The model is presented in the form of a handbook for developing instruction and draws on approaches from linguistics, cognitive psychology, and motivation research. The model is not based on any one scientific theory or philosophy. Wlodkowski’s Time Continuum Model of Motivation identifies three critical periods in the learning process where motivation is most important. Those periods are the beginning of the learning process, during the learning process, and at the end of the learning process. Each of those three periods has two distinct factors associated with it, yielding six basic questions to aid motivational planning. The factors to be considered at the beginning of the learning process are attitudes and needs. When planning the beginning of a learning experience, the designer should consider how the instruction will best meet the needs of the learners, and how a positive learner attitude can be developed. It is suggested that when possible, the instruction should focus on the physiological needs of the learners and experiences familiar or relevant to the learners. The instruction should allow for choice and self-direction in assignments. A needs assessment should be performed prior to developing the instruction to aid in appropriate planning. Stimulation and affect are to be considered during the learning experience. To maintain a stimulating learning environment, learner participation via questions, humor, varying presentation style using body language and voice inflection, and the use of different modes of instruction from lecture to group work to class discussion are strategies suggested. Wlodkowski’s primary strategy is to m ake the learning experience as personalized and relevant to the learner as possible. Finally, competence and reinforcement are to be considered at the end of the learning experience. Frequent feedback and communicating learner progress are the author’s main methods for developing confidence in the learners.
- 1830 reads