This document discusses the traits of adult learners and strategies for motivating learning. It outlines that adult learners are self-directed, practical, and use personal experiences. They have high expectations and multi-level responsibilities. The document recommends giving adult learners control over their learning, making information immediately applicable, and encouraging discussion of experiences. It also provides strategies like supporting autonomy, recognizing accomplishments, using appropriate groupings and feedback, managing time, and having positive teacher expectations to motivate learning.

1. ADULT LEARNER’S
TRAITS
PETER JOHN P. GONO, RN, MANc

2. ✘ ADULT LEARNERS' TRAITS
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3. ✘ SELF-DIRECTION
- Adults feel the need to take responsibility
for their lives and decisions and this is
why it’s important for them to have
control over their learning.
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4. ✘ PRACTICAL AND RESULTS-
ORIENTED
- need information that can be
immediately applicable to their
professional needs,
- generally prefer practical knowledge
that will improve their skills, facilitate
their work and boost their confidence.
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5. ✘ LESS OPEN-MINDED
- (therefore) more resistant to change.
- Maturity and profound life
experiences usually lead to rigidity,
which is the enemy of learning.
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6. ✘ SLOWER LEARNING, YET MORE
INTEGRATIVE KNOWLEDGE
- Aging does affect learning.
- Adults tend to learn less rapidly with age.
- depth of learning tends to increase over time,
navigating knowledge and skills to
unprecedented personal levels.
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7. ✘ USE PERSONAL EXPERIENCE AS A
RESOURCE
- If lived longer, seen and done more.
- Have the tendency to link their past experiences to
anything new and validate new concepts based on
prior learning
- To form a class with adults, have similar life
experience levels, encourage discussion and sharing,
and generally create a learning community
consisting of people who can profoundly interact.
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8. ✘ MOTIVATION
- Learning in adulthood is usually voluntary.
- Thus, it’s a personal choice to attend school, in
order to improve job skills and achieve
professional growth.
- This motivation is the driving force behind
learning.
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9. ✘ MULTI-LEVEL RESPONSIBILITIES
- Adult learners have a lot to
juggle; family, friends, work, and
the need for personal quality
time.
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10. ✘ HIGH EXPECTATIONS
- Adult learners have high expectations.
- They want to be taught about things
that will be useful to their work, expect
to have immediate results, seek for a
course that will worth their while and
not be a waste of their time or money.
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11. ✘ LEARNER’S NEEDS
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12. ✘ THE CURRICULUM
- The need to be given appropriate levels
of work;
- To know about what is to be learned;
- To be set realistic, short term targets;
- To have support in the acquisition of
component or pre-requisite skills.
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13. ✘ COGNITION
- The need to have explanations which are
comprehensible.
- To have misunderstandings and misconceptions
identified and rectified.
- To be given 'conceptual scaffolding' which will enable
the organization of detail or the elaboration of
abstract concepts.
- To have available such strategies as concept-mapping,
- To assist in the development of understanding.
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14. ✘ THE MANAGEMENT OF LEARNING
- The need to have support in the self-pacing or
management of work.
- To be assisted in understanding how to work
profitably in groups or teams.
- To be able to identify strategies for problem-
solving/tackling exam questions/taking
notes/highlighting key points/revising.
- To develop a strategy for asking for assistance with
problems.
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15. ✘ MOTIVATIONAL FACTORS
- The need to be motivated to learn.
- To expect success and progression in learning;
- To be confident; to expect problems to be capable
of resolution; to have high but attainable goals.
- To recognize purpose in the learning process.
- To value the skills and knowledge acquired in school
and to have an expectancy that these are a
springboard for future learning, etc.
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16. ✘ PERSONAL FACTORS
- The need to have idiosyncratic personal issues taken
note of (times of crisis or stress).
- To have personal circumstances taken into account,
(e.g. lack of facilities for doing homework, lack of
parental support or encouragement).
- To have assistance with improving personal and
inter-personal skills; low self-esteem.
- To have help in dealing with peer group pressure.
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17. On TARGETT
for Learning
Strategies for
Motivation &
Thoughtful
Learning
Teacher
Expectations
Motivation,
Teaching,
and Learning
Motivation to
Learn in School
Diagram on Motivation, Teaching,
and Learning

