WIFM
I was always taught that the first thing a student, especially adult students, wants to know is Whats In It For Me? WIIFM. It's pretty hard to try and be taught something you feel you do not need or will never use. If it's clear how and when a student would use the information possibly on a daily basis then they are usually more open to learning new thing.
Travis, I agree with you on this topic. As with when I was a student in the same field I'm instructing in I felt the same way. One of the classes I took had to do with High Performance Engines, to me this was a class I felt as irrelevant to the over all program. As I got into the program I learned that this was 100% relevant as to it could be applied to every day vehicles and not just race cars. When I am up in front of my class I explain how knowing the information that I am delivering will help them in every aspect of the program. I how noticed that this excites the student and there are more willing to listen and ask questions.
Students often process learning of new material based on what impact will this material have them now! Directly, currently speaking, right now within the framework of their daily lives.
Am I a student who is struggling with employment? Sports involvement, competing with others for grades, trying to get a decent GPA, taking a class that is “required†for graduation, or just trying to pass the test on Friday! The ability to apply relevancy will be voiced in many students by the redundant phrases, “why do I have to learn thisâ€, or “what good is thisâ€, or â€how am I going to use this stuffâ€?
These statements are exactly the product of a student who is struggling with the application of HORIZONTAL relevancy. They are relating the new material, the lesson of the day, to the impact it will have on their success as of this moment and apparently are not finding many!
Excitement, enthusiasm, intrinsic learning will take place amongst students who can create a degree of relevance to their immediate world. We as teachers need to meet the challenge to bring that relevancy to the class lesson. To insure that all students can connect new materials to those concepts already learned.
Using stories of the “real worldâ€, published articles, role models, the history of a discovery, known facts, or just making the connection to other sources for application can increase student relevancy! If the materials in courses are made relevant to current issues of today, and issues that apply to the students, then a more connected student, a more interested student will occur!
I believe that we have to asnwer this most important question for the adult student. If they do not get this answer then we don't get the necessary buy-in committment from they. When they get this answer not only do they commit to the class, they also will engage in the class. When the adult learner is engaed then they do not feel as if they are wasting their time, and they are open to the information that we have to offer. This is a very rewarding experience for the rest of the class and the instructor as well.
Hi Doris,
Great response! The adult learner certainly wants to know how they are going to benefit from the course.
Patricia Scales
I agree completely Doris. Engaging adult learners is very differnt from children and young adults that are required to go to school. Going back to school in adulthood, the studetns already have the mindset of "what's in it for me" so as the educators, keeping them interested is key to making them feel they are really getting something out of the course and furthering their success.
Hi AnnaMarie,
I agree! Adult learners want to know how they are going to benefit, and we as instructors must be able to show and tell them the benefits.
Patricia Scales
