EXPERIENTIAL LEARNING 2

Experiential Learning

During teaching, a teacher uses an instructional plan. Wlodkowsi gives two assumptions
that create a connection between learning and motivation (Merriam & Bierema, 2014). He states
that if something can be learned, then the learning can be done in a way that is motivating to the
students. In his view, every instructional plan should seek to motivate the students. If an
instructor delivers content in a manner that is motivating to the learners, then he or she exhibits
enthusiasm, expertise, cultural responsiveness as well as clarity. Wlodkowski provides aid for
instructional design and a motivation model. He provides certain conditions that should be
attended to when delivering adult instruction in a culturally responsive manner. In this paper, I
analyze one assignment and a discussion post provided in the ENG121 Course Guide and show
how they meet or relate to Wlodkowski’s levels of adult motivation.

In week one discussion, students are asked to introduce themselves. In the post, they are
asked to write a brief introduction, where they share something about themselves to the
classmates and the instructor. Some of the things they are asked to share included; where they
are from, who they are, their hobbies, and thoughts about their majors. They are also asked to
include something interesting about them or a memorable fact about themselves. They are asked
to respond to their peer’s introduction posts and use the forum to get acquainted with them,
especially on other conversations that are not related to the course. In the week three assignment,
the learners were asked to describe a particular moment or occurrence in their lives that had a
special meaning to them. They were required to use writing techniques provided in reading
materials accessible to them.

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Wlodkowski suggests the first condition as establishing inclusion. It entails creating an
environment that seeks to promote learning so that everyone in the classroom feels connected
and respected. Inclusion is best accomplished at the beginning of the lesson. Fostering a sense of
respect and connection, according to Wlodkowski, encourages adults to engage in dialogue, to
reflect and access their experience, and to allow them to give meaning to their academic
knowledge (Merriam & Bierema, 2014). Inclusion is depicted in the first post of the course or the
introduction post. Students have been asked to share about themselves. They are asked to share
something interesting about them, their hobbies, memorable events in their lives, and other
details about them that they are comfortable sharing with their peers. By being asked to respond
to each other’s posts, the instructor is inviting them to share their experiences and engage in
dialogue with each other.

Creating an opportunity for learners to introduce themselves is an effective strategy for
establishing inclusion. It also enhances the motivation to learn. The activity is important as it
builds trust, rapport, and care. In a great way, it helps lower anxiety that tends to build at the
beginning of a new class. Wlodkowski states that making introductions is time well spent as it
builds a connection that makes it easy for learning to occur during the rest of the semester or
course period (Merriam & Bierema, 2014). He advocates for encouraging students to share as
many fun facts about themselves as possible. In the introduction post, students have been asked
to share one interesting fact about them, as well as a memorable event about them. Thus, the
introduction post meets the first condition as it establishes inclusion.

Another motivational condition suggested by Wlodkowski is enhancing meaning by
creating learning experiences that are challenging, engaging, and that value learner’s viewpoints

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(Merriam & Bierema, 2014). He suggests various ways through which this may happen. For
instance, the instructor may create connections between new and previous knowledge or may
suggest ways to create connections between content learned and students’ purposes and values.
Adults need to find learning meaningful. Wlodkowski recommends giving students an
opportunity to solve problems, reflect on practice, share their opinions, and react to given
feedback (Merriam & Bierema, 2014). This condition is fulfilled in week three assignment; the
learners were asked to describe a particular moment or occurrence in their lives that had a special
meaning to them. The assignment seeks to make learning meaningful. It asks students to share a
personal event in their lives. It makes learning relatable. Learners do not just learn about abstract
concepts. The instructor finds a way to incorporate their experiences into the learning process.
Learners are also required to use writing techniques provided in reading materials accessible to
them. The aim is to make them see how what they are learning relates to their own individual
interests and personal experiences.

Wlodkowski recommends another condition that entails engendering confidence by
ensuring that students see that they have attained success in the process (Merriam & Bierema,
2014). This can be best addressed throughout the learning period and at the end. Some of the key
ways of achieving this are by making assessment activities and criteria clearly known to students
before they complete their tasks. Discussion one on introduction and week three assignment
clearly shows the criteria that will be used to assess learners. The learning outcomes and clearly
outlined at the beginning of each of these weeks. Learners know what they will be learning as
well as activities to engage in to ensure that they achieve the learning outcomes. According to
Wlodkowski, assessment is authentic if it requires judgment, is realistic, innovative, and if it
requires students to perform a specified task. Week one discussion and week three assignments

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are examples of authentic assessments. Learners are given an opportunity to self-assess
themselves. Since the grading criteria s provided, and learning outcomes outlined, it is easy for
them to know their progress. They can assess themselves and determine whether they have
achieved the outcomes, and to what extent.

Overall, Wlodkowski provides a comprehensive framework that instructors can use to
motivate adult learners. He shows a clear connection between learning and motivation and
provides multiple strategies that instructors can adopt in ensuring that they instruct while at the
same time, motivating the learners to learn. The motivation of adults to learn is affected by
various factors, including personal experiences and readiness to learn. Thus, instructors need to
incorporate motivation in their instructional plans to ensure that adult learners remain constantly
motivated to learn. This is depicted in the week one discussion post and week three assignment.
The instructor seeks to foster inclusion by creating an environment that is conducive for learning
and dialogue. Learners are encouraged to use the platform to discuss other personal issues that
are not even related to the course. The aim is to prepare them for the course. In week three, the
instructor gives tasks that seek to make learning meaningful by incorporating their personal
experiences. The two activities relate to Wlodkowski suggested levels of motivation.

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References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved
from http://ebookcentral.proquest.com