18. ✘ Motivation to Learn in School
✘ Goals for students:
- Productive involvement
- State motivation
- Trait motivation
- Thoughtful learners
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19. On T-A-R-G-E-T-T for Learning
✘ Task motivation
✘ Autonomy
✘ Rewards
✘ Grouping
✘ Evaluation & feedback
✘ Time for learning
✘ Teacher expectations
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20. TASKS FOR LEARNING
A.TASK OPERATIONS
● Risk & ambiguity- Academic tasks
can be interesting or boring; have a
subject content; involve facts, concepts,
opinions, or principles. Tapping
interests and arousing curiosity.
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21. B. TASK VALUE
- Attainment value
● refers to the importance of doing well on a task. Tasks
are perceived as important when they reflect the
important aspects of one's self
- Intrinsic or interest value
● Is the act of doing something without any obvious
external rewards. ... An example of intrinsic
motivation would be reading a book because you enjoy
reading and have an interest in the story or subject,
rather than reading because you have to write a report
on it to pass a class.
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22. - Utility Value
● is how the task relates to future
goals. One way to increase
the value of the task is to positively
reinforce students for completing
the task.
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23. C. AUTHENTIC TASKS
● Doing something that puts real communicative demands
on them. Authentic tasks are easy to identify as they are
what we do with our own language all the time.
D. PROBLEM-BASED LEARNING
● Students are more motivated because they are provided
with authentic problems, have the opportunity to work in
small collaborative teams, and have a tutor to facilitate
their learning rather than a teacher to instruct them.
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24. Doyle’s Task Operations
Doyle’s Task Operations
A
M
B
I
G
Comprehension Opinion
U
I
T
Y
Difficult Memory Task
or
Routine
Simple Memory Task
or
Routine
RISK
RISK
Comprehension Opinion
Difficult memory
or difficult routine
Simple memory
or simple routine
Low
High
High Low

25. SUPPORTING AUTONOMY AND
RECOGNIZING ACCOMPLISHMENTS
✘ Supporting Student Choices
- Bounded choices
- Student choice on feedback
✘ Recognizing Accomplishment
- Authentic praise
- Personal improvement
- Cautions for use of rewards!
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26. GROUPING, EVALUATION, & TIME
✘ Goal structures
✘ Competitive
✘ Cooperative
STAD- student teams achievement division is a strategy in which small
groups of learners with different levels of ability work together to
accomplish a shared learning goal
TGT- teams-games-tournaments- students compete with members of
other teams to contribute points to their team score
✘ Individualistic
✘ Effects of evaluation
✘ Effects of time pressure
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27. TEACHER EXPECTATIONS
✘ Pygmalion in the classroom (expectations of a target person affect
the target persons performance)
✘ Self-fulfilling prophecy
✘ Sustaining expectation effect
 Sources Of Expectations
- IQ tests
- Sex differences
- Reputations
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28. Perspective on Teacher Expectations
“Students will
rise to the level
of expectation.”
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29. Teacher Behaviors and Student
Reactions
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30. ✘ INSTRUCTIONAL STRATEGIES
- Encompass any type
of learning technique a teacher uses to
help students learn or gain a better
understanding of the course material.
They allow teachers to make
the learning experience more fun and
practical and can also encourage
students to take more of an active role
in their education.
- Teacher comments about expectations.
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31. ✘ TEACHER-STUDENT INTERACTION
DIFFERENCES
- Quality and quantity of questions
- Amount of time to answer
- Number of teacher interruptions
- Nonverbal behaviors
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32. ✘ Reflection Questions
- Think of a teacher that was
particularly encouraging for you. What
motivation strategies did that teacher
employ?
- Do you have any biases or behaviors
that may send messages to students
that they lack competence?
- How will you monitor possible biases
that you may have?
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33. Strategies to Encourage Motivation and
Thoughtful Learning

34. ✘ Necessary Classroom Conditions
- Organized classroom
- Free from interruptions
- Safe-to-fail environment
- Challenging but reasonable work
- Authentic, worthwhile tasks
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35. ✘ Critical Student Questions
- Can I do it?
- Do I want to do it?
- What do I need to do to succeed?
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36. ✘ Building Confidence & Positive
Expectations
- Match tasks to student ability level
- Move in small steps
- Clear, specific, attainable learning goals
- Stress self-comparison
- Communicate that academic ability can be
improved
- Model good problem solving
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37. ✘ Younger students: Intrinsic/interest value
✘ Older students: Utility value
✘ Attainment value: Achievable
✘ Intrinsic value
- Tie class activities to student interests
- Arouse curiosity
- Make learning fun
- Use novelty and familiarity
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38. ✘ Seeing the Value of Learning:
Instrumental
- Explain connections
- Provide incentives and rewards if
needed
✘ Authentic tasks:
- Ill-structured
- Real world problems
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39. ✘ Staying Focused on the Task
- Frequent opportunities to respond
- Have students create finished products
- Avoid heavy emphasis on grades and
competition
- Reduce task risk without oversimplifying the
task
- Model motivation to learn
- Teach particular learning tactics
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40. 40
✘ Beginning Teachers & Motivation
Approaches by Rank
- Reward/punishment
- Attention-focusing
- Relevance
- Confidence-building

41. ✘ Beginning Teachers’
Motivation Strategies
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Reward/Punish
Build Confidence
Focus Attention
Relevance

42. ✘ Student Views of Motivation
- Know YOUR students
- Expect developmental differences
- Expect individual differences
- Use TARGETT to help meet the needs of
YOUR students
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43. Honest Enthusiasm Is
Contagious
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44. THANK YOU!
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