Friday: IN-CLASS



1.5 Chapter 8: Motivation & Learning


Read before class:

Chapter 8

Motivation Defined

Motivation Theory

Motivation in Adult Education

     McClusky's Theory of Margin

     Wlodkowski's Integrated Levels of Adult Motivation



Learner centered curriculum summary


Do Assignment 1.5

In class Groups


Using Grow's instructional model (Table 4.1, p. 70), design two different instructional plans in your area of expertise that address each of the level of student comport with SDL (dependent, interested, involved, SDL learner).


After Class On Blackboard Unit 1

Select ONE of the following prompt:

1. Reflect on some of Pink's (2009) "Questions About Motivation":

  1. As you think about your best work, what is most important to you? Autonomy over what you (task) when you do it (time), how you do it (technique), or with whom you do it (team)? Why? How much autonomy do you have in your learning or teaching right now? Is that enough?
  2. Does education today put too much emphasis on extrinsic rewards? What is the best way to build more intrinsic motivation into the accountability equation?
  3. What really motivates your? Make a list. Now jot down how you spent your time last week. How many of those 168 hours were devoted to those things? How might you do better?



2. ARCS Model of Motivational Design. Keller's ARCS model (1983) of motivational design of instruction notes four components of motivation: Attention, Relevance, Confidence, and Satisfaction. This model posits that instruction will be more motivating if it captures student attention (task engagement), includes content and activities that learners perceive as relevant, increases learner self-confidence and sense of self-efficacy, and results in satisfaction in what was learned. Reflect on or discuss how you can incorporate these four components into adult learning and instruction.






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