Motivation
Overview |
Wlodkowski provides a 4-part motivational framework that dives into four components that comprise learner motivation - Inclusion, Attitude, Meaning, and Competence (2017). By applying this framework to our teaching (both in industry and academia), we can maximize motivation and simultaneously increase learning retention and transfer.
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Examples -- click on each tab to explore Wlodkowski's motivational framework, along with specific ideas you can implement in your context. |
Learners must feel respected by and connected to their instructor (and classmates) in order to be motivated. There are many things facilitators can do to build community and create an environment where students feel like they belong and can contribute without fear of humiliation. Here are a few suggestions (Wlodkowski, 2017):
Some students may come to the classroom with preconceived notions about instructor, the subject, and/or the environment. Poor attitudes can decrease motivation and learning, so facilitators must actively work to address these potential issues (Wlodkowski, 2017). Here are some suggestions:
Learning is creating meaning from experience. It is important for facilitators to create the conditions that encourage learners to find personal relevance and meaning-making by maintaining learner attention, making learning interesting, and deepening engagement (Wlodkowski, 2017). Here are a few suggestions:
Adults feel a sense of satisfaction when they successfully accomplish a task or learn a new skill, which leads to enhanced motivation moving forward. Facilitators can engender competence by helping learners take control of what they are learning, fostering learning transfer, and using authentic and effective assessment strategies (Wlodkowski, 2017). Here are a few suggestions:
Check out the Authentic Assessment toolbox page for more details and resources on engendering competence. |
Other Considerations |
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References |
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