Methods of Instruction Chapter 3 Methods of Instruction

Knowledge Objectives (1 of 2) Instructor I Describe motivational techniques. Describe how to adjust the classroom presentation and still meet the objectives of the lesson plan. Describe the laws and principles of adult learning. Describe methods of instruction typically used in adult and fire service education.

Knowledge Objectives (2 of 2) Instructor I Identify characteristics of Generation X, Generation Y, Generation Z, and the baby boomers. Describe communication techniques that will improve your presentation. Explain how to deal with disruptive and unsafe behaviors in the classroom.

Skills Objectives Instructor I Demonstrate basic coaching and motivational techniques. Deliver an instructional session utilizing prepared course material. Demonstrate professionalism during the learning process. Manage disruptive and unsafe behaviors in the classroom.

Knowledge Objectives Instructor II Explain how to adjust the classroom presentation and still meet the objectives of the lesson plan. Describe methods of instruction typically used in adult and fire service education. Describe communication techniques that will improve your presentation

Skills Objectives Instructor II Demonstrate basic coaching and motivational techniques. Demonstrate professionalism during the learning process. Demonstrate transitioning between methods of instruction to facilitate effective learning. Manage disruptive and unsafe behaviors in the classroom.

How Can I Best Help My Students to Learn? It is the instructor’s responsibility to: Present accurate information Understand course objectives Instruction is a key factor in students’ success. Teaching can have a greater impact on achievement than all other factors combined.

Starting Off Well Students decide early whether they will like class, contents, instructor, other students Remember, fire fighters are adults! There are differences in the way adults and children learn.

Motivation and Learning (1 of 2) Motivational factors make students enthusiastic and eager to learn. Motivation affects: How students practice What they observe What they do

Motivation and Learning (2 of 2) Learning is the potential behavior. Motivation is the behavior activator. Learning and motivation combine to determine performance. Without motivation, learning will not take place.

Motivation of Adult Learners Three types of adult learners: Learner-oriented Goal-oriented Activity-oriented Each type has different motivational issues. Affects how learning takes place Adjusting learning style is not always successful or possible.

Factors That Influence Success (1 of 4) Learner’s grasp of how material relates to real world and can be beneficial Theory into practice can work to an instructor’s advantage in this sense. Learner’s psychological state Mild anxiety can help learner focus. Intense negative emotions may detract. Make your students feel welcome.

Factors That Influence Success (2 of 4) Position of learners in the life cycle Each phase of life requires certain behaviors and skills. Adults want to be autonomous, independent. Geographical changes Physical changes

Factors That Influence Success (3 of 4) Visual and auditory acuity Intellectual functioning Learner’s internal world of ideas, beliefs, goals, and expectations Attitudes about ability to learn Judgment as to whether learning is an important life goal

Factors That Influence Success (4 of 4) Quality of thinking Information processing Learning environment

Motivation As a Factor in Class Design (1 of 2) Motivation is the primary learning component for adult learning. Why is the adult learner in the class? Why does the adult learner want to take (or not want to take) this class? Identify why to find out how. The precise motivation and techniques that will help the adult learner learn

Motivation As a Factor in Class Design (2 of 2) Find out why students are in your class and what they expect. This information will allow you to: Design lesson plans to meet every student’s needs. Generate self-motivation in every student. Use a variety of motivational techniques to stimulate students.

Motivated Instructors Enthusiasm is contagious. When you are dynamic, outgoing, charismatic, and interested in the topic, you will teach with energy. Your personality serves as a motivational factor for your students.

Additional Motivational Factors Additional factors include: Audiovisual aids Teaching strategies Teaching methods The classroom itself Motivational factors are part of each level of instruction. Take time to consider ways to engage your learners.

The Learning Process (1 of 3) Learning is interactive. Learner encounters and reacts to a specific learning environment. Each adult learner has a learning style. Distinct and preferred way of perceiving, organizing, and retaining experiences

The Learning Process (2 of 3) Learning takes place in three domains: Cognitive (knowledge) Psychomotor (physical use of knowledge) Affective (attitudes, emotions, or values)

The Learning Process (3 of 3) Effective learning follows a process. Learners begin with what they know, feel, or need. Seeing how new information connects to real life prepares learners to learn. Learners use new content, practicing for applying it to real life. Learners apply material learned to the real world.

