Understanding Adult Motivation as a Foundation for Professional Development and Change in Instructio

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Understanding Adult Motivation as a Foundation
for Professional Development and Change in
Instructional Practice

• Raymond J. Wlodkowski, Ph.D.
• rwlodkow_at_regis.edu
• CAEL International Conference
• November 9, 2007

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Adult Motivation to Learn

• Relevance ultimate criteria for sustaining
  interest in content and process
• Adults are critical and self-assured about the
  value of what they are learning
• Require respect their perspectives matter
• Like to use experience consciously
• Like to actively test new learning in work and
  life (Wlodkowski, in press)

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Neuroscientific Perspective

• Concept Embodiment (Caine Caine, 2006)
• The psychophysiological system as a whole is
  changed through learning.
• Learning Adaptive Decision Making (Goldberg,
  2001)
• Processes Role playing, simulations, and being
  observed and coached in real life

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Self-Regulation Perspective

• Concept Self-Efficacy (Bandura, 1986)
• Judging oneself as capable of performing a given
  task proficiently.
• Learning To self-evaluate with solution
  strategies (Zimmerman Kitsantas, 2005)
• Processes Authentic performances with feedback
  for self-adjusting (Wiggins, 1998)

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Positive Psychology

• Concept Intrinsic Motivation
• When the value of proficiency at a skill is
  emphasized, one becomes more intrinsically
  motivated for the skill (Harackiewicz and
  Sansone, 2000)
• Learning How to be vitally engaged (Nakamura
  Csikszentmihalyi, 2003)
• Process Affirming and enjoying a meaningful and
  enduring relationship with teaching

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Motivational Framework for Culturally Responsive
Teaching (Wlodkowski Ginsberg, 1995)

• Inclusion respect and connection
• Attitude relevance and volition
• Meaning challenge and engagement
• Competence authenticity and effectiveness (as
  valued by the adult learner)

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Inclusion respect and connection

• Interviews
• Observations
• Interviews Discussion
• Report, Feedback, Discussion
• Planning and goal setting with a leadership team

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Attitude relevance and volition

• Mind mapping What Made Me the Teacher I Am
  Today
• Co-teaching and lesson planning with lead faculty
  (video taping instruction)
• Teaching Squares Process for classroom visits
  (George Brown College, 2006)
• Lesson Study Process for reviewing live and video
  taped instruction

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Meaning challenge and engagement

• Self assessment of motivation strategies
  (essential and experimental)
• Role playing
• Relevant lesson planning with the motivational
  framework using the Superimposed Method
  (Wlodkowski, in press)
• Discussion of classroom visits with relevant goal
  setting

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Competence authenticity and effectiveness

• Peer feedback on posted lesson plans
• Discussions about classroom visits, related
  reflections, use of new strategies, and new
  lesson plans
• Implementation of student feedback oriented to
  motivation
• Institutional research on specific goals and
  conditions of the motivational framework
• Integration with faculty from this program

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• To know how I feel when I teach well and what
  causes me to feel that way