Training The Spanish Language and Culture Instructors at FSI Training Course on Principles of Adult Learning FSI : Foreign Service Institute

Training Course on Principles of Adult Learning The course is designed for Language and Culture Instructors who teach Spanish to adult learners at the State Department/Foreign Service Institute/School of Language Studies in Arlington, VA.

Proposal content The Training Course on Principles of Adult Learning is for Language and Culture Instructors and intends to improve the quality of teaching that is vital to help students at FSI to perform better at their final test and achieve their goal of the language training program . Components: Instructional Design Model & My ID Model Problem/Need Statement Audience Analysis Written Objectives Learning Assessment Content Evaluation FSI:

Instructional Design Model I have used the Dick & Carey ID Model as a guide to develop my own ID model.

- My ID Model Implementation + STAKEHOLDERS Formative & Summative Evaluation (To improve instruction and measure if learners can achieve the goals of my training course) + STAKEHOLDERS - Implementation Problem/Need Statement Audience Analysis Content Written Objectives Learning Assessment

Problem/Need Statement Gap/Need Learning goals at week 6, week 12, week 18 and End of Training Test (week 24) are not achieved by most of the trainees. Delays that represent a problem for the embassies in Latin America where trainees are expected to perform their duties after completing the training and passing the EOT. Extension requires the use of more resources such as time and money and also creates a gap in the embassy where they are expected to arrive after 24 weeks of language training

Problem/Need Statement Environment Spanish section Location: FSI-SLS in Arlington VA Length of the training: 24 weeks LDP: Language Designated Position (score needed to graduate) 3/3 Number of students: approximately 300 Students: U.S Foreign Service employees Instructors: native professional Spanish speakers Hours of instruction: 5 plus one extra individual hour per week with the instructor and one individual hour with the learning consultant. Materials: lab materials, textbook Nuevas Rutas 1 to 4, and workbook 1 and 2 Supporters

Audience Analysis Target Audience: 80 Spanish Language and Culture Instructors Native speakers from different countries in Latin America Diverse professional background Diverse teaching experience Scarce knowledge of Adult Education 52 women and 28 men Ages vary from 25 to 83

Audience Analysis Sample selection based on previous teaching experience and knowledge of adult education. Size: 8 Language and Culture Instructors Analysis tool: interview using a questionnaire which follows these categories: educational and ability levels and backgrounds, prior knowledge and entry skills, attitudes toward FSI, and learning styles and preferences.

Questionnaire and responses Open this hyperlink to see the content Audience Analysis Questionnaire and responses Open this hyperlink to see the content

Written Objectives The purpose of the Training Course on Principles of Adult Learning is to familiarize Language and Culture Instructors at FSI/SLS/Spanish section with the concept of the adult as a learner and the principles of adult learning in order to improve the quality of teaching at the Spanish section. Course Objectives At the end of the workshop learners will: Define an adult as a learner. Identify differences and similarities between Andragogy and Pedagogy. List and explain at least six principles of adult learning. Incorporate three principles of adult learning in their daily Spanish teaching at FSI.

Learning Assessment Assessment Tools Group interactions will allow me to work with an audience that is very diverse in terms of its professional background that makes the learning experience multi-disciplinary and explores the content from the perspective of different disciplines. For instance, there are attendees who studied law, engineering, education, and management but could come together on a task, share experiences and learned from each other. Case studies will allow me to expose attendees with current issues regarding their teaching practices at FSI and how they can use their learning and skills to improve their quality of teaching. Case studies will also help attendees to develop problem-solving, decision-making and teamwork skills.

Learning Assessment (To see the procedures that I will use open the hyperlink) Using group interactions and case studies, primary and specific objectives will be assessed to ensure if attendees have gained the knowledge to meet the objectives of the training course.

Content Mode of delivery Course Description At the end of this workshop attendees will define an adult as a learner and the adult who learns Spanish at FSI. Attendees will also explore the principles of adult learning and incorporate them in their daily teaching at FSI. Mode of delivery This is an interactive and in-person four-hour workshop. Methodology Instruction is based on principles of adult learning with focus on cooperative learning through group interactions and case studies.  

