1. Basic Instructor Course TCOLE #1014 1 Prepared by Deputy Chief George D. Little, BCCO PCT #4 10-17-2014 HOSTED BY: Bexar County Sheriff’s Office Training Academy Texas Commission On Law Enforcement UNIT TWO

2. 2.0THE ADULT TEACHING- LEARNING PROCESS 2.0THE ADULT TEACHING- LEARNING PROCESS : educationlearning acquaint the participant with the differences between “education” and “learning”; the differences between adult learning and child or youth learning; identify the characteristics of the teaching/learning process; define the term instructor; and describe the optimum conditions for efficient adult learning

3. 2.0 Class Exercise: 1.Why did you come to this class? 2.Have you ever taught anyone anything in or out of a formal classroom? 3.Write a characteristic of your favorite/best teacher. Gray/White hair equals wisdom Gray/White hair equals wisdom no brown nosing now no brown nosing now Use your DEFINE & PROCESS FORM

4. 2.1 Define the term “education” and “learning”. 2.1.1 knowledgeattitude skillbehavior 2.1.1 Education is an activity undertaken or initiated to effect changes in knowledge, attitude, skill, and/or behavior of individuals. A. change A. The educator (Instructor) is the agent of change.

5. 2.1.1 2.1.1 Cont’d: B. stimulus reinforcing B. The educator (Instructor) provides the stimulus and reinforcing for learning C.designs C. The educator designs activities to stimulate change and reinforce learning.

6. 2.1.2 2.1.2 Learning is the act or process by A. change A. Learning emphasizes the person in whom the change occurs or is expected to occur. knowledge knowledge, attitudes attitudes, skills skills and/or behavioralchange behavioral change is acquired.

7. 2.1.2 Cont’d: 2.1.2 Cont’d: B. B. This result may be brought about through purposefully educational or training efforts on his part, purposefully educational effort on the part of an instructor, a by-product of a random activity, or through an activity designed to achieve essentially non- educational purposes.

8. 2.1.2 Cont’d…………….. 2.1.2 Cont’d…………….. C. shapedled C. A person who is learning is shaped and led. Example: D. D. Learning is a process of discovery doing 1. Learners learn best when “learning by doing ” 2. Instructors should utilize interactive procedures, such as dialogues

9. Knowledge : Research shows that cigarettes are harmful to your health. Attitude :As a result of this knowledge, we may change our attitude about smoking. Skills :Using problem- solving skills, we may develop methods to help give-up smoking 2.1.2

10. Behavioral Change : Short Term – Chew nicotine gum in place of smoking Long Term – Completely give up smoking 2.1.2

11. 2.1.3 accountable 2.1.3 In the adult classroom environment, both the instructor and the learner are actively and interactively accountable for the education the learning process AND

12. 2.2 Compare and contrast the adult learner with the youth learner 2.2 Compare and contrast the adult learner with the youth learner. Leader of children, Or Teaching of children pedagogy Until the early 20 th Century, the organization of education systems was based on a teacher-directed theory called “ pedagogy.” A. A. Pedagogy comes from the Greek “paid” meaning child and “agogus” meaning leader of.

13. B. B. Theory of teaching and learning based on model that evolved in European church schools between the seventh and twelfth centuries. C. responsibility decisionson what is taught C. Pedagogical Model assigns the teacher full responsibility for all decisions on what is taught, and how and when it will be taught2.2

14. structure E. Youth learners are more dependent on the structure of the teaching process D.submissive following D. The learner has a submissive role, following the teacher’s instructions2.2

15. 2.2.2 Different Types of Learners Shortly after World War I, the exploration of adults viewed as uniquely different types of learners began

16. 2.2.2 Andragogy ….Cont’d A. andragogy A. The theory of teaching adults was termed “ andragogy ” B. B. It is believed a German teacher first used this term to describe the teaching method of the Greek philosopher, Plato.

17. questions 1.Plato was known to ask questions of, rather than lecture his students 2.2.2 Andragogy ….Cont’d participate 2.This required the students to participate more actively in the learning process

18. C. problem solving C. Adults began to be viewed as active participants in a problem - solving process rather than passive receivers of information. 2.2.2 Andragogy ….Cont’d specific 1. The outcome of the problem solving was applied to specific learning and task-oriented needs.

