Transcript Slide 1
Fire Service Course Delivery FFP - 1740 Florida State Fire College Ocala, Florida www.floridastatefirecollege.org August 2007 FFP - 1740 1 Chapter 2 Methodologies of Instruction www.floridastatefirecollege.org August 2007 FFP - 1740 2 Terminal Objectives Upon completion of this chapter, the participant will be able to describe the various methods of instruction and adapt it to a classroom setting through class projects August 2007 FFP - 1740 3 Enabling Objectives Students will be able to Differentiate between the art and science of teaching Define andragogy Describe and discuss the characteristics of adult learners Describe and discuss how to motivate the adult learner August 2007 FFP - 1740 4 Enabling Objectives Describe and demonstrate the skills of making an effective presentation Describe and discuss the four major teaching strategies Describe how to conduct a facilitated class and a Socratic seminar August 2007 FFP - 1740 5 Art of Teaching Presentation Style Classroom Presence Rapport with Students August 2007 FFP - 1740 6 Science of Teaching Learning Styles Learning Theories Adult Education Issues August 2007 FFP - 1740 7 Andragogy “the adult methodology of learning” Malcolm Knowles “process of engaging learners in the structure of the learning experience” Alexander Kapp – Wikipedia August 2007 FFP - 1740 8 Adult Methodology of Learning Assumptions about adult learners They are self directed Take responsibility for their decisions Need to know “why” they must learn Need to learn experientially Approach learning as problem solving Learn best when topic is of immediate value August 2007 FFP - 1740 9 Incorporating Andragogy Reaching the adult learner Case studies Role play Simulations Self-evaluation August 2007 FFP - 1740 10 Keys for the Fire Service Instructor Explain why specific things are being taught Relate to real events Instruction should be task-oriented vs. memorization (Active Training) Consider student backgrounds Allow students to discover things for themselves August 2007 FFP - 1740 11 Adult Learners Generally are autonomous and self-directed Function best if the environment is centered on them What are the student expectations of your class? Don’t like to be told what to do Guide the class - don’t direct it August 2007 FFP - 1740 12 Experience Take into account the students’ past experience Connect the experience base to the learning in the classroom Used in excess experience turns into war stories August 2007 FFP - 1740 13 Experience Theory/book learning sets the foundation for “how we do it in the street” learning Students need to be shown respect Instructors don’t know everything Students are peers not subordinates August 2007 FFP - 1740 14 Application Relevancy motivates the student to learn Immediate utilization increases Understanding Retention Hands-on activities Problem solving exercises August 2007 FFP - 1740 15 Motivation & Feedback Motivation increases as relevance for the student increases Immediate feedback is essential to the adult learner Positive vs. Negative Immediate use in the field can be a huge feedback motivator August 2007 FFP - 1740 16 Considerations for motivation Social relationships External expectations Social welfare August 2007 FFP - 1740 Personal enhancement Escape/stimulation Cognitive interest 17 Barriers to motivation “Red tape” bureaucracy, or politics Problems with child care Problems with transportation Lack of time Lack of money Lack of confidence Scheduling problems August 2007 FFP - 1740 18 Stress Stress in the beginning for the learner is high; however, should be made low by the instructor As the student gains proficiency then pressure to perform can be added Skills vs. full speed evolution August 2007 FFP - 1740 19 Making the Presentation Introduction Name Credentials, experience/knowledge Course content Importance of material Course outline What is expected and required for completion Ground rules August 2007 FFP - 1740 20 From the Past This comes from the old Methods and Techniques of Instruction used at the Florida State Fire College #1. Tell them what you are going to teach them #2. Teach them #3. Tell them what you taught them August 2007 FFP - 1740 21 Use of Barriers Be careful not to impart a negative impression Don’t be condescending Stand about 8’ away from first row Try to move around the room August 2007 FFP - 1740 22 Speaking in Public Appropriate language Avoid vernacular Use the student’s name No obscenities Speak clearly and distinctly Speak a little slower than normal Ice breakers August 2007 FFP - 1740 23 Eye Contact Maintain eye contact Don’t forget all parts of the room Don’t hold a gaze for too long August 2007 FFP - 1740 24 Body Language Spoken message conveys 35% Body Language conveys > 65% Rule of Thumb Words express ideas Body Language expresses feelings and attitudes August 2007 FFP - 1740 25 Eyes Contracted pupils Concentration Dilated pupils Tuning out Narrowed eyes Intensity or anger Widened eyes astonishment August 2007 FFP - 1740 26 Facial Expressions Tight lipped – shows anger Smile - happy Open - wonder Frown - sad Crooked - doubt zzzzzz Instructor is in trouble August 2007 FFP - 1740 27 Hands/Arms Open shows warmth At the chin may show concentration Fist shows aggressiveness or anger Hands on the hip might indicate authority Pointed finger may indicate threatening August 2007 FFP - 1740 28 Plan Your Presentation Who are your students and what are their specific needs Understand the learning styles and plan to vary your teaching strategies Involve the students in active training August 2007 FFP - 1740 29 Common Teaching Practices Explicit Teacher serves as the provider of knowledge Most often used by educators Implicit Teacher facilitates the student in gaining the knowledge Which would you say provides the most feedback? August 2007 FFP - 1740 30 4 Major Teaching Modes Expository Inquiry Demonstration Activity August 2007 FFP - 1740 31 Expository Mode Lecture Telling Sound Filmstrip Explanation August 2007 Audio Recordings Video Discussion FFP - 1740 32 Inquiry Mode Asking Questions Stating Hypotheses Coming to Conclusions Interpreting Classifying August 2007 FFP - 1740 33 Inquiry Mode cont. Self-Directed Study Testing hypotheses Observing Synthesizing August 2007 FFP - 1740 34 Demonstration Mode Experiments Exhibits Simulated Events Games Modeling Field Trips August 2007 FFP - 1740 35 Demonstration Tell and show Let them try while you watch Evaluate performance Correct actions or compliment This slide information paraphrased from Dr. Ken Blanchard’s One Minute Manager August 2007 FFP - 1740 36 Activity Mode – Learn By Doing Role-playing Constructing Preparing Exhibits Dramatizing Processing Group Work Game/Contest August 2007 FFP - 1740 37 Facilitation “to make easier” Make the learning experience more productive and enjoyable August 2007 FFP - 1740 38 Keys to Facilitation Create action Engage the student in the learning process through activities (active learning) Design the classroom Typical layouts lend to passive learning Let the students research and present part of the class – give them the time to prepare August 2007 FFP - 1740 39 Group Work How do we get a group? Randomly assign Self-select Count off Can be based on intended outcome If other than a single day class, consider changing the make up of the groups August 2007 FFP - 1740 40 Facilitating Discussions Try to get all the students involved Large groups will need to be divided Physical set up may prevent this Differences in opinion will need to be mediated Careful not to be authority figure and break the momentum August 2007 FFP - 1740 41 Practical (psychomotor) Sessions Role-playing Games Simulations Problem-solving August 2007 FFP - 1740 42 Tips for Practical Sessions Clearly explain objectives & motivation Get feedback to be sure they are clear Doesn’t work well with large groups Involve “hesitators” by having them record the activity or be peer evaluators Begin by giving a brief overview of the activity August 2007 FFP - 1740 43 Tips for Practical Sessions cont. Demonstrate the correct procedure If using skills stations Review the skills with the adjunct instructors Set a time limit between rotations Start with simple skills and then build to more complex Don’t forget to give a safety briefing, if needed, prior to beginning the activity August 2007 FFP - 1740 44 Practical Skills Critique Let the person performing the skill give a self critique Next allow the other participants give feedback Instructor should give feedback last Positive-negative-positive Specific positive statements Constructive criticism End with positive statements August 2007 FFP - 1740 45 Classroom Control Issues Loss of control can happen with too much interaction Ensure that the student groups stay on track Frustrated student/groups Key is to monitor the interactions But don’t do the work for them Enforce time limits August 2007 FFP - 1740 46 Tips for Enforcing Time Limits Use a timer or watch alarm Say, “Now hear this!” Create a verbal wave—clapping hands Play music Make a unique sound-gavel, bell, gong Designate a timekeeper August 2007 FFP - 1740 47 Socratic seminars Believed the way to reliable knowledge was through disciplined conversation Dialectic-art of examining opinions or ideas logically to determine validity Socratic seminar Method of understanding information