THE ARMY UNIVERSITY€¦ · Web viewThis lesson follows Lesson 6, Foundations of Instruction (Experiential Learning Model), an 6-hour lesson that prepares instructors to teach adult

THE ARMY UNIVERSITYCommon Faculty Development Program

Instructor Course

Lesson 9: Formative Practicums (Experiential Learning Model)Lesson Plan

Course Author: ArmyUDate prepared: January 2018

1. SCOPEThis 8-hour lesson assesses the ability of the new instructors to teach a short lesson they have developed in accordance with the Army Learning Concept, the tenets of the Army Learning Model, and the principles learned up to this point about adult learning and adult learners. The outcome is for new faculty to have gained experience designing and developing simple, short lesson plans and then teaching them to a group of adult learners; this is the definition of a practicum. This lesson follows Lesson 6, Foundations of Instruction (Experiential Learning Model), an 6-hour lesson that prepares instructors to teach adult learners, and precedes Lesson 6, Critical Thinking Tools, that introduces new instructors to various tools they can use to improve their students’ critical thinking ability.

There is some flexibility inherent in this lesson, subject to the requirements and preferences at each Center of Excellence, school, or organization. As a follow-on to Lesson 4—in which new instructors learned how to outline a lesson plan, develop a draft 10 minute lesson plan as part of a team, and then teach a 10 minute lesson plan as part of a team—Lesson 5 steps them up to actually develop and then teach a 10 minute lesson, individually, in order to demonstrate the components of the Experiential Learning Model (ELM). A subsequent lesson will go through the same process—learn how to teach, learn the fundamentals of designing and developing a short lesson, and then teach that lesson, individually—but according to the TRADOC 5-step teaching model using direct instruction techniques. Schools and centers have additional flexibility with respect to the rubric or assessment tool used to provide feedback to their new instructors. The course advance sheet provides several versions of instructor assessment instruments currently used by faculty developers throughout the Army University and TRADOC.

Optimally, it should only take about an hour for two practicums, so a class of 8 students should last about 4 hours or so, with breaks. There are 8 hours dedicated to this lesson in order to allow the students ample opportunity to design and develop their practicums in class and solicit feedback from the instructor or instructors—kind of a tutorial. If there are more than 8 students, time may quickly become a factor. Likewise, if the local school or center requirement is for a 20 minute practicum, you will have to adjust accordingly.

2. LEARNING OBJECTIVESTERMINAL LEARNING OBJECTIVE

CFDP-IC Lesson 6 LP AA-

Lesson 5: Formative Practicums (Experiential Learning Model)TLO 5Action: Teach an 8-10 minute lesson*Condition: Given lectures, readings, dialogue, peer and instructor feedback, reflection time, development time, and practicums.Standards: The lesson will include the following components:

1. Concrete Experience (CE) or motivator2. Publish and Process (P&P)3. General New Information (GNI) or content4. Develop (value) or discussion of how to use what was learned in the future5. Apply or a check on learning

Learning Domain: CognitiveLevel of Learning: ApplicationInstructor Competencies Supported: 1, 2, 5, 6, 7, 8, 9, 10, 11, 13, 14, 16, 17, 19, & 20Army General Learning Outcomes Supported: 7, 8, 11, & 14

*[Instructors may increase or decrease the length of the practicum to suit their requirements and needs.]

ENABLING LEARNING OBJECTIVES ELO 5.A Action: Demonstrate the CE or motivator componentConditions: Given lectures, readings, dialogue, peer and instructor feedback, the Learning Style Inventory, reflection time, development time, and practicum.Standards: The demonstration will—

1. Include a trigger of past experience and knowledge2. Bring the topic into focus for the group3. Provide a common “experience” connected to the new content

Learning Domain: CognitiveLevel of Learning: Application

ELO 5.B Action: Demonstrate the P&P componentConditions: Given lectures, readings, dialogue, peer and instructor feedback, reflection time, development time, and practicum.Standards: The demonstration will—

1. Solicit students’ observations about what they observed in the CE2. Solicit students’ observations about their reaction to what they observed in the

CELearning Domain: CognitiveLearning Level: Application


ELO 5.C Action: Demonstrate the GNI or content componentConditions: Given lectures, readings, dialogue, peer and instructor feedback, reflection time, development time, and practicum.Standards: The demonstration will—

1. Assess where the students are in their learning and where they need to be2. Connect back to the CE to reinforce a sense of value of what is being learned3. Connect back to the P&P to reinforce a sense of value of what is being learned

Learning Domain: CognitiveLearning Level: Application

ELO 5.D Action: Demonstrate the Develop componentConditions: Given lectures, readings, dialogue, peer and instructor feedback, reflection time, development time, and practicum.Standards: The demonstration will—

1. Ensure the students see the relevance of what they learned2. Provide an opportunity for students to express appreciation for what they learned3. Provide an opportunity for the instructor to observe the students’ critical thinking

skillsLearning Domain: CognitiveLearning Level: Application

ELO 5.E Action: Demonstrate the Apply or check on learning componentConditions: Given lectures, readings, dialogue, peer and instructor feedback, reflection time, development time, and practicum.Standards: The demonstration will—

1. Confirm for the instructor that he or she successfully enabled students to reach the learning objective

2. Ensure the students possess the knowledge they need3. Not be delayed4. Not be an assessment or test

Learning Domain: CognitiveLearning Level: Application

3. ASSIGNED STUDENT READINGS. a. TP 525-8-2, The U.S. Army Learning Concept for Training and Education 2020-

2040, April 2017.

b. Army University Lesson Authors Handbook (August 2014).

c. Adult Teaching and Learning Users Guide. (2016). The Army University.


4. INSTRUCTOR ADDITIONAL READINGS/MATERIAL a. Army University Lesson Authors Handbook (August 2014).

b. Adult Teaching and Learning Users Guide (2016). The Army University.

c. Angelo, T.A., and Cross, K.P. (1993). Classroom assessment techniques, A handbook for college teachers. San Francisco, CA: Jossey-Bass.

d. Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom (2nd Edition). San Francisco, CA: Jossey-Bass.

e. Knowles, M.S., & Associates. (1984). Introduction: The art and science of helping adults learn. Andragogy in action. San Francisco, CA: Jossey-Bass.

f. Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall, Inc.

g. Lewin, