1. ADULT LEARNER ELPA 6563 GROUP B Reading & Discussion Circle Portfolio

2. MODULE 1 Understanding Motivation for Adult Learners Chapters 1 & 2

3. Discussion Questions  Can you describe the relationship between emotions and learning?  How does practical intelligence relate to adult learning?  What are some special considerations that should be addressed for "older learners"?  Can intrinsic motivation be used to promote learning?

4. Emotions & Learning  “emotions are critical to learning”  Make sense of things based on one’s worldview!  Powerful feeling = lasting memory  Good feelings = increased attention Lainey gives an example: In my current job, I lead a very large group, around 500 active volunteers. They do all sorts of things for the community and most are retired. They want to do things that make an impact on the community and they want to know how they are being impactful and why it is important that they are doing what they are doing.

5. Emotions & Learning continued… Moderate stress + positive emotions = increased learning and memory Synapse – when signals pass from one neuron to another Neurons control learning Learning = synaptic connections Synapse happens by neurotransmitters Connections of information are made through neurons We have many neuronal networks we build on

6. More Emotions & Learning Neuroscience of Learning LIMBIC SYSTEM – regulates emotions = feelings related to motivation!! “the brain knows what it wants” Create lessons that produce DOPAMINE! “I am learning something  it is useful or exciting  my neurotransmitters (excitement-dopamine) fire  neuron  connection made  network  I feel good about the experience  intrinsic motivation” - Tess, discussion module 1, 2015

7. Adult Learner & Real World Experience  Video Animation Video Animation  Video by Renee  Relating to real world experience =MOTIVATION

8. Practical Intelligence & Adult Learning  Adult learners use common sense or think analytically, creatively and practically.  Practical intelligence is knowing when to use the above skills  “EXPERTISE” or “common sense”  Prior experience

9. Considerations for “older learners”  Time and Sensory Input –environments that supports learning  Neuronal networks are developed more slowly  thus, repetition + review = new connections  Consider Gardner’s Multiple Intelligence  Build bridges from what adults already know to new material

10. Intrinsic Motivation & Learning  Intrinsic motivation is entailed whenever people behave for the satisfaction inherent in the behavior itself.  Human nature to be curious, active, make meaning from experiences, and effective at what we value and these can cause intrinsic motivation that facilitates a mind-body state conducive to learning. What does Wes say? “I think that intrinsic motivation is absolutely key to successful learning, much in the same way that oxygen is needed for a fire to burn. I am certain that each of us has 'had' to learn something that we held no interest in trying to learn and we probably didn't learn it well or at all - just because we didn't want to learn it. I, for example, do not like to eat fish. Although I think going fishing would be a fun activity, I am not inclined to learn to do it. I would think that I should eat whatever fish I were to catch, but I won't, so I don't want to learn to fish. On the other hand, I LOVE pumpkin pie and was more than happy to make my first pumpkins pies two years ago. :)”

11. And what about culture?  “Culture influences our language, beliefs, values and behaviors which significantly influence our motivation.” – Lainey, discussion module 1, 2015  Culture affects our previous experiences and feelings!  CULTURE DOES AFFECT OUR MOTIVATION TO LEARN!  Pluralistic approach to teaching that is culturally responsive.

12. Module 2: Characteristics and Skills of a Motivating Instructor Chapter 3

13. Expertise The area of knowledge or competence is part of practical intelligence or something that can be learned. Anyone who instructs adults can follow these three parts: 1. We know something that is beneficial to adults 2. We know it well 3. We are prepared to relay the information through the instructional process

14. EMPATHY The power of understanding and compassion has three pillars: 1. The instructor of adults knows that we have a realistic understanding of the learners goals, perspectives and expectations of what is being learned 2. We have adapted our instruction to the learners’ levels of experience and skill development 3. We continually consider the learners’ perspectives and feelings

15. Motivational Plan Motivational Variables: Learner’s needs Feelings Worldview Current skills Goals

16. Visualization

17. Module 3 Motivating Adult Learners It’s more than a simple desire to learn Chapter 4

18. Motivation Killers  Attitudes  Lack of competence  Exclusion

19. Attitude is Everything!  Why do I need to learn this?  Don’t waste my time!  How does this relate to me? MEANING RELEVANCE VOLITION MOTIVATION!

20. Encourage Competence  Overcome Fear of Failure  Small obtainable goals  Private Instruction  Achievement promotes competence

21. Inclusion  Prevent exclusion  Promote an inclusive social climate  Prevent embarrassment  Encourage connectedness  Sense of belonging

22. Framework of Culturally Responsive Learning Learner Motivatio n Establishin g Inclusion Developing Attitude Enhancin g Meaning Engenderi ng Competence

23. Module 4 Establishing Inclusion Chapters 5 and 6

24. Needs Assessment  Felt Needs  Adult learners know their needs when they come into a course – find out how they feel.  Ask your learners  Allow learners to rank a list of topics or course activities  Allow learners to finish a sentence  Not absolute, but helps you get an idea of your learner’s needs

25. Normative Needs Explain the levels of competency required and gain learner trust Have learners participate in problem solving activities

26. MASLOW Love/Belong Safety Physiological Meet student needs to makes learning possible

27. Meeting Learner Needs  Adult learners need an orderly learning environment where they do not fear failure  Relate tasks to to familiar concepts  Create a visual to help students understand  Help them feel accepted and respected  Allow them to learn and demonstrate new skills  Challenge them to improve or progress

28. Condition of Attitude How do you stimulate adult learners? Attention Alert learner wants to investigate Interest Learner is open to new information Involvement Actively engaged, excited to learn

29.  One – be creative with your instruction, what appeals to one learner may not be interesting to another one in the same class. Learning will increase if learners enjoy what they are doing.  Two – Adult learners have a choice to learn and are more motivated when they are trying to reach a goal. Having a choice of what to learn when possible can make the learning experience more inviting.  Three- Adult learners need more chances to respond such as being able to tell about a concept, demonstrate a skill or answering a question.

30.  Four – Learners try harder when they know they will be evaluated. Be sure students know what concepts they will be evaluated on, and how their progress will be measured. Call attention to important concepts in class and provide supplemental materials to help them learn.  Five – Make sure your presentation style varies including movement, differences in tone and pitch, paying careful attention to your voice quality and pauses and eye contact. You can also change your communication channel by including different types of learning activities and interactivity in your lectures.

31.  Six – Frame your instructional sessions with a beginning and end to let students know when they should be paying attention to our activities. Ask questions call on students, talk up your activities to create interest and help students tie the learning activity to the concept they are learning in the class. Review and clarify the activity to close  Seven- Give breaks or provide something to diminish fatigue. Don’t go by the clock to know when you should break, give breaks when the students need one.

32.  Eight – Relate activities to adult interests. As we mature, our focus changes from starting our adult life to having children, getting a job, creating a stable and productive life for our family to settling down and preparing for the senior years. Relating your learning activities to these stages will help adult learners stay connected.  Nine – Help learners understand why they need to learn and what advantages they will gain from learning.  Ten – Use humor to relax and engage your learners when possible.  Eleven- Make them feel something – use stories, films, or anything to evoke parapathic feelings and get learners to feel emotions

33. Creating a Learning Environment – that is motivating, safe, inclusive, and stimulating!!!!!!

34. THANK YOU!!!!! Alan, Tess, Wes, Renee, and Lainey!