by creating a dialectic in class as regards to a specific text August 2007 FFP - 1740 48 The Text Chosen for their richness in Ideas, issues, values, and ability to stimulate dialogue August 2007 FFP - 1740 49 The Question Posed by the instructor or Solicited from the participants No right or wrong answer – open ended Leads participants back to the text Responses generate new questions Socratic seminars evolve instead of having a predetermined target August 2007 FFP - 1740 50 The Leader Plays a dual role Leader Participant Keeps the topic focused on the text Must be patient enough to allow understanding to evolve August 2007 FFP - 1740 51 The Participants Responsible for the quality of the seminar Must Study the text in advance Listen actively Share their ideas & questions Search for evidence in the text August 2007 FFP - 1740 52 Guidelines for Participants Refer to the text It’s OK to “pass” when asked to contribute Don’t participate if you aren’t prepared Ask for clarification Stick to the point under discussion Make notes about ideas for later discussion August 2007 FFP - 1740 53 Guidelines for Participants Don’t raise hands; take turns speaking Listen carefully Speak up so that all can hear Talk to each other, not just leader Discuss ideas rather than each other’s opinions You are responsible for the seminar August 2007 FFP - 1740 54 Difference Between Dialogue & Debate Debate Dialogue Oppositional Listens to Collaborative Listens to Find flaws Spot differences Counter arguments Understand Make meaning Find common ground Defends assumptions as truth Close-minded attitude Looks for weakness in the other opinion May belittle others Assumes a single right answer Demands a conclusion Open-minded attitude Looks for strengths in all positions Doesn’t seek to alienate or offend Assumes that all have worthwhile answers Remains open-ended August 2007 FFP - 1740 55 Dialogue is Characterized by: Suspending judgment Examining our own work without defensiveness Exposing our reasoning and looking for limits Communicating our underlying assumptions August 2007 FFP - 1740 56 Dialogue is Characterized by: Exploring viewpoints more broadly and deeply Being open to disconfirming data Welcomes differing opinions instead of being adversarial August 2007 FFP - 1740 57 Sample Questions That Demonstrate Constructive Participation Here is my view and how I arrived at it. How does it sound to you? Do you see gaps in my reasoning? Do you have different data? Do you have different conclusions? How did you arrive at your view? Are you considering different things than what I considered? August 2007 FFP - 1740 58 Summary Adult learning requires the instructor to use different strategies to keep the class engaged Facilitation & Socratic Seminars are two effective tools Instructors need to be flexible in their presentations August 2007 FFP - 1740 59 Review Questions Andragogy (adult methodology of learning) makes several assumptions. Which of the following is one of those? Adults need to know why they must learn something All adult learners prefer an active style of teaching Adults learn best when the topic is one they can save for future use August 2007 FFP - 1740 60 Review Questions, cont’d “adults are generally self directed learners” “adults do not like to be told what to do” “adults have gained a foundation of life experiences” These statements best describe which of the following? Teaching strategies Motivation Strategies Characteristics of adult learners August 2007 FFP - 1740 61 Review Questions, cont’d Lack of time, money, or confidence are considered to be which of the following? Negative motivators Political motivators Barriers to motivation August 2007 FFP - 1740 62 Review Questions, cont’d Presentation introductions should always include which of the following? Your credentials, experience, and knowledge Not include acronyms Introductions of the class members August 2007 FFP - 1740 63 Review Questions, cont’d Is it appropriate to tell a joke to open a class in order to relax the students? Yes No August 2007 FFP - 1740 64 Review Questions, cont’d There are four major teaching modes (strategies). Which is the most often used by educators? Expository Inquiry Demonstration Activity August 2007 FFP - 1740 65 Review Questions, cont’d The key to a facilitated classroom environment is to______. Design the classroom layout Provide guidance Create action August 2007 FFP - 1740 66 Review Questions, cont’d “The surest way to obtain knowledge was through disciplined conversation.” It is often referred to as dialectic. These statements best describe which method of instruction? Practical sessions Socratic “group work” August 2007 FFP - 1740 67