Marcia Tate, author of “Sit and Get” Won’t Grow Dendrites: 20 Professional Learning Strategies That Engage the Adult Brain(2004), writes,
Adults should have input into what they will be learning about and how
they will be learning it. The participants should be involved with choosing
the content and developing the plan to reach desired outcomes.
further, that
Adult learners need on-going support to apply and sustain
what has been learned.
As such, communication between lessons/classes can be helpful. A quick email to review what’s been addressed previously, share plans for the next class or
Speaking of the limbic system, it’s another powerful part of the brain that needs engaging during the lessons; Make your classes so memorable and enjoyable that the student can’t wait to come back for the next one!! As my grade threes advised the flight instructors, “Mac it real, mac it impressive, Gest have fun”!!!
Finally, set the bar high (but not too high!) Build in accountability by assigning readings or specific online resources (videos, websites, etc.) to review. The amount of material you assign may vary student to student, depending on their “Zone” (remember we talked about Vygotsky during the session?) but regardless of amount, check in on them to be sure they have actually read/reviewed the material at the next class. This values the work they have done, and lets them know you are serious about your expectations of them. (The research shows that students, regardless of age, tend to live up or down to their teacher’s expectations. So, set your expectations high, and support your students in achieving them.)
An interesting approach you might want to consider, if you can stomach it, is to ask some of your students who seem very motivated WHY? Can they isolate something that you, specifically do, that motivates them? And also ask some of your less motivated students what you could do to help them become more motivated between classes/lessons when they are NOT eating, breathing and sleeping flight like you are. Some of my best (and most candid and therefore sometimes "difficult") feedback comes from my students. I ask my grade 3 students as well as my university level students what they like or don't like about Ms. Teschow. It is always very revealing, and the most significant changes and improvements I have made as a teacher over the years have stemmed from student feedback (after I recover from the trauma of finding out not all of them think I am perfect, that is. Ha!)