the means of survival. Human beings pay a great deal of attention to things that matter to them. We also learned that the body mind states are made up of neurons that form complex web-like signaling systems that represent our behavior. Neuroscientific understanding of intrinsic motivation helps us to create the environment that brings about intrinsic motivation.
Next, we discussed the intersection of cultural relevance, intrinsic motivation, and neuroscientific understanding. Here, we learned that when adult learners care about what they are learning and know that they are becoming effective at it , their intrinsic motivation surfaces. We looked at the importance of emotions. We learned that for educators to be effective with adult learners, they must be aware of the importance of culture to learning.
Next slide. Slide 13 Summary, continued We then looked at emotion, memory, and intrinsic motivation. Here we learned that evidence from research in the neurosciences and field of intrinsic motivation indicates that emotions are critical to learning. What we are able to recall later on depends on our emotions. It is the responsibility of instructors to create lessons that encourage positive emotions which in turn lead to better memories of what is being learned.
Next, we looked at underserved and diverse adult learners in postsecondary education. Despite the gains made in increasing the numbers of adults who have earned professional certification and degrees, the education of underrepresented groups and low-income adults is still a concern. Low-income adults still face a number of challenges that make it difficult for them to achieve any success in post-secondary education. Post-secondary education is beneficial to the country. We learned that the inclusion of underserved and underrepresented groups of adult students is beneficial to the majority.
Finally, we looked at Instruction as a path to improving educational success among all adults. Here we learned a number of things that can be done to improve adult education- provision of financial assistance to mostly low- income adults - students will also need strong support services. We also learned that evidence from research shows that improvements in instruction can contribute to increased students success and persistence.