j. farrington consulting instructor training/skills dr. jeanne farrington, cpt ict immersive...
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j. farrington consulting
j. farrington consulting
Instructor Training/Skills
Dr. Jeanne Farrington, CPT
ICT Immersive Training Workshop
January 27, 2010
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Competing Pressures
Faster Better
Mission
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Assuming good & relevant design…
Mission
Critical Tasks
Instruction
Instructional Design
j. farrington consulting
Copyright 2010 J. Farrington Consulting
What difference can instructors make?
Making Classes Better Making Classes Worse
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Topics for Today
• Training instructors—the basics
• Tailoring instructional lessons
• Adapting lessons based on content types
• Adapting for virtual classes & social media
• Training instructors for specific courses
Enable better contributions to mission sooner
j. farrington consulting
j. farrington consulting
Training Instructors—the Basics
Training instructors—the basics
Tailoring instructional lessons
Adapting lessons based on content types
Adapting for virtual classes & social media
Training instructors for specific courses
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Elements of Instructor Readiness
Preexisting Trainer Attributes
General Instructor Training
Trainer Selection & Availability
Instructor Skills MotivationAptitude & Experience
Instructor Feedback & Evaluation
Curriculum/Course Design and TSPsSpecific Instructor Training
Subject-Matter Expertise
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Three Instructor Levels
I. Presentation Skills• Get content across (while
keeping people awake)• Demonstrate effectively• Answer questions• Avoid quaking in boots
II. Facilitation Skills• Use presentation skills• Encourage dialogue• Set up and manage activities
& practice sessions
III. Training Skills• Use presentation &
facilitation skills• Adapt the events of
instruction to each lesson• Use different strategies for
different learning outcomes (content types)
• Ensure that the students master the objectives
• Assist the students to transfer what they’ve learned
j. farrington consulting
Copyright 2009 J. Farrington Consulting
Quick Review #1
• I give a lecture & you stay awakeWhat level of instruction is that?
• I break a class into groups and get them to do an activityWhat level of instruction is that?
• I make sure that the students can master the objectivesWhat level of instruction is that?
j. farrington consulting
j. farrington consulting
Tailoring Instructional Lessons
Training instructors—the basics
Tailoring instructional lessons
Adapting lessons based on content types
Adapting for virtual classes & social media
Training instructors for specific courses
j. farrington consulting
Training Elements (Bare Bones)
Practice
Feedback
Objectives
Copyright 2010 J. Farrington Consulting
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Anatomy of a Lesson
Getting Started
Practice, Practice, Practice
Closing
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Copyright 2010 J. Farrington Consulting
Anatomy of a Lesson I
Getting Started• Instant audience analysis• Make the objectives clear• Provide a strong rationale for the lesson• Connect to prior knowledge
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Copyright 2010 J. Farrington Consulting
Anatomy of a Lesson II
Practice, Practice, Practice• Present content they need to know• Have students practice what they need to do• Give helpful feedback
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Copyright 2010 J. Farrington Consulting
Anatomy of a Lesson III
Closing• Maximize learning transfer• Test student performance
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Anatomy of a Lesson
Getting Started• Instant audience analysis• Make the objectives clear• Provide a strong rationale for the lesson• Connect to prior knowledgePractice, Practice, Practice• Present content they need to know• Have students practice what they need to do• Give helpful feedbackClosing• Maximize learning transfer• Assess performance
j. farrington consulting
Copyright 2009 J. Farrington Consulting
Quick Review #2
• Three most important elements of training?
• What’s one of the things that it’s important to do at the beginning of a lesson?
• We should provide more lectures & less practice to save time in training.True or false?
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Copyright 2010 J. Farrington Consulting
What about “NextGen” Learners?
Characteristics? Preferences?
How should we respond?
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Copyright 2010 J. Farrington Consulting
But I’m so amazingly distracted!
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Two Books Worth Having
j. farrington consulting
j. farrington consulting
Adapting Lessons Based on Content Types
Training instructors—the basics
Tailoring instructional lessons
Adapting lessons based on content types
Adapting for virtual classes & social media
Training instructors for specific courses
j. farrington consulting
Content Types
• Declarative knowledge (things you can remember, name, describe)
• Concepts (sorting between this and that)• Procedures & psychomotor (physical) skills
(step-by-step how to)• Problem solving (define the problem, decide
what to do, do it, see if you solved the problem)• Cognitive strategies (learning to learn)• Attitudes (choosing to do something)
j. farrington consulting
Copyright 2009 J. Farrington Consulting
Quick Review #3
• Learning the term “rescue” is learning…A concept or how to solve a problem?