What Is Adult Learning? (1 of 2) Fire service training is designed for the adult learner. An adult learner is someone who has passed adolescence and is out of secondary school. Self-motivation is rarely a problem. Advance career Better self

What Is Adult Learning? (2 of 2) Adult learning is the integration of new information into existing values, beliefs, and behaviors. Adult students need: Realistic, practical, and informative lessons Information delivered in a variety of ways to accommodate differing learning styles

Learning Process Realm There are two general lines of thought in the realm of the learning process: Pedagogy Andragogy

Pedagogy Art of teaching children Teacher has full responsibility. Student is in a submissive role. Process may occur in: Young adults who are members of an entry-level fire academy Young volunteer fire fighters who have not entered the workforce or higher learning environments

Similarities and Differences Among Adult Learners The theory of andragogy attempts to identify how adults learn. Although adult learners differ, there are some commonalities.

Similarities Among Adult Learners Need to know why they need to know something Need to know how they can use it Focus on practical tasks and activities Learn at their own pace Use preferred learning style Use rich history of life experiences

Differences Among Adult Learners (1 of 3) Stage of life directly affects adult learner. Young adults Developing sense of identity Establishing a career Pursuing a life dream Having a relationship, getting married Achieving parenthood

Differences Among Adult Learners (2 of 3) Middle-aged adults Caregiving for children or older family members Career changes Physical and mental changes Role changes Planning for retirement

Differences Among Adult Learners (3 of 3) Older adults face a series of upheavals. Loss of their jobs (via retirement) Transition from parent to grandparent Age-related physical and mental changes Deaths of friends or spouses Acceptance of their own mortality

Three Types of Adult Learners Learner-oriented adults Content is less important than the act of learning. Goal-oriented learners Goal is improving job prospects or learning new skills. Instructor is responsible for disseminating knowledge. Activity-oriented learners Learn by doing

Influences on Adult Learners (1 of 3) Adult learning theories are based on the premise that: Adults have had different experiences than children and adolescents. These differences are relevant to learning.

Influences on Adult Learners (2 of 3) Motivation Prior knowledge Learning context Influences exerted by situational and social conditions Information meaningful to life

Influences on Adult Learners (3 of 3) Cope with life events May affect behavior in the classroom Social and cultural perspectives Social roles Race Gender Self-directed learners want to direct their own learning. Instructor must keep on track.

Critical Reflection (1 of 2) The ability to reflect back on prior learning to determine whether what was learned is justified under present circumstances. Unique advantage with adult learners Key asset for instructor

Critical Reflection (2 of 2) Occurs when learners compare their ideas to those of mentors or classmates May reflect critically on assumptions and attitudes that underlie their knowledge As instructor, part of job is to motivate students to learn information presented.

Traditional Learning Skills As a Factor in Learning Prior participation in formal educational programs or training programs will also affect adult learners’ ability to learn. Traditional learning skills forgotten or never developed Reading textbook, taking notes, studying Challenge to learn or unlearn

Audience Analysis Factors considered in an audience analysis include: Age and experience in subject matter of students Who the lesson is intended for and how students will use the material Number of students in class Level of previous knowledge of the class material

Lenny Laskowski’s “AUDIENCE” Analysis Acronym A – Analysis U – Understanding D – Demographics I – Interest E – Environment N – Needs C – Customization E – Expectations

Today’s Adult Learners: Baby Boomers Born between 1946 and 1964 Raised on television, rock and roll High standards, work, education, expectations Spoke out against social injustice Independent, confident, self-reliant © Courtesy of Fire Chief Gordon J. Nord Jr.

Teaching Baby Boomers Earn their trust through demonstrated competence. Show respect for their experiences. Have them assist in teaching. Have them share experiences and knowledge. They are known for both accepting and resisting change. Group activities can be effective.

