The Tassanari model accounts for the wide spectrum of competencies, skills, and actions that support one’s ability to be autonomous. The following are 3 deficit areas that, if strengthened, would create the most impact in my ability to be an autonomous learner. FACTOR 1: Motivating Yourself Motivating myself is a factor in the Tassainari model that I struggle with. Intrinsic motivation is, for me, not the best way to achieve a goal. When I am stressed, my motivation to complete something diminishes. Other people work well under stress and are able to accomplish even large projects. If I wait until the last minute because I previously lacked motivation, I am more likely to not complete the project at all. Generally, external factors negatively impact my motivation to sit down and work on anything when I come home after a long day. I have an ever-increasing workload at my current job and I am a mother of four boys. My husband and I both work full time; I work days and he works nights. Right now, our biggest stressor at home stems from the school closures from COVID-19. 3 of our boys are working on school work during the day with my husband, and I work on mine at night. Once my stress levels reach a certain point, I completely shut down and don’t want to participate anymore. I would like to be more intrinsically motivated. I would prefer if I were moved by an internal desire to accomplish my work and projects in a timely, well thought out manner. Environmental conditions I have control over are limited, however. I do have two days a week where my husband, who works a schedule opposite to mine, is home. This would allow me both some quiet time alone and the ability to complete projects and assignments away from the normal chaos in the house. I need to stop thinking that I can finish tasks later and start thinking that, if I have time to do something unproductive, I have time to do something productive. FACTOR 2: Monitoring Monitoring involves observing the effectiveness of the learning process and building activities that will enhance strengths and improve weaknesses. When I have difficulty learning something, I do not re-structure the way I am trying to learn it. Rather, I have a tendency to quit the process altogether. This is destructive to my own learning and does not contribute to my autonomy in any way. I do not like to rely on others for help, especially in my learning, so reaching out for resources that can help me achieve my goals is very difficult for me. I have viewed relying on others as a sign of weakness. This stems from a strong desire to prove that I can do things myself. To increase my success in this factor, I need to put aside my belief that asking for help or seeking out other resources is a weakness. Instead, I should view it from the perspective that I am monitoring my learning process and making adjustments where needed to increase my effectiveness and the impact of the learning. Environmental conditions I can change include establishing a resource network that can support me in my goal. This network can include people who have completed similar tasks, academic resources, publishings, etc. Instead of trying one way, finding that it is not working for me and quitting, I would like to be someone who explores different tactics when faced with an obstacle. FACTOR 3: Evaluating I do not often evaluate the outcomes of my learning. At work, we establish competency goals with a timeframe of when we would like to meet certain criteria. For example, a leadership competency may have a timeline that begins with peer-to-peer coaching and ends with a promotion to a leadership position. Unless required to do so, like with my competency goals at work, I do not reflect on how effectively I am learning skills and abilities. I believe this stems from not realizing that it is a beneficial step in an autonomous learning process that can help me better understand how I learn. To achieve success in the evaluating factor, I should reflect more frequently on my own learning and progress towards competency goals. This factor can be done at multiple stages of the learning process, not just at the end. This is true of endeavors at work, in my personal life, and in my academic desires. This factor is the most difficult part of autonomous learning and requires continued practice. Additionally, working with peers and superiors is commonly necessary. Though I understand this would take me out of my comfort zone of working independently and not seeking help from others, it will be to the benefit the effectiveness of my learning process. EveryDay Power (2019, September 25th). 10 Ways to Increase Your Intrinsic Motivation.
Retrieved from: https://everydaypower.com/increase-intrinsic-motivation/ Healthline (n.d.) Intrinsic Motivation: How to Pick Up Healthy Motivation Techniques. Retrieved from: https://www.healthline.com/health/intrinsic-motivation Khan, S. (2015). Let’s teach for mastery- not test scores. Retrieved from: https://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. Studies in Self-Access Learning Journal, 3(1), 24-40. Available at http://sisaljournal.org/archives/march12/tassinari/ Teaching and Learning in Higher Education (n.d.) Evaluating Learning Outcomes. Retrieved from:http://www.queensu.ca/teachingandlearning/modules/principle/14_evaluating_learning_objectives.html
0 Comments
|
Dan Pink: The Puzzle of Motivation
|