ENHANCING MOTIVATION
A. ESTABLISHING INCLUSION
Helps adult learners feel respected and connected to others in their learning environment.
A1. INTRODUCTIONS
Overview:
Introduction slides serve as a guide for facilitators to lead the class in introductions. These slides include a series of questions designed to help learners and the facilitator get to know each other, fostering a sense of community from the outset.
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Relevance to Adult Learning:
Introductions are crucial in adult learning environments as they allow learners and the facilitator to share information about themselves, which helps form personal and professional connections. These connections enhance the learning experience by building trust and collaboration. Additionally, learning about the learners' backgrounds and goals enables the facilitator to tailor course instruction to meet individual needs and align with their professional objectives.
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Tool Use:
This tool is used at the beginning of each course to facilitate introductions. The facilitator starts by sharing their background and experiences, followed by moving around the room to encourage each learner to do the same. This approach fosters an open, welcoming environment from the start.
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Use in Manufacturing Facilitation:
In a manufacturing setting, conducting introductions at the start of class helps create a more comfortable learning environment. Learners who feel at ease are more likely to ask questions and engage in discussions. This process allows learners to connect with both the facilitator and their peers, making the learning experience more collaborative and supportive, especially in hands-on, practical learning contexts.
Praxis and Reflective Practice:
After the introduction session, facilitators should reflect on how well the introductions facilitated a sense of community and comfort in the classroom. Were learners actively engaged in the process? Did the information shared during introductions help guide the facilitator in tailoring the course content? Facilitators should also consider adjusting the questions or format of introductions to better fit the needs of the group in future sessions. Reflective practice allows facilitators to continuously improve how they initiate connections and create an inclusive learning environment.
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ADDITIONAL RESOURCES:
Books:
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 114, 152-153, 187, 384). Jossey-Bass.
Websites:
B. DEVELOPING POSITIVE ATTITUDES
Helping adult learners see relevance and volition in what they are learning so they can make connections to their goals and being more invested in what they are learning.
B1. K-W-H-L
Overview:
K-W-H-L is a graphical chart designed to track the learning process by helping students document four key elements:
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What they Know (K)
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What they Want (W) to know
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How (H) they plan to find the information
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What they Learned (L) by the end of the topic or course
This chart provides a structured way for learners to set learning goals and reflect on their progress throughout the course.
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Relevance to Adult Learning:
The K-W-H-L chart is highly effective for adult learners, as it leverages their prior knowledge and focuses on self-directed learning. By helping learners outline what they already know and what they want to learn, the chart sets a clear purpose for their engagement in the course. It also promotes planning for how to acquire new knowledge, making the learning process more active and intentional. At the end of the course, the chart helps learners reflect on what they’ve gained, reinforcing comprehension and retention.
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Tool Use:
The K-W-H-L chart should be used before, during, and after each course to assess learners' prior knowledge, track their learning goals, and reflect on the knowledge gained. Facilitators can use the information gathered to adjust the curriculum and ensure it meets the learners' needs. This tool encourages an ongoing feedback loop between learners and facilitators, guiding instruction to align with learner expectations and progress.
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Use in Manufacturing Facilitation:
In manufacturing facilitation, the K-W-H-L chart helps structure learning by integrating learners' hands-on experience with new course content. At the beginning of the class, the facilitator introduces the learning objectives and distributes the K-W-H-L chart. Learners complete the first three columns (K, W, H) to outline what they know, what they want to learn, and how they plan to acquire the knowledge. Midway through the course, learners revisit their charts to assess their progress, followed by a feedback discussion with the facilitator. At the end of the course, learners complete the final column (L), reflecting on what they have learned, with a closing review to discuss their takeaways and progress.
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Praxis and Reflective Practice:
The K-W-H-L chart is a valuable tool for reflective practice, both for learners and facilitators. After each phase (beginning, midpoint, and end), facilitators should encourage learners to reflect on their learning journey. Were their goals met? How effective were their strategies for acquiring information? Facilitators should also reflect on whether the course content and teaching methods effectively supported learners’ goals, making adjustments as needed for future sessions. This cycle of reflection ensures continuous improvement in both learning and instruction, fostering a more tailored and impactful learning experience.
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ADDITIONAL RESOURCES:
Books:
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 224-225). Jossey-Bass.
