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Class 2   enhancing adult motivation to learn
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Class 2 enhancing adult motivation to learn






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    Class 2   enhancing adult motivation to learn Class 2 enhancing adult motivation to learn Presentation Transcript

    • Theory and Practice of AdultLearningClass Session 2 – June 12, 2013
    • Objectives for this Class Session• To explore the nature of motivation in adultlearning and the role of the instructor in creating amotivating learning environment• To examine the collective motivation of thisparticular group of adult learners througheducational autobiographies
    • Wlodkowski’s Enhancing AdultMotivation to Learn• Chap 1 – Understanding Motivation for AL• Chap 2 – Effects of Aging and Culture on AL• Chap 3 – Characteristics of a Motivating Instructor• Chap 4 – What motivates adults to learn?• Chap 5 – Establishing Inclusion among AL• Chap 6 – Helping Adults Develop Positive Attitudes• Chap 7 – Enhancing Meaning• Chap 8 – Engendering Competence• Chap 9 – Building Motivational into Instructional DesignOrganizeyourselves intogroupsaccording to thechapters youselected towrite about foryourassignment
    • Key Ideas for Your Practice as an Educator• Report out of small groups by chapter• Comments from those who commented on bookoverall – key concepts• Whole group discussion of implications forteaching in the SOM• Significant concepts - tcHow will these ideas change your practice?What are you / will you do differently?
    • A Self-Portrait – The Adult LearnerGuiding Questions• What were the major influences in your owneducational journey – people, events, situations orcircumstances?• How do you characterize yourself as a learner?• What characteristics do you think you possess thatmay distinguish you from others who may notdescribe themselves as lifelong learners?
    • A Self-Portrait – The Adult LearnerGuiding Questions• How have others reacted to your desires for learningover the years? How have others referred to you ordescribed you as a learner?• Based on this small class size sample, construct a“portrait” of the medical educator as an adult learner.• Your portrait can be a drawing, a description, or amodel / framework. Give your rendering a title.• Be prepared to share your drawing or model.• How do you think this portrait differs from the learnersyou teach?
    • For Next Week and Beyond ….• Self-directed Learning Project• Merriam et al’s Learning in Adulthood – text for thefollowing weeks in June and July• Blog post comments• The TiME Library (under construction)• Speed Designing (not dating!)• July 31 and August 8• TiME course change for Fall