Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. In order to foster intrinsic motivation, try to create learning activities that are based on topics that are relevant to your students' lives. Strategies include using local examples, teaching with events in the news, using pop culture technology (iPods, cell phones, YouTube videos) to teach, or connecting the subject with your students' culture, outside interests or social lives. In other words make it real to the students. Powerful thinkers make powerful teachers, and it is this kind of educator that is required to provide the students of our nation with an education that supports them to be powerful themselves, developing the skills and capacities they need to take charge of their thinking and their own lives. Dyslexics have many strengths: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age. To do this we have to let go of outmoded viewpoints that a dyslexic child must first fail, in order to be identified. Class teachers dealing with dyslexic children need to be flexible in their approach, so that they can, as far as possible, find a method that suits the pupil, rather than expecting that all pupils will learn in the same way. Often a student with asperger's syndrome gets "stuck" and has difficulty moving from one activity to another. They may need to be coached through the transition, and if a typical school day is loaded with lots of transitions, the student faces increased anxiety. Moving from one activity to another is not a challenge for most students, but for the student with asperger's syndrome transitions can be monumental tasks. In summary, the present study supports the previous motivation studies on older adult learning. Cognitive interest appears to be the most influential predictor of older adult participation in formal education. Additionally, educational attainment, marital status, and length of residence are importantly associated with the motivations of older adults. Assessing motivation is an important area of practice as well as research. By recognizing motivations of older learners, educators and administrators can attract more elderly students to lifelong learning activities.
Practical Things Teachers Can Do to Help Students In the journal article Improving Your Teaching Using Synergistic Andragogy,it shows how instructors can allow adults to apply new subject content to things they already know, and take an active role in the learning experience. The adult learner is self aware of the process. This is referred to as andragogy. Andragogy was popularized by Malcolm Knowles, who argued that the adult learning process is significantly different than a child’s learning process. This article used experiencesusing Synergistic Andragogyin an academic setting. Synergistic Andragogy was used during one semester to enhance the learning experience of adults to create a synergistic adult learning environment.
The second journal article was Closing the Gap: Education Requirements of the 21st Century Production Workforce, and it addresses one of the fundamental problems facing the education system today. The skills required to be successful in manufacturing today have changed not only for the professional but for the productionworkforce too. Change is a part of our culture in manufacturing andthe current rate at which the educational and training systems changeis far too slow to meet the demand. Postsecondary vocational schoolscontinue to produce students with inadequate employability skillsand universities continue to have low enrollment for engineers andscientists while the local community colleges struggle for proper funding (National Association of Manufacturers [NAM], 2005). Instructors can help students today by looking at those student in their classes and steer those student whom they know can do the work, into those fields.
The third journal article was Impact of an Engineering Mentorship Program on African-American Male High School Students’ Perceptions and Self-Efficacy deals with looking at ways to help African American boys change their impressions in engineering fields through a mentorship program. Because of their socioeconomic status, they needed to develop self-efficacy and change their perceptions of academia. Instructors can help student through mentorship programs that allow for strong bonds to be developed.
The fourth journal article was Unlearning How I Have Been Taught. It looked at one student’s outlook at learning post graduate. The states “I have come to realize that my professors’ teachingmethods have greatly influenced my learning preference andstyle. Looking back at my educational settings and formats, Ihave always been taught in classes that were structured, quiet,and individualistic. I know that I need to be in a quietenvironment without distractions so that I can clearly hear mythoughts about things. I need to be left alone to my thoughts orreadings in order for me to learn and understand concepts andideas.” He then begins to challenge himselfto try different approaches to learning and found different learning approaches to open up new dimensions in the arena of learning. Instructors can help by offering different styles of learning to students.
The fifth journal article was Knowledge Management: A Tripartite Conceptual Framework for Career and Technical Teacher Educators,and it deals with the 3 pillars of knowledge management: economics, sociology, and psychology.The diverse academic orientations of economics, sociology, and psychology have examined the essence of knowledge management and its benefits for the individual and theorganization. Instructors can help students by understanding this dynamic as it relates to career education.
Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated. In order to foster intrinsic motivation, try to create learning activities that are based on topics that are relevant to your students' lives. Strategies include using local examples, teaching with events in the news, using pop culture technology (iPods, cell phones, YouTube videos) to teach, or connecting the subject with your students' culture, outside interests or social lives. In other words make it real to the students.
ReplyDeletePowerful thinkers make powerful teachers, and it is this kind of educator that is required to provide the students of our nation with an education that supports them to be powerful themselves, developing the skills and capacities they need to take charge of their thinking and their own lives.
Dyslexics have many strengths: oral skills, comprehension, good visual spatial awareness/artistic abilities. More and more dyslexic children could become talented and gifted members of our schools if we worked not only with their specific areas of difficulty, but also their specific areas of strengths from an early age. To do this we have to let go of outmoded viewpoints that a dyslexic child must first fail, in order to be identified. Class teachers dealing with dyslexic children need to be flexible in their approach, so that they can, as far as possible, find a method that suits the pupil, rather than expecting that all pupils will learn in the same way.
Often a student with asperger's syndrome gets "stuck" and has difficulty moving from one activity to another. They may need to be coached through the transition, and if a typical school day is loaded with lots of transitions, the student faces increased anxiety. Moving from one activity to another is not a challenge for most students, but for the student with asperger's syndrome transitions can be monumental tasks.
In summary, the present study supports the previous motivation studies on older adult learning. Cognitive interest appears to be the most influential predictor of older adult participation in formal education. Additionally, educational attainment, marital status, and
length of residence are importantly associated with the motivations of older adults. Assessing motivation is an important area of practice as well as research. By recognizing motivations of older learners, educators and administrators can attract more elderly students to lifelong learning activities.
Practical Things Teachers Can Do to Help Students
ReplyDeleteIn the journal article Improving Your Teaching Using Synergistic Andragogy,it shows how instructors can allow adults to apply new subject content to things they already know, and take an active role in the learning experience. The adult learner is self aware of the process. This is referred to as andragogy. Andragogy was popularized by Malcolm Knowles, who argued that the adult learning process is significantly different than a child’s learning process. This article used experiencesusing Synergistic Andragogyin an academic setting. Synergistic Andragogy was used during one semester to enhance the learning experience of adults to create a synergistic adult learning environment.
The second journal article was Closing the Gap: Education Requirements of the 21st
Century Production Workforce, and it addresses one of the fundamental problems facing the education system today. The skills required to be successful in manufacturing today have
changed not only for the professional but for the productionworkforce too. Change is a part of our culture in manufacturing andthe current rate at which the educational and training systems changeis far too slow to meet the demand. Postsecondary vocational schoolscontinue to produce students with inadequate employability skillsand universities continue to have low enrollment for engineers andscientists while the local community colleges struggle for proper
funding (National Association of Manufacturers [NAM], 2005). Instructors can help students today by looking at those student in their classes and steer those student whom they know can do the work, into those fields.
The third journal article was Impact of an Engineering Mentorship Program on African-American Male High School Students’ Perceptions and Self-Efficacy deals with looking at ways to help African American boys change their impressions in engineering fields through a mentorship program. Because of their socioeconomic status, they needed to develop self-efficacy and change their perceptions of academia. Instructors can help student through mentorship programs that allow for strong bonds to be developed.
The fourth journal article was Unlearning How I Have Been Taught. It looked at one student’s outlook at learning post graduate. The states “I have come to realize that my professors’ teachingmethods have greatly influenced my learning preference andstyle. Looking back at my educational settings and formats, Ihave always been taught in classes that were structured, quiet,and individualistic. I know that I need to be in a quietenvironment without distractions so that I can clearly hear mythoughts about things. I need to be left alone to my thoughts orreadings in order for me to learn and understand concepts andideas.” He then begins to challenge himselfto try different approaches to learning and found different learning approaches to open up new dimensions in the arena of learning. Instructors can help by offering different styles of learning to students.
The fifth journal article was Knowledge Management: A Tripartite Conceptual Framework for Career and Technical Teacher Educators,and it deals with the 3 pillars of knowledge management: economics, sociology, and psychology.The diverse academic orientations of economics, sociology, and psychology have examined the essence of knowledge management and its benefits for the individual and theorganization. Instructors can help students by understanding this dynamic as it relates to career education.