Websites:
B2. SCAFFOLDING
Overview:
Scaffolding refers to temporary support structures provided by facilitators to help learners accomplish new tasks or grasp complex concepts that they may initially struggle with on their own. As learners gain proficiency and master these tasks, the scaffolding is gradually reduced or removed, encouraging independent learning and mastery of the material.
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Relevance to Adult Learning:
For adult learners, scaffolding is a powerful tool to meet learning objectives at their own pace. It supports individualized learning by allowing facilitators to provide extra guidance to those who need it, while fostering an open dialogue between learners and facilitators. Scaffolding also ensures that learners build confidence and competence as they progressively take on more challenging tasks, aligning with their personal and professional growth.
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Tool Use:
This tool is used during course development to help facilitators effectively incorporate scaffolding into the curriculum. It provides guidance on how to introduce new concepts and tasks in a structured, supportive way and how to gradually reduce that support as learners develop their skills and understanding.
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Use in Manufacturing Facilitation:
In manufacturing facilitation, scaffolding is critical to ensuring learners can handle complex, hands-on tasks. The facilitator uses this guide to integrate scaffolding techniques into each course, offering support with technical skills, problem-solving, and operational knowledge. For example, a facilitator might demonstrate a task step-by-step, provide guided practice, and then allow learners to practice independently as they gain confidence. This method ensures learners can safely and effectively master new manufacturing processes.
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Praxis and Reflective Practice:
Scaffolding is inherently reflective, as it requires facilitators to continuously assess learner progress and adjust support levels accordingly. After incorporating scaffolding techniques, facilitators should reflect on their effectiveness—did the learners successfully achieve independence? Were the supports provided at the right moments? Facilitators should engage in ongoing reflection, adjusting scaffolding strategies based on learner feedback and performance. This cycle of action, reflection, and adjustment ensures that scaffolding remains an effective tool for guiding learners toward mastery, especially in complex, hands-on learning environments like manufacturing.
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ADDITIONAL RESOURCES:
Books:
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 115, 192-195, 197). Jossey-Bass.
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Davis, J.R., & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. (pp. 53). Stylus Publishing.
Websites:
Videos:
B3. SMART GOALS
Overview:
SMART goals are structured goals that are:
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Specific
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Measurable
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Achievable
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Relevant
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Time bound​
These criteria help learners clearly define their objectives and create a plan for achieving them within a set time frame, promoting accountability and focused effort.
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Relevance to Adult Learning:
For adult learners, SMART goals are particularly effective in helping them see the relevance and practicality of what they are learning. By setting clear, measurable, and time-bound goals, learners can track their progress and stay motivated. SMART goals break down larger tasks into manageable steps, ensuring that learners can achieve their objectives and see their growth throughout the course.
Tool Use:
This SMART Goals worksheet is provided to learners at the beginning of the course, where they fill it out based on their individual learning objectives. Throughout the course, learners refer back to the worksheet to track their progress, adjust their goals as needed, and ensure they remain aligned with their intended outcomes. Facilitators can also use these worksheets to monitor learners’ progress and offer support when needed.
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Use in Manufacturing Facilitation:
In a manufacturing training context, the SMART Goals worksheet is used by learners to document and track their specific manufacturing learning objectives. This could include mastering a particular machine, improving safety procedures, or increasing efficiency in a production process. By setting SMART goals, learners can work towards practical, skill-based achievements that are directly applicable to their roles in the manufacturing environment.
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Praxis and Reflective Practice:
Setting SMART goals encourages both learners and facilitators to engage in reflective practice. Learners reflect on their progress as they work toward achieving their goals, assessing whether their actions are helping them reach their targets and making adjustments where necessary. Facilitators can use learners’ progress to reflect on the effectiveness of the course and their instruction, determining whether the goals set are being met and if additional support or adjustments are required. This ongoing cycle of goal-setting, action, and reflection ensures that learning remains focused, relevant, and achievable.
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ADDITIONAL RESOURCES:
Books:
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 53-57, 165-170, 198, 209-214). Jossey-Bass.
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Tate, M.L. (2012). Sit and get won't grow dendrites (2nd ed.). (pp. 87). Thousand Oaks, CA: Sage Publications.
Websites:
Videos:
C. ENHANCING MEANING
Helps learners by creating an engaging and challenging learning environment that incorporates their perspectives and values while guiding them to look at their prior knowledge and make connections for a better understanding of newly acquired information. It also gives meaning to the learner for why the new skills or knowledge is important to them.
