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The classic interdisciplinary reference on adult education, updated for today's learning environment Enhancing Adult Motivation to Learn provides adult educators with the information and strategies they need to guide non-traditional students toward positive educational outcomes. Providing a clear framework, guidelines for instructional planning, real-world examples, and cutting-edge ideas, this book fills the need for intrinsically motivating instruction targeted specifically toward adults returning to school. This new fourth edition sharpens the focus on community colleges, where most first-generation college students and working adults begin their higher education, and explores the rising use of technology and alternative delivery methods including a new chapter covering online instruction. Since the publication of its first edition, this book has become a classic reference for understanding adult motivation in educational and training settings. As more and more adults re-enter the educational system, instructors and trainers will find extraordinary value in this exploration at the intersection of research and practice. * Examine the latest neuroscience and psychological research pertaining to adult motivation and learning * Delve into alternative formats including online learning, interactive learning materials, and more * Elicit and encourage adult intrinsic motivation using the Motivational Framework for Culturally Responsive Teaching and sixty practical, research-backed strategies * Adopt a culturally responsive instructional approach for an inclusive and equitable learning environment. Adult students differ from traditional students in motivation, attitude, experience, and more; this, combined with an increasingly diverse body of students as well electronic delivery methods, makes today's teaching environment a new landscape for instructors to navigate. Enhancing Adult Motivation to Learn provides a clear guide to success for instructors and students alike.
In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. "Teaching Intensive and Accelerated Courses" makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic "Enhancing Adult Motivation to Learn, " to offer tried-and-true practices instructors can use to provide continuously engaging learning.
Exited to Learn, organized around Ginsberg and Wlodkowski's highly-acclaimed Motivational Framework for Culturally-Responsive Teaching, is an extensively field-tested and research-validated pedagogical model that helps teachers plan and reflect on lessons in ways that work together to enhance student motivation and learning. This book is filled with a plethora of instructional strategies based on the four conditions of the framework: inclusion, attitude, meaning, and competence. This book: emphasizes the unique needs of linguistically-diverse students as well as students with special needs; emphasizes strategies for working with families, promoting family engagement, and using family members as a resource for developing teacher funds of knowledge; and, includes coverage linking the applicability of the Motivational Framework to Common Core Standards implementation work with particular emphasis on the importance of "meaning."
This book proposes that high standards for student learning require support for student motivation. Further, to support student motivation, it is necessary to have awareness of and respect for cultural diversity. The book is also grounded in an important corollary principle: for teachers to support student motivation to learn, they need professional learning experiences that create the same motivational conditions for learning that they can use to inspire their students. Motivated teachers tend to have motivated students. To accomplish this, the author provides a set of professional learning practices to help educators develop a continuous and collaborative focus on instruction: professional development that is designed to be inclusive and meaningful, to foster a positive attitude, and to enhance teacher effectiveness can positively influence student achievement. The professional learning practices in this book focus attention on knowing students well, designing lessons with students in mind, and using data to improve instruction. They can be used with most instructional frameworks.
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