19. C. Adults began to be viewed as active participants in a problem-solving process rather than passive receivers of information C. Adults began to be viewed as active participants in a problem-solving process rather than passive receivers of information …….Cont’d 2.2.2 - Continued Anagogical shared 2. Anagogical, based on the learner’s current needs, the classroom is a democracy where the responsibility of learning is shared by the instructor and the learner

20. D. directed D. Adult learners are more self- directed and need to be interdependent 2.2.2 - Continued experiences 1. Define themselves more in terms of life experiences than youth respected 2. Expect their experiences to be respected and considered by the instructor in the learning process

21. D. Cont’d D. Adult learners are more self-directed and need to be interdependent…Cont’d: 3. Self concept has changed dramatically since adolescence Resistanceresentment if not permitted to function as an adult 4. Resistance and resentment may occur if not permitted to function as an adult during the learning process 2.2.2 - Continued

22. ASSUMPTIONS MADE ABOUT LEARNERS PEDAGOGY (Teacher-directed)ANDRAGOGY (Self-directed) Concept of LearnerDependentInterdependent Learner ExperienceNeeds to be built onA rich resource Readiness to LearnVaries with levels of Maturity Develops from life tasks and problems Direction of LearningSubject-centeredTask/problem centered Motivation to LearnExternal rewards/punishments Internal incentives, curiosity 2.2.2

23. 2.2.3 Learning is means to an end problems Adult learning is a means to an end, a way to solve problems focus pp SOP For example; trainers & instructors should focus on their agencies policies and procedures or Standard Operating Procedures in developing agency training

24. The Adult Teaching – Learning Process 24 5/2/2015 Directive Mission Defined Roles & Responsibilities Oversight Recommendation s & Observations Training Needs Assessment Awareness & Training Program Plan User Feedback

25. 25 applying learning to their own work- life situation 1. Officer learners should understand how they can use what they learn by applying learning to their own work- life situation. The Adult Teaching – Learning Process Optimum conditions for efficient adult learning: PatrolTrafficInv

26. Environment 2. Environment should provide optimum learning opportunities 26 The Adult Teaching – Learning Process Optimum conditions for efficient adult learning: participate 3. Learners need to participate during each class session – make sure the learner gets the most return from instr uction 4. learning opportunities 4. Provide learning opportunities

27. 5. Teaching method 5. Teaching method should be based on Learning Objective 6. opportunities to communicate 6. Give adults opportunities to communicate, allowing time for questions, discussion & feedback – gives you opportunity to observe their progress 7. anxiety 7. Keep anxiety to a minimum! The Adult Teaching – Learning Process Optimum conditions for efficient adult learning:

28. 2.2.4 Learning compilation Youth learning is a compilation of general information Open the door for them

29. 2.3Identify the characteristics of the teaching-learning process. TEACH SO THAT OTHERS MAY LEARN

30. 2.3.1 Identifying training needs A. A. In planning training programs, a need for that training must be present B. analysis B. Perform needs analysis 1. Need are to be 1. Need is the difference between how things are and how we want them to be

31. C. learning objective standard C. Determine performance or learning objective standard D. Compare D. Compare what is going on now to what should be going on now or in the future 2.3.1 Identifying training needs Continued

32. E.skill deficiencymanagement deficiency E. Determining if the gap is a skill deficiency or management deficiency F. training F. The gap provides information to the kind and amount of training needed 2.3.1 Identifying training needs Continued

33. G. knowledgeskill training need is indicated G. If the employee does not have the knowledge or skill to do the job, training need is indicated 2.3.1 Identifying training needs Continued Roddy KING vs 8 LADP Officers

34. 2.3.2 Deciding Where To Begin? A. goal A. Setting a goal B. Assessing B. Assessing interests C. opportunities C. Seeking information about opportunities for learning the same topic or skill in several settings

36. D. knowledgeskill D. Choosing the most appropriate knowledge and skill 2.3.2 Deciding Where To Begin?.....Cont’d: E. desired E. Establishing a desired level F. costsbenefits F. Estimating costs / benefits FREE “No such thing as FREE Training”

37. 2.3.3 Choosing the Planner A. learner A. The learner him/herself B. individual B. An individual (consultant, instructor, resource person) C.experts C. Group (peers, other experts ) D.object D. An object (workbook, programmed text, video program)

38. 2.3.4 Engaging in learning episodes episodes required levels of knowledge and skill Engaging in learning episodes at the required levels of knowledge and skill If you ever meet someone who claims he/she knows Everything about everything! Don’t Walk RUN RUN AWAY

39. A.participation A. Actual participation in activities identified during the planning process 2.3.4 Engaging in learning episodes…....Cont’d TEAM WORK Prepared by George D. Little

40. 2.4 Define Term Instructor 2.4.1instructor 2.4.1 An instructor is an individual who A. SME A. SME in a specific topic area(s) B. skills knowledge B. who has developed the skills needed to structure and sequence his knowledge to an audience in an instructional setting.

