Strategies to Spark Motivation

http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic-motivation/

This is a great link for some suggestions to spark adult students intrinsic motivation.

Intrinsic vs Extrinsic

Extrinsic motivation occurs when we are motivated to perform a behavior or engage in an activity in order to earn a reward or avoid a punishment.

Intrinsic motivation involves engaging in a behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward.

Some great ideas from the article include:
– Encourage students to draw on past experiences and facilitate a dialogue of discussion with regular active participation.
– Provide announcements and emails with information about the resources available for struggling students (i.e., mentorships, coaching, or counseling services).
– Provide real life applications through simulations, case studies, and role playing activities.
– Invite guest speakers that are experts in the field. Experts can pique students’ interests and highlight relevance of the learning concepts being taught.

Some of these ideas would work well in my carpentry class. I will be incorporating simulations in the work shop as well as drawing on each students past to see what they know, what they still need to learn.

I feel it is very important to make students feel the value of what they are learning, not just wanting a good grade.

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What is a ‘flipped classroom’?

Here is a GREAT infographic for anyone wanting to learn more about Flipped Classrooms. It features answers to how flipped classrooms work, the downsides to flipped classrooms and the implications for teaching and learning. Overall, it is a great starting point for understanding flipped classrooms.

Link:
http://net.educause.edu/ir/library/pdf/eli7081.pdf

Flipped

PIDP 3250

I have now begun a new course, PIDP 3250 – Instructional Strategies. I will continue to build upon this blog for my assignments for this new course. I look forward to continuing my journey through the Instructor Diploma Program. I will also post links to my classmates blogs as well.

Reflection Questions

Trends and Roles Reflection Questions

a) New Insights:

I have gained many new insights from researching the variety of roles adult educators play. Educators now have to adapt their roles to accommodate their students needs, which also means their teaching philosophy and methods vary depending on the student. It is crucial that adult educators continue to update their own education to be able to provide quality education to their students. Especially relating to my field of work, carpentry, educators have to be up to date on the latest building codes and safety procedures to ensure students are ready to enter the workplace.

b) Trends:

Upon researching current and emerging trends, I found that in my field of teaching, carpentry, many different technologies are being used. Carpentry instructors are bringing in such technology tools as videos from the internet that show how products are made and how equipment is used. I will be able to address these trends in my own classroom by researching and preparing videos and power point presentations to present to my students that will enable them to see first hand how their textbooks relate to the real world. I feel that technology is making an impact on how instructors teach, and that techniques such as social media, email, and Skype are making it easier for students to communicate with instructors. I will also address the new technology trend by researching educational videos, such as safety videos, carpentry material videos and more to use in my classroom.

c) Web-Conference:

I found the idea of using web-conferencing for this assignment to be intriguing, but the actual planning and doing of the conference was not as thought. Trying to find a scheduled time between two people that both had jobs requiring long hours and travel was a challenge. I learned that you have to sort of roll with the punches and do the best you can. My partner and I were able to meet over Skype and discussed our backgrounds and education which was very unique. Overall, the web-conferences are a technology that I would like to become more familiar with, and hopefully I can use them in the future with my students.

Roles

Roles of Adult Educators

Wang, V. C. X., Sarbo, L. (2004) Philosophy, Role of Adult Educators, and Learning.
Journal of Transformative Education. July 2004. Vol 2 No 3 p. 204-214

http://insightu.net/content/library/journals/jtevol02no03july2004204-214.pdf

This article gives insight to the modern day roles of adult educators and shows how they are now required to adapt their beliefs and roles in order to accommodate their students needs. It is interesting to note that as adult educators adapt their roles, that their teaching philosophy also changes and they select different methods dependent on the learners style and needs.

Current Trends in Adult Education

Current Trends in Adult Education

Conlan, J., Grabowski, S., Smith, K. (2003) Current Trends in Adult Education
Retrieved from: http://www.umsl.edu/~henschke/andragogy_articles_added_03_06/colan__Current_trends_in_adult_education.pdf

This article explains how technology is now a leading trend in teaching today. It states that “the most significant trend that continues to make an impact on facilitators is the demand for the incorporation of technology” (King, 2003). Educators are being encouraged to expand their own range of skills and strategies and implement more technologically friendly resources for their students.

Kolb’s Experiential Learning Cycle

experiential-learning-cycle-kolb

Experiential Learning (Kolb)

Building upon earlier work by John Dewey and Kurt Levin, American educational theorist David A. Kolb believes “learning is the process whereby knowledge is created through the transformation of experience” (1984, p. 38). The theory presents a cyclical model of learning, consisting of four stages shown below. One may begin at any stage, but must follow each other in the sequence:
•concrete experience (or “DO”)
•reflective observation (or “OBSERVE”)
•abstract conceptualization (or “THINK”)
•active experimentation (or “PLAN”)