Today’s Adult Learners: Generation X Generation whose teenaged years were touched by the 1980s Both parents worked outside home. Abandoned traditional family models Divorce/single-parent families is norm. Many stay childless. Grew up with instant gratification

Generation X Characteristics Independent problem solvers and self-starters Technologically literate Expect immediate gratification Skeptical of society and its institutions Lifelong learners Ambitious and fearless

Teaching Generation X Often clash with baby boomer or traditionalist instructors Both generations place a high priority on learning and developing new skills. Instructors must continually raise the bar and adapt to cross-generational training. Promote learning that has applications in school, work, and community.

Today’s Adult Learners: Generation Y Born immediately after Generation X Wide-ranging opinions on political and social issues More tolerant of alternative lifestyles and unconventional gender roles More spiritual and religious Disagreement common between liberal and conservative members

Generation Y Characteristics Considered young, smart, and brash Do not want work to be their entire life Both high performers and high maintenance Considered multitaskers

Teaching Generation Y Ideal for learning in virtual classrooms Like teaching by technical professionals Hands-on experiences Challenge boomer or Gen X instructors

Today’s Adult Learners: Generation Z Also called Generation Next May bring their own set of values and learning styles Instructors will need to adjust and adapt to their needs as well.

Generation Z Characteristics Many Generation Z students: Have taken online classes Have had computer access most of their academic life Prefer quick and very visually-oriented types of learning Prefer to work around their personal schedules Would find a smart board and flat panel recognizable

Teaching Generation Z Learning disconnects can occur when moving from a high-tech environment into a traditional fire service classroom. May easily become bored and not engaged Instructors will have to adapt the learning environment to varied generations of students.

Methods of Instruction (1 of 2) The method of instruction is the process of teaching material to students. Instructor I: The method of instruction will be identified on your lesson plan by the lesson plan developer. Instructor II: You choose the method of instruction most appropriate to deliver the material in the lesson plan.

Methods of Instruction (2 of 2) Method of instruction determination factors: The experience and educational level of the students The classroom setting or training environment The objectives of the material to be taught The number of students to be taught

Audience Analysis Review the demographics of the audience, including: Age Learning level Previous experience Other factors Adapt the lesson plan accordingly.

Common Teaching Techniques Lecture Primary source of information Demonstration/skill drill Used for skills or hands-on learning Effective with fire fighters Discussion Two-way open forum Fosters interaction Instructor is facilitator.

Enhanced Instructional Methods Role play Students “act out” a scenario. Labs/simulations Student is placed in “real life” situation. Case studies Examples are from real world. Out-of-classroom assignments Course work is completed prior to class. Courtesy of Orland Fire Protection District

Online Learning: Synchronous The entire class meets at the same time. Instructor delivers the course material in real time by voice and/or video. Students interact with the instructor and class verbally or with instant messaging.

Online Learning: Asynchronous The course material is provided in the online classroom. Students enter and exit it on their own schedule. Discussion boards are used to access discussion questions or assignments.

Independent Study Entails registering for a course, receiving course material in the mail, completing assignments, and submitting them back to an instructor for evaluation.

Blended Learning Combines online/independent study with a face-to-face meeting with the instructor.

Professionalism (1 of 2) Dress professionally. Welcome each student. Call students by name. Use eye contact. Use your normal speaking voice. Speak with respect. Use pauses when you speak.

Professionalism (2 of 2) Communicate information appropriately. Use gestures sparingly, for emphasis. Use posture and movement to signal transitions. Practice positive mannerisms. Choose appropriate teaching aids. Know how to use chosen teaching aids. Utilize transition techniques during presentations.

Effective Communication Ensures Students Learn We remember: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say while doing

Questioning Techniques Important to assess the learning process Lesson plans will include questions. It is important to ask the correct question at the correct time. A question can be used to challenge a disruptive student.

Common Question Types Direct Rhetorical Open-ended Closed-ended Who, What, Where, When, Why, How Rhetorical Stimulate discussion, new topic, no or multiple answers Open-ended Varying correct answers Closed-ended Seeks a specific answer

Question Basics (1 of 3) Knowing which question to ask and when to ask the question is very important. Dealing with a student’s response to a question is important.

Question Basics (2 of 3) Instructors are there to teach students and to foster a positive learning environment, so responding to a student’s answer is critical to maintaining a good learning environment.

