Journal Entry three

Entry Three:

Quote:	“If something can be learned, it can be learned in a motivating manner…every instructional, plan also needs to be a motivational plan.”[1]
Section:	Wlodkowski and Ginsberg’s Integrated levels of adult motivation	Ch. 8	Motivation and learning

Objective:

In this chapter the reader is introduced to things that motivates learners. Motivation is the thing that moves a person for a cause; the driving energy we put into doing something. There are several theories on motivation, not the least of which incorporates the learning theories that we previously read in chapter two. In the chapter we looked at motivation being both intrinsic and extrinsic, depending on the situation. The three key contexts of adult motivation in education help justify the quote used in this journal entry.[2]

Reflective:

I originally wanted to work with McClusky’s Theory of Margin, as I thought it was an interesting way to show the idea of coping / crisis with the idea of motivation. I instead decided to go with Wlodkowski’s work, because it seamed more substantial and practical, and thus more adequate for the reflective than McClusky’s. In fact, it is sort of my mantra in designing lesson plans. I presently teach business law, because no one else in my department wanted to. The reason being is that it can be dry if the learner or trainer are not motivated. I have had to employ many of Wlodkowski’s motivational strategies, listed in the text from page 159 – 161 (table 8.4); although I was not previously aware of who had developed them prior to reading this chapter.

Interpretive:

Jeanne Ellis Ormrod in her 2003 work states that Motivation in education can result in:

·         Direct behavior toward particular goals

·         Lead to increased effort and energy

·         Increase initiation of, and persistence in, activities

·         Enhance cognitive processing

·         Determine what consequences are reinforcing

·         Lead to improved performance[3]

This should lead the trainer to the conclusion that motivation is important for the learner to learn. Wlodkowski’s motivational strategies give a vary detailed outline of how to proceed with what is needed to motivate, and why. A diagram from his collaboration with Ginsberg in 2009 on Motivational Framework for Culturally Responsive Teaching looks at four areas to address (diagram above).[4] They are inclusion, attitude, meaning and competence.

Decisional:

In NEC, where I work, there are motivational factors specific to First Nations communities. Although FN learners are sometimes perceived by those outside of their communities as lackadaisical or not motivated towards academia, they are just as capable as any other learner. This fact in itself is not too unusual, but the ideas of what motivates them are. Their need for social and cultural inclusion is one factor that is used as a motivational tool in course design. Meaning is also crucial, and closely linked with social and community values.

The college understands that engagement of the learner through motivational techniques results in their best leaning outcomes. We use motivational strategies 33 (individual interests), 35 (humor), 45 (games), and many more than will allow my word count for this journal entry.

---

[1] Wlodkowski, R. J. (2008). Enhancing adult motivation to the learner: A comprehensive guide for teaching all adults (3rd ed.). San Francisco: Jossey-Bass

[2] Merriam S.B. & Bierema, L. L (2014). Adult Learning: Linking Theory and Practice. Wiley & Sons. P. 156

[3] Ormrod, J. E. (2003). Educational psychology: developing learners. Upper Saddle River, N.J.: Merrill/Prentice Hall.

[4] Ginsberg, M. B., and R. J. Wlodkowski. 2009. Diversity and motivation: Culturally responsive teaching in college. (2nd ed.) San Francisco: Jossey-Bass.