• Learning to give CPR is learning…A concept or a procedure?
• Learning to rescue civilians from hostile forces is learning…A concept or how to solve a problem?
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Concepts
• Sets of – Objects– Ideas– Events
• With characteristics in common and• That share a common name
– Grenade, weapon– March, deployment– Friendly, enemy
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Concept Lessons
• Define the concept• Give examples of the concept• Contrast with things that are NOT the concept
(especially things that are similar)• Provide practice telling the difference between
examples and “nonexamples”– Give them some examples & nonexamples– Have the students think of some on their own
• Give them feedback on how they are doing
j. farrington consulting
Copyright 2010 J. Farrington Consulting
For Every Content Type
• There are different prescriptions for how to design instruction
• AND, there are different ways that instructors can assist students to learn better
• Trainers should learn…– What the content types are– How to tell what kind of content something is– How, specifically, to teach each content type– What to look for as successful learning of each
content type
j. farrington consulting
Copyright 2009 J. Farrington Consulting
Quick Review #4
• Why do we care about content types?
A. There are different ways to design for each oneB. There are different ways to teach for each oneC. Both A & BD. Neither A nor b
• If I’ve learned a concept, what can I do?A. Pick out examples of the conceptB. Tell when something isn’t an example of the conceptC. Both A & BD. Neither A nor b
j. farrington consulting
j. farrington consulting
Adapting for Virtual Classes & Social Media
Training instructors—the basics
Tailoring instructional lessons
Adapting lessons based on content types
Adapting for virtual classes & social media
Training instructors for specific courses
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Virtual Classes
Challenges Benefits
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Copyright 2010 J. Farrington Consulting
Virtual Classes
• Instructor is at a distance from students, but electronically connected (audio, video, text, chatrooms, built-in tools)
• Instructor (& the design) guides the instruction (not “learner control”)– Sequencing– Learning strategies
• Clear learning goals• Competent modeling• Cognitive load• Learner engagement• Deadlines & persistence• Sense of connectedness• “I can do this!”• Not too hard or too easy• Positive mood• Pre- & post questions
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Copyright 2010 J. Farrington Consulting
Social Media
• Learning where & when you need it• Facilitated by Web 2.0 technologies• Content is often generated by and for a given
audience• Facilitators add guidance and structure
j. farrington consulting
j. farrington consulting
Training Instructors for Specific Courses
Training instructors—the basics
Tailoring instructional lessons
Adapting lessons based on content types
Adapting for virtual classes & social media
Training instructors for specific courses
j. farrington consulting
Training Elements (Bare Bones)
Practice
Feedback
Objectives
Copyright 2010 J. Farrington Consulting
j. farrington consulting
Helping People Learn
Provide Practice on Individual Tasks
Demonstrate Provide MaterialsExplain
Give Feedback
Provide Practice on a Series or Cluster of Tasks
Relate to Prior Knowledge
Provide Rationale & Objectives
Evaluate Performance
Copyright 2010 J. Farrington Consulting
j. farrington consulting
Copyright 2010 J. Farrington Consulting
In an ideal world, trainers would…
Learn to teach a class by…
1.Attending the class as a student first
2.Receiving a briefing about special lessons
3.Observing the class, perhaps teaching part of it
4.Teaching all or most of the class, with backup– Experienced instructor or– Subject-matter expert
5.Teaching the class on his or her own
Have time to prepare between different classes
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Maybe That Seems Impossible
What could you do instead?
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Evaluating Instructor Training
• At the beginning….– Define your goals– Determine what you will accept as evidence of success
• Capture current state as baseline data, for example:– Current time to “get up to speed”– Description of what “up to speed”
means today
• Success measures, for example:– Time to defined levels of
presentation–facilitation–training– Performance tests– Transfer into the field
j. farrington consulting
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Summary
Training instructors—the basics
Tailoring instructional lessons
Adapting lessons based on content types
Adapting for virtual classes & social media
Training instructors for specific courses
j. farrington consulting
Copyright 2010 J. Farrington Consulting
Instructors with Better Skills
• Improve NCO’s knowledge & skills
• Save time and other resources (money, human resources, facilities)
• Improve overall performance, retention, and transfer