1. Theory and Practice of Adult
Learning
Class Session 2 – June 12, 2013

2. Objectives for this Class Session
• To explore the nature of motivation in adult
learning and the role of the instructor in creating a
motivating learning environment
• To examine the collective motivation of this
particular group of adult learners through
educational autobiographies

3. Wlodkowski’s Enhancing Adult
Motivation to Learn
• Chap 1 – Understanding Motivation for AL
• Chap 2 – Effects of Aging and Culture on AL
• Chap 3 – Characteristics of a Motivating Instructor
• Chap 4 – What motivates adults to learn?
• Chap 5 – Establishing Inclusion among AL
• Chap 6 – Helping Adults Develop Positive Attitudes
• Chap 7 – Enhancing Meaning
• Chap 8 – Engendering Competence
• Chap 9 – Building Motivational into Instructional Design
Organize
yourselves into
groups
according to the
chapters you
selected to
write about for
your
assignment

4. Key Ideas for Your Practice as an Educator
• Report out of small groups by chapter
• Comments from those who commented on book
overall – key concepts
• Whole group discussion of implications for
teaching in the SOM
• Significant concepts - tc
How will these ideas change your practice?
What are you / will you do differently?

5. A Self-Portrait – The Adult Learner
Guiding Questions
• What were the major influences in your own
educational journey – people, events, situations or
circumstances?
• How do you characterize yourself as a learner?
• What characteristics do you think you possess that
may distinguish you from others who may not
describe themselves as lifelong learners?

6. A Self-Portrait – The Adult Learner
Guiding Questions
• How have others reacted to your desires for learning
over the years? How have others referred to you or
described you as a learner?
• Based on this small class size sample, construct a
“portrait” of the medical educator as an adult learner.
• Your portrait can be a drawing, a description, or a
model / framework. Give your rendering a title.
• Be prepared to share your drawing or model.
• How do you think this portrait differs from the learners
you teach?

7. For Next Week and Beyond ….
• Self-directed Learning Project
• Merriam et al’s Learning in Adulthood – text for the
following weeks in June and July
• Blog post comments
• The TiME Library (under construction)
• Speed Designing (not dating!)
• July 31 and August 8
• TiME course change for Fall