Question Basics (3 of 3) For correct responses, the instructor can build on the response and move on with the lesson. For any incorrect answers given, highlight the positive and downplay any negatives.

Disruptive and Unsafe Behaviors in the Classroom You are in charge of the classroom. If you don’t keep control, you may be perceived as less competent. Disruption Can reduce or limit learning time Can lead to unsafe conditions and negative learning

Disruptive Students: The Monopolizer Takes control of class discussions Monopolizes class time To deal with Monopolizers: Call on other students during classroom discussions.

Disruptive Students: The Historian (1 of 2) Has experience and wants to make sure everyone is aware of it Real Historians Years of experience Share experiences to help instructor Can be disruptive if stories are distracting

Disruptive Students: The Historian (2 of 2) Artificial Historians Focus on themselves Try to show how much they know Almost always distracting To deal with Historians: Guide discussion back to the main topic. Pair with struggling students. Speak to student individually.

Disruptive Students: The Daydreamer May not directly disrupt students More of a distraction to instructor To deal with Daydreamers: Try to draw back to the lesson. Use direct questioning techniques. Make maximum eye contact.

Disruptive Students: The Expert May become confrontational Shows off brainpower, expertise Provides information, factoids, applications, case information May subvert instructor’s authority To deal with Experts: Discuss contributions privately.

Disruptive Students: The Class Clown Seeks attention by acting out or making jokes To deal with Class Clowns: Ignore the Class Clown. Engage him or her with a direct question. Use a stern look. During a break, Engage the Class Clown in conversation. Seek the individual’s help in setting an example for others in the class.

Disruptive Students: The Gifted Learner May be a challenge in the classroom Is usually not disruptive May seem to be disengaged in the learning process Might appear to be shy or daydreaming Have the gifted learner assist you as an instructor during the course.

Unsafe or Illegal Behavior Harassment Discrimination Actions or words Threatening Offensive Create risks Deal with inappropriate behavior immediately!

Dealing with Behavior Problems Must deal with behaviors resulting from situations outside of the classroom First priority is to create a positive learning environment for whole class. Second priority is to create a positive learning environment for individual.

Behavior Problems and Causes Seeking attention from class or instructor Calling out Asking irrelevant questions Giving excessive examples

Transitioning Between Methods of Instruction Problem-solving techniques are used to: Facilitate and lead conferences Employ discussion methods during presentations

Problem-Solving Techniques These techniques are frequently used to conduct small-group sessions where: Participants have advanced knowledge and experience in the subject matter The goal is to reach a group solution to a problem or issue

Transitioning Between Methods of Instruction When students become engaged and actively participate, the instructor can shift from a lecture format to a guided discussion. When a student has adapted to a basic skill level in a hands-on training session, instructors can allow the student to perform simultaneous actions and progressive skills.

Building Your Lesson Plan (1 of 2) The Instructor II will have to adjust certain elements of a lesson plan to accommodate students with special needs by: Using different visual aids Varying voice and tone inflections Breaking class sessions down to smaller units

Building Your Lesson Plan (2 of 2) What are the goals of the lesson? How will you achieve those goals? How will you know when those goals are achieved? Use assessments. Provide opportunities to practice skills.

Adjusting Lesson Plans All students have unique needs. Plan should be: Detailed and complete to meet goals Flexible to meet students’ needs Repeat information in different ways.

Demonstrating a Skill Perform demonstrations more than once in different ways. Follow a detailed, sequential plan. Explain and outline information. Discuss the results.

Summary (1 of 3) Students are motivated to learn in a variety of ways and for a variety of reasons. Understanding how adult learning takes place and how different generations learn will help instructors. Adult learners can be divided into three types. Learning is an interactive process affected by the learning environment. Effective learning requires the instructor to step outside the realm of personal experience.

Summary (2 of 3) Students’ requirements differ because their experiences differ. Instructors must behave professionally, control the classroom, and address problem behaviors. Lesson plans should be detailed, complete, and flexible to meet all students’ needs. Multiple factors are used to determine which method of instruction should be used to deliver information.

Summary (3 of 3) Several types of questions are available to the instructor in assessing the student knowledge gained in the learning process. Disruptive students can reduce learning time for the class and lead to unsafe conditions.