Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults

Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.) San Francisco, CA: Jossey Bass. 508 pages. Introduction Enhancing Adult Motivation to Learn (Wlodkowski, 2008) is a must read for practitioners of adult education who wish to deepen their understanding of the characteristics of a motivating instructor and the conditions that motivate adult learning. The book is steeped in research, yet filled with practical examples. This review of Enhancing Adult Motivation to Learn focuses on the information that has direct implications for designing instruction. Characteristics of a Motivating Instructor Wlodkowski states that, "Motivating instructors are not entirely magical. They are unique; they do have their own style and strengths. But research, observation, and common sense all point to essential elements that are the foundation of their instruction" (p. 49). Wlodkowski defines five characteristics of motivating instructors as: expertise, empathy, enthusiasm, clarity, and cultural responsiveness. Expertise. First and foremost, as effective teachers of adults, we must have information that is beneficial for adults to learn, information they perceive as valuable and directly relevant to their lives. We must connect our expertise to learners' pre-existing knowledge and experience. Furthermore, we must thoroughly know our subject matter and come to the classroom well prepared to teach it. Empathy. Adults learn in response to their own learning goals rather than in response to the goals of the instructor. As instructors, we must be sensitive to how our students are perceiving the learning experience. Empathetic instructors understand the learners' goals and expectations, adapt their instruction to meet learners' readiness levels, and continuously consider learners' perspectives. Enthusiasm. According to research, people emulate the emotional states of those they are observing. Consequently, when learners observe us being enthusiastic about what we are teaching, they too become enthusiastic. Enthusiastic instruction involves personally valuing what we are teaching, valuing it for the learner, and demonstrating appropriate emotion and expressiveness. Clarity. Learners bring different levels of knowledge and expertise into the learning environment. Consequently, it is critical that we, as instructors, effectively bridge students' existing understanding to what we are teaching. To provide instructional clarity, we must aspire to deliver instruction in such a way that is understandable to all learners, and offer options for learners who may require additional assistance. Cultural Responsiveness. Effective instructors understand that learning is inherently connected to culture. In order to deliver culturally responsive instruction, it is necessary to: (a) create a safe, inclusive, and respectful learning environment, (b) engage all learners, and (c) relate course content to the concerns of the learners and the broader society. A prerequisite to establishing cultural responsiveness is that we, as instructors, have a thorough awareness and understanding of own cultural values and biases. Conditions that Enhance Motivation and Learning In addition to defining characteristics of motivating instructors, Wlodkowski defines four conditions that teachers can influence to enhance adult motivation and learning. Those four conditions are: 1. Establishing inclusion 2. Developing positive attitudes toward learning 3. …