41. 2.4.2 2.4.2 The instructor “ manages ” the learning environment. 2.4 Define Term Instructor Continued A. take charge A. Manage – to dominate or take charge of; to B.discussion on topic B. Keeps class discussion on topic or ensures relevance

42. 2.4.3facilitates 2.4.3 The instructor facilitates the learning process 2.4 Define Term Instructor Continued A.Facilitate A.Facilitate – to act as a resource; to assist in the process B.opportunity for learners B. Provides opportunity for learners to make use of their own experiences

43. 2.4.4 guide the learning process a resource 2.4.4 Function of the instructor is to guide the learning process and act as a resource 2.4 Define Term Instructor Continued A.leader A. Classroom leader that manages the learners B. highly non-directive instructional delivery pedagogical B. Uses highly non-directive instructional delivery rather than classic pedagogical approach

44. 2.5 List three (3) situations appropriate for the instructor to direct and/or control the activities of the learner. 1 stepbystep with no deviation from the process 2.5. 1 When a step - by - step process, with no deviation from the process, is critical to the outcome. Example: CPR, First Aid

45. 2safety security Example: 2.5. 2 When the safety and security of all participants in the learning process are at stake. Example: firearms instruction, pursuit driving 3 discussion gets out of hand, gets off the topic important to return the discussion to the original topic 2.5. 3 When a class discussion gets out of hand, gets off the topic and it is important to return the discussion to the original topic 2.5 2.5 - Continued

46. 2.6 Describe Optimum Conditions for Learning efficient learning environment threatened 2.6.1 An efficient learning environment is one in which the learner feels confident and non- threatened

47. positive attitudetoward learning 2.6.2 Adults should have a positive attitude toward learning A. accommodate their needs A. Let learners know you will accommodate their needs and limitations as much as possible 2.6 Describe Optimum Conditions for Learning

48. 2.6.3 inspired 2.6.3 Adults should be inspired to learn A. opportunity direct benefits of the training A. Give opportunity to understand the direct benefits of the training 2.6 Describe Optimum Conditions for Learning Passionate Instructors “INSPIRE” Learning

49. 2.6.4 use 2.6.4 Adult learners should understand how they can use what they learn A. work A. Understand how to apply the learning to their own work or life situation B. relevantexamples B. Provide relevant examples and opportunity for application 2.6 Describe Optimum Conditions for Learning

50. 2.6.5 optimum learning 2.6.5 Environment should provide optimum learning opportunities A.convenient A. Setting should be convenient and comfortable B.accommodate your mode of content delivery B. Setting should accommodate your mode of content delivery 2.6 Describe Optimum Conditions for Learning

51. 2.6.6 participate 2.6.6 Learners need to participate during each class session A.Psychological A.Psychological environment should be as comfortable as the physical environment B. returnfrom instruction B. Ensures that the learner gets the most return from instruction 2.6 Describe Optimum Conditions for Learning

52. 2.6.7 2.6.7 Provide learning options A. learning objective A. Teaching method should be based on learning objective B. demonstrate teach at that level B.If learning objective states demonstrate, teach at that level 2.6 Describe Optimum Conditions for Learning

53. 2.6.8 2.6.8 Give adults opportunities to communicate A.questions discussionfeedback follow-up A. Allow time for questions, discussion, periodic feedback, and follow-up B. observe participant progress B. Provides instructor with opportunity to observe participant progress 2.6 Describe Optimum Conditions for Learning

54. 2.6.9anxiety 2.6.9 Keep anxiety (yours and theirs) to a minimum A.anxiety A. Conditions that make anxiety 1. 1.) Importance of learning sought 2. 2.) Classroom filled with peers / colleagues 3. supervisors 3.) Classroom with managers and supervisors 4. experiences 4.) Previous classroom learning experiences

56. TAKE A 10-MINUTE BREAK