Transcript Domestic terrorism: the enemy within

ADULT LEARNING
Instructor Training Course
COPYRIGHT © 2013 GEORGIA PUBLIC SAFETY TRAINING CENTER
www.gpstc.org
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Terminal Performance Objective
While developing and presenting instruction to adult
learners, the public safety instructor will employ the factors,
principles, and techniques that enhances adult learning, in
accordance with the American Society for Training and
Development (ASTD) Learning System.
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Enabling Objectives
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Determine your own learning style and describe the
learner characteristics of all four styles of learners.
Identify the laws of learning.
Describe the principles of adult learning.
Identify five factors an instructor must be aware of when
training apprehensive adults.
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Enabling Objectives (contd)
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Describe the student factors which influence the adult
learning process.
Explain the instructor factors which influence the teaching
process.
Identify the six underlying principles of instructor/student
contact.
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Learning Styles
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Making Training Learner Centered
• Who are the participants?
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What are their group and individual learning
characteristics and needs?
• How will the participants’ unique learning
characteristics be acknowledged and
honored by the training activities?
• What do these participants need to learn to
improve their job performance and how can
they best learn what they need?
Brain Development
(What is Learning)
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Learning Styles (contd)
Model of Experiential Learning
Perceiving + Processing =
Learning
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Learning Styles (contd)
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Perceiving
• How we gather information
• Concrete experience
• Driving a car
• Completing math problems
• Building a house
• Abstract conceptualization
• Flying the space shuttle
• Managing your winnings in the Big Game
lottery
• Daily life in Georgia in 1823
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Perceiving –
Taking in New Information:
How We Approach Learning
Concrete Experience (Connected knowing -Sensing Feeling)
Where would these characters fit
in:
•Big Bang- Sheldon vs. Penny??
•Star Trek-Kirk Vs. Spock???
Abstract Conceptualization (Separate Knowing -Thinking)
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Learning Styles (contd)
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Processing
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How we work with the new information
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Active experimentation
• Plug it in
• Power it up
• Try it out
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Reflective Observation
• Think about it
• Talk about it
• Read the manual
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Processing –
Making the Information Ours:
How We Work With The Learning
Active
Experimentation
(Doing - Jumping Right In)
Reflective Observation
(Watching - Standing Back)
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Learning Style Inventory Exercise
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Directions:
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Not a test, it is a Self-Assessment
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Answer based on your unique perspective
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Follow written directions on LSI form
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Perceiving –
Taking in New Information:
How We Approach Learning
Concrete Experience (Connected knowing-Sensing Feeling)
Type Four
Type Three
Active
Experimentation
(Doing -Jumping Right In)
Type One
Type Two
Reflective
Observation
(Watching –
Standing Back)
Abstract Conceptualization (Separate Knowing – Thinking)
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Learning Styles (contd)
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Four Styles of Learning
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Type One
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Prefers to perceive through concrete
experience and to process through reflective
observation.
They check out their ideas and feelings through
interaction with others.
“Why do I need to learn this?
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Learning Styles (contd)
• Type Two
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This learner prefers to perceive through
abstraction and to process reflectively.
• They devise their own theories by
integrating their observations with what is
already known.
• “What is it I need to know?”
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Learning Styles (contd)
• Type Three
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This learner begins by perceiving abstractly
and then processes through active
experimentation.
• They use their thinking to develop concepts
that they can try out for themselves.
• “How will this work?”
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Learning Styles (contd)
• Type Four
• Prefers to take in information through
concrete experience and to process
through active experiment.
• Rely on an often acute intuition as primary
focus of understanding.
• Want to check out information in light of
their own experience.
• “What If?” By applying knowledge to the
real world.
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Catering to the Four Styles of
Learning
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Create a reason.
• Answer the question “Why?”
Teach it to them.
• Answer the question “What?”
Let them try it.
• Answer the question “How?”
Let them teach it to themselves and others.
• Answer the questions “What if?”
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Laws of Learning
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Law of Readiness
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Physically and mentally ready to receive
instruction
• Shift work
• Personal matters
• Instructors enthusiasm
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Laws of Learning (contd)
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Law of Exercise
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Student activity is essential for all learning
• Mind
• Body
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Repetition is extremely important for adult
learners (essential elements: interest,
meaning and goal)
“Perfect practice makes perfect!”
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Laws of Learning (contd)
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Law of Effect
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Feeling of satisfaction
• Pleasantness
• Reward
• Use praise to motivate
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Laws of Learning (contd)
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Law of Association
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New experiences to past experiences
• Examples
• Illustrations
• Analogies
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Laws of Learning (contd)
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Law of Recency
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Reviews
• Warm-ups
• Make-up exercises
• Practice
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Laws of Learning (contd)
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Law of Intensity
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Make training realistic
• Improved job performance
• Greater learning
Review Laws of Learning
Readiness
Exercise
Effect
Association
Recency
Intensity
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Principles of Adult Learning
Start at the
Students Level
Of
Understanding
Emphasize and
Support
Teaching Points
Create and
Maintain
Student Interest
Provide for a
Sense of
Success
Provide for
Meaningful
Participation
Reinforce
Learning
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Apprehensive Adult Learners
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Directed to attend
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Poor performance = embarrassment
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Supervisors & co-workers present
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New ideas threaten the status quo
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Economic livelihood
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Factors that affect the Adult
Teaching/Learning Process
• Can be student or Instructor oriented
Attitude
Physical
Condition
Personality
Experience
Knowledge
Education
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Principles of Instructor/Student
Contact
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Be patient
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Do not bluff
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Use words that students understand
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Do not use profanity or obscenity
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Do not use sarcasm or ridicule
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Do not talk down to the class
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Enabling Objectives
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Determine your own learning style and describe the
learner characteristics of all four styles of learners.
Identify the laws of learning.
Describe the principles of adult learning.
Identify five factors an instructor must be aware of when
training apprehensive adults.
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Enabling Objectives (contd)
•
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Describe the student factors which influence the adult
learning process.
Explain the instructor factors which influence the teaching
process.
Identify the six underlying principles of instructor/student
contact.