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Learners are motivated to learn relevant content in an environment based on trust, respect and acceptance. Learners have a sense of progress towards goals and share responsibility in planning.

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1) Provide frequent response opportunities to all learners on an equitable basis.

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1) Provide frequent response opportunities to all learners on an equitable basis.

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Ex. ask critical questions to stimulate discussion

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The motivational framework respects different individual cultures and works at the same time to create a common culture in the learning situation that all adults can accept.

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Creating a favorable disposition toward the learning experience through personal relevance and choice

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creating a learning atmosphere in which students and teachers feel respected by and connected to one another.

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http://blog.tesol.org/tap-into-funds-of-knowledge/

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Creating challenging, thoughtful learning experiences that include learners’ perspectives and values

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Creating an understanding that learners are effective in learning something they value

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Ex: Icebreakers. Asking learners to state their names, where they are from and what they want to get out of a session is an example of this activity. It helps learners gain respect for each and encourages them to collaborate and share.

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Wlodkowski's Motivational Strategies in Adult Learning 

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Wlodkowski's Motivational Strategies in Adult Learning 

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https://www.xmind.net/m/HyYa

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Ex. feedback surveys

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2) Make assessment tasks and criteria clearly known to learners prior to their use.

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2) Make assessment tasks and criteria clearly known to learners prior to their use.

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Ex. rubrics

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2) Use collaborative and cooperative learning. 

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2) Use collaborative and cooperative learning. 

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Ex: small group learning.

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3) Clearly identify the learning objectives and goals for instructions.

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3) Clearly identify the learning objectives and goals for instructions.

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Ex: include specific learning objectives on assessments.

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4) Emphasize the human purpose of what is being learned and its relationship to the learners' personal lives and current situations.

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4) Emphasize the human purpose of what is being learned and its relationship to the learners' personal lives and current situations.

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Ex: connection activity/hook

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5) Assess learners' current expectations, needs, goals, and previous experience as it relates to your course or training.

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5) Assess learners' current expectations, needs, goals, and previous experience as it relates to your course or training.

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Ex: KWL chart

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2) Help learners realize their accountability for what they are learning.

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2) Help learners realize their accountability for what they are learning.

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Ex.  problem solving scenarios

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3) Selectively use examples, analogies, metaphors, and stories.

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3) Selectively use examples, analogies, metaphors, and stories.

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Ex. storytelling as it  relates to real life examples.

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4) When possible, clearly state or demonstrate the benefits that will result from the learning activity.

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4) When possible, clearly state or demonstrate the benefits that will result from the learning activity.

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Ex. explain to the learner: what's in it for me?

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5) Use simulations and games to embody the learning of multiple concepts and skills that require a real-life context and practice to be learned

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5) Use simulations and games to embody the learning of multiple concepts and skills that require a real-life context and practice to be learned

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Ex. role-playing / case studies

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3) Use authentic performance tasks to deepen new learning and help learners' proficiency apply this learning to their real lives.

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3) Use authentic performance tasks to deepen new learning and help learners' proficiency apply this learning to their real lives.

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Ex. practice activities / assessments

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4) Use self-assessment methods to improve learning and to provide learners with the opportunity to construct relevant insights and connections.  

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4) Use self-assessment methods to improve learning and to provide learners with the opportunity to construct relevant insights and connections.  

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Ex. self-assessment forms

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5) Foster the intention and capacity to transfer learning.

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5) Foster the intention and capacity to transfer learning.

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Ex. teach a classmate activity

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1) Eliminate or minimize any negative conditions that surround the subject

Ex. Using confidence building exercises, have former students discuss their experiences, use student directed learning

2) Use differentiated instruction to enhance successful learning of new content

Ex. Differentiate the content (different topics and mediums to access the content), process (groupings, graphic organizers, strategies, etc) or product (choice of product, success criteria, etc)

3)  Encourage the learners

Ex. Monitor the learners throughout the learning process and address their concerns as we move forward

4)   Make the criteria of assessment as fair and clear as possible

Ex.  Explain expectations and assessments up-front so there are no surprises and provide supports as necessary

5)  Use the K-W-L strategy to introduce new topics and concepts (Learners identify what they KNOW what they WANT TO KNOW, and what they have LEARNED)

Ex.  Tap into the learners Funds of Knowledge and alter instruction to reflect this (as much as possible)

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Learning because it is meaningful; for the sake of doing. Find it worthwhile and often enjoy it. Learning become your personal universe.

1. Motivation is extremely important especially with culturally diverse and low income learners. Why are we learning? Need purposeful, motivated learning resulting in more learning.

2. How motivated students are is important for their learning. It is both the cause mediator and result. There needs to be increased research in student work and learning environments to determine motivations.

3. More likely to be creative when intrinsic motivation is high.

4. Students are more likely to be sociable and more cooperative and ultimately easier to get along with.

5. When motivation is high, it is contagious.

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Learning is inclusive and learners are connected to one by emphasizing the human purpose of learning and how it relates to all learners' lives.

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Involved in various mental processes and organizes information to develop attitudes, establish inclusion, enhance meaning and engendering competence

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Creating the environmental conditions for motivated learning