4.+Utility


===**DEFINITION ** === ====Something useful or designed for use. (Merriam-Mebster dictionary) ==== ===   === ===**RELEVANCE ** === ====Adults are for the most part pragmatic learners. They look for ways to apply what they are learning almost immediately once a course of study begins. This strong need to use knowledge in either their career or personal lives is another important influence on the person’s motivational state. Many learners feel an immediate gratification that comes from using knowledge in practical ways. If others, for example: colleagues, members of the community, fellow workers or family also see the training as valuable, this reinforces the sense of utility. ====

APPLICATION
Both instructors and students need to feel that there is purpose behind what is being taught. As instructors we need to incorporate relevance to course material. Relevance in terms of content but also important is the need for relevance to be current. Even when re-teaching courses, the baseline theories need to be enhanced with rich new examples. As instructors we are naturally motivated to provide material with an underlying utility. Students also need to understand that what is being taught is pertinent and relevant If students do not feel that there is an underlying utility, they will not be motivated to learn. ([]

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// Summary notes from Azim Jamal // P - power of giving, more you give more you have O - open your birthday gift, you are born with an inherent gift at what you are good at W - wining attitude E - enlightened persistence <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">R - rejuvinate, be present in the moment
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16px; line-height: 23px;">We Need to Make 5 Committments; **

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 130%; line-height: 21px;">**What the Best College Teachers Do** **(2004, Ken Bain)**

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//<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">"The most successful teachers expect the highest levels of development from their students. They reject the view of teaching as nothing more than delivering correct answers to students and learning as simply remembering those deliveries. They expect their students to rise above the category of received knowers, something they reflect in the way they teachh and assess their students. they even draw clear distinctions between those students who 'do the discipline' for the sake of the class (the procedural knowers) and those students whose ways of thinking and drawing conclusions are permanently transformed." //