Content Learners Roles and Responsibilities Facilitator Roles and Responsibilities Create a safe learning environment. Respect and value attendees’ different experiences and previous or non-previous knowledge. Promote collective learning and equal opportunities to participate actively. Promote critical thinking and self- reflection. Value the attendees’ commitment and time. Make an effective and productive use of the time. Learners Roles and Responsibilities Be prepared to participate actively and share your experiences and knowledge. Respect other learner’s ideas and be open-minded to accept new ones. Participate in group discussions. Commit yourself to a four-hour workshop I am not the ultimate authority or sole source of knowledge, but a partner in exploration. If you have questions or different experiences than me, feel free to speak up with respect.

Workshop schedule Time Learning activity 9:00 – 9:30 Introduction and icebreaker 9:30 – 10:00 The adult learner and the FSI adult learner 10:00 – 10:40 Pedagogy and Andragogy 10:40 – 10:50 Break 10:50 – 11:40 Principles of adult learning Case study 1 11:40 – 11:50 11:50 – 12:40 Case study 2 12:40 – 12:45 12:45 – 1:00 Workshop wrap-up

Content Outline Principles of Adult Learning I. - The adult I.1. - The adult as a learner I.1.1. - Definition I.2. - The adult learner at FSI I.2.1. - Definition I.2.2. - Behavioral characteristics II. - Pedagogy and Andragogy II.1. - Pedagogy II.1.1. - Definition II.2. - Andragogy II.2.1. - Definition / Malcom Knowles II.3. - Pedagogy vs Andragogy II.3.1. - Similarities and differences II.3.2. - Implications at FSI III. – Principles of Adult Learning III.1. – Twelve principles III.2. – Case study 1 III.3. – Case study 2 III.4. – Relevance for the Spanish training at FSI   IV. - Workshop wrap-up IV.1. – Main ideas and summary of the topics discussed

Instructional Plan Open this hyperlink to see the content

Program Evaluation Plan Formative evaluation Summative evaluation

Formative Evaluation Allows me to assess the instructional materials in order to identify weaknesses in the instruction and make corrections to ensure the quality and efficiency of my training course. I will use as a tool a small-group that will be formed by 8 language and cultures instructors different from the sample that I used during the audience analysis. I will use a questionnaire to get information from the attendees It will take place on January 7 before the first workshop on January 14

Questionnaire 1.- Do you think that the topics discussed in this training session are relevant to your daily work as a Spanish language and culture instructor at FSI? Why? 2.- What topic discussed was more useful for you? Why? 3.- What do you think about the sequence of the topics presented? 4.- How do you feel about the instruction and knowledge of the facilitator regarding the content and class management? 5.- What do you think about the length of the learning activities? 6.- Regarding the use of group discussion and case study as a method to discuss the content. How do you feel? Do you prefer to work alone and then discuss the information presented?

Questionnaire 7.- What do you think about the information presented about adult learning? 8.- Are the two-case studies related to your current practice as a language instructor? 9.- Regarding the case studies: Have you experienced a situation like that? What did you do? Now that you have some knowledge of adult learning what would you do? 10.- Were the use of technology and handouts helpful to your learning experience? 11.- What changes would you do on the content?

Summative Evaluation The purpose of this evaluation is to confirm if the learners have learned what was presented and applied the information learned in their daily teaching practice at FSI in order to solve the problem/need identified earlier. It will take place during the first week of April. I will observe one beginner class, one intermediate class and one advanced class to confirm if the instructors apply what they have learned about principles of adult learning.

Conclusion To measure the outcome of my training program regarding the impact of quality of teaching on students’ performance at the EOT (end of training test) I will ask my supervisor for statistics of achievement before my training program and after in order to have a clear result that can convince stakeholders about the need to implement this training as part of the professional development of the Spanish language instructors at FSI.

Designer and Facilitator Jaime Vilchez Learning Consultant molinero40@hotmail.com 202-285-6554