Hi Scott,
Great way to explain the learning cycle. This is what helps individuals to become life long learners. You have experienced this and thus can serve as a role model for your students as they move through your course.
Gary
I went back to college in my late twenties. I was afraid of learning the same info I already knew. I needed the piece of paper saying I was worth more money, so to speak. To my delight I learned much more. Life learners come naturally and can be developed. I was a natural life learner and still am. The students I have that are life learners are easy to motivate. You give them new info the can assimulate into real life applications. Those who are not motivated, I try to build a visual of the future for them personally based on previous knowledge about their desires and goals. I have to continually remind some of them about this dream, even help them plan the abc steps of the dreeam. Give them direction based on their strengths and weaknesses. This is more tiresome than teaching sometimes. The reward of seeing these students change and develope new skills is another pay check. I motivate them and they in turn motivate me to motivate them. it's a wonderful cycle.
It is sometimes difficult to demonstrate job relevancy of foundation material in a career- focused subject area. When this occurs, I try to relate the material to "life" examples using things like information found in the daily newspaper. Linking educational material to events or aspects of daily life in addition to relating revelancy to the chosen career path will assist in establishing retention and transference.
Relevancy and application gives students concrete reasons for learning the information and skills presented. It gives value to the course they are taking,value to listening to the instructor presenting the material and value to giving time to learning the information and practising the skills.
Hi Stephanie,
Well said. Immediate use of newly acquired knowledge is a powerful motivator. This is what drives most adult learners.
Gary
I earned my degrees as a non-traditional student. I remember how interesting and exciting it was to be learning something in a class and then go to work the next day and actually apply it. I think this is motivating because when the learning is relevant to what I am doing and I can apply it immediately, it adds value to my education. I feel as though I am "getting my money's worth." I see a reason for learning the concepts. It's like when we are in grade school and we don't understand why we need to learn fractions. Then we grow up and try our hand at cooking and all of a sudden, fractions and measurements are important. We are finally able to apply what we learn. When we can apply what we learn right away as adults, we become motivated to learn even more.
I think it's because they have very specific career goals, and they need to constantly feel they are moving closer to their goals. If an instructor isn't able to relate a particular course to the students' specific fields of interest, they aren't as motivated to learn the material.
I find it more challenging to motivate students in General Education courses than in their program specific courses for the reasons stated above. One of my current goals is to figure out how to get students' "buy-in" in a first-quarter, non-program-specific, yet required course. I think that will help facilitate the initial connection between my students and me that can serve as a motivator.
Career college and adult students are very goal oriented. They want to learn so they can achieve a very practical goal. If it is important to their future success as a professional, they will be very motivated to learn the material. Conversely, if they perceive the material to be superflous, they will have little patience with it. Relevancy and application motivates these learners.
