Students learn differently because their experiences, personalities, interests, and backgrounds affect how they understand and remember information.

Experiences: Students who have had different experiences may connect new information to what they already know. For example, a student who has played a sport may understand lessons about teamwork more easily because they can relate them to their own experiences.
Personality: Some students are naturally outgoing and enjoy group discussions, while others may prefer working quietly on their own. A student who is more confident may ask questions often, while a shy student might learn better by thinking first and then writing… >>>

Extrinsic Motivator such as grades and earning their degree aids student in completing programs. Intrinsic Motivators such as curiosity and being successful helps to prevents burnout. They are working towards something bigger and better. If they only concentrate on grades and making more money, they will often disengage. As and Adademic Advisor, I will stay engaged in a students "why" and personal growth. 

Autonomy is a vital part of Self- Determination Theory (SDT) and drives intrinsic motivation. Adult learners want to be in control and when they feel micromanaged they tend to burn out. This simply means having control and ownership by following the Four T's of autonomy. Task, Time, Technique and Team. Same goes for a member of leadership. When you are in a constant state of control, you are not being motivated. It feels like a lack of trust. I personally feel it can ruin a good student or employee to not show trust and respect. 

Creating a supportive environment with clear expectations. 

In this module i learned that one method to motivate your students is to show enthusiasm in what your teaching.  Instructors who seem at actually like their career field will be more motivated themselves which in turn will motivate the students. 

I appreciate the distinctions made with extrinsic and intrinsic motivators. These motivators should be embedded in curriculum and in classroom management. Being able to select assignments/projects and in how they can be presented, such as powerpoint, video, etc. lends to allowing the learner to choose what best fits them; therefore resulting in a better quality assignment submission. 

To summarize the module, instructional behaviors support and motivate adult learners. Most adult learners need to know why they are learning what they are learning. They also look at real world scenarios to figure out their outcomes. Active listening opens up communication and builds trust. They also want to be in a learning environment that respects their need for understanding. 

Autonomy is great to build into course delivery, within the confines of proper classroom management, course objectives and outcomes. Having degrees of latitude as a learner when it comes to formative and summative assessments does give a feel of having choices in the learning process based upon what works per learner. A sense of empowerment and decision making in the process of learning goes a long way. 

Security is huge and has been broken down in various capacities within this lesson. As a student, there are many situations that can be vulnerable. How those situations are handled are critically important to the learner's success, in that very moment, and beyond. Keeping this in mind for online and on ground instruction is vital. 

This is a great section that defines adult learning theories and concepts in contrast to secondary education. Motivation for adult learners are very much tied into a cost benefit analysis. The cost is both time and financial resources, and the gain is knowledge and a degree that will be applied in real life, with the hopes of improving ones quality of life; thus motivating others to pursue and attain life goals.