C1. GRAPHICAL ORGANIZERS
Overview:
Graphical organizers are visual tools that help learners understand and organize complex concepts or skills. By providing a structured, visual representation of information, these tools break down intricate topics into more digestible parts, aiding comprehension and retention.
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Relevance to Adult Learning:
For adult learners, the combination of auditory and visual learning enhances retention, particularly when dealing with complex information. Graphical organizers support adult learners by providing a clear and visual way to make sense of difficult concepts, helping them to see relationships between ideas and retain information more effectively. These tools are especially valuable when learners need to synthesize large amounts of information or when abstract ideas need to be made concrete.
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Tool Use:
Graphical organizers are used during class instruction to explain complex concepts or skills. Examples include concept maps, flow charts, Venn diagrams, and other visual tools that outline the structure or relationships between ideas. These tools are helpful for both facilitators to convey information and for learners to visually process and organize the material.
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Use in Manufacturing Facilitation:
In manufacturing facilitation, concept maps and other graphical organizers are used to visually demonstrate how various manufacturing processes, techniques, or concepts are interconnected. For example, a concept map might illustrate the steps in a production process, highlighting the relationships between different phases or how equipment and safety procedures tie together. These tools help learners visualize workflows, making it easier for them to grasp and retain the information they need for hands-on application.
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Praxis and Reflective Practice:
After using graphical organizers in class, facilitators should reflect on their effectiveness in helping learners grasp complex information. Were the organizers clear and easy to understand? Did learners demonstrate a deeper understanding of the material? Facilitators can gather feedback from learners to assess whether the graphical tools supported their learning and make adjustments if needed. This reflective practice ensures that the use of graphical organizers remains a dynamic and effective tool for both instruction and learning, continually improving based on learner feedback and outcomes.
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ADDITIONAL RESOURCES:
Books:
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 246, 258-259). Jossey-Bass.
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Tate, M.L. (2012). Sit and get won't grow dendrites (2nd ed.). (37-45). Thousand Oaks, CA: Sage Publications.
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Davis, J.R., & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. (pp. 153-154). Stylus Publishing.
Websites - Concept Mapping Tools:
Websites - Informational:
Videos:
C2. GAMES
Overview:
Games are an engaging and enjoyable way to help learners reinforce new information, aiding retention and promoting long-term memory. By incorporating games into learning, facilitators can keep learners actively engaged while allowing them to apply and practice what they have learned.
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Relevance to Adult Learning:
For adult learners, games offer an entertaining and interactive method to practice and retain new knowledge. Adults often appreciate learning experiences that are relevant, practical, and engaging. Games provide an opportunity to reinforce learning in a way that feels less formal but remains impactful, promoting both retention and application of new skills or concepts.
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Tool Use:
This tool is used after learners have recently acquired new knowledge and can also be implemented a few days after the training course as a fun follow-up activity. Games help learners continue practicing what they’ve learned, keeping them engaged while reinforcing their retention of key concepts and skills. Games can range from quizzes and role-playing to problem-solving challenges that align with the course content.
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Use in Manufacturing Facilitation:
In manufacturing facilitation, games can be used to help learners practice new manufacturing concepts and skills in an enjoyable, low-pressure environment. For example, a game might involve solving a manufacturing-related problem, competing in a hands-on task, or completing a quiz based on key manufacturing processes. Additionally, games can be used as follow-up activities a few days after the course, encouraging learners to revisit and reinforce their newly acquired skills, enhancing long-term retention.
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Praxis and Reflective Practice:
After using games as a learning tool, facilitators should reflect on the effectiveness of the activity. Did learners stay engaged and demonstrate retention of the key concepts? How well were they able to apply their new knowledge in the context of the game? Facilitators can gather feedback from learners to assess the impact of the game on their understanding and retention, adjusting future activities accordingly. This ongoing reflection helps ensure that games remain a useful tool for reinforcing learning, keeping learners motivated, and promoting deeper retention of information.
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ADDITIONAL RESOURCES:
Books:
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Wlodkowski, R. J., & Ginsberg, M.B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). (pp. 111, 117, 290-294). Jossey-Bass.
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Tate, M.L. (2012). Sit and get won't grow dendrites (2nd ed.). (pp. 31-35, 80). Thousand Oaks, CA: Sage Publications.
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Davis, J.R., & Arend, B.D. (2013). Facilitating seven ways of learning: A resource for more purposeful, effective, and enjoyable college teaching. (pp. 218, 228-238). Stylus Publishing.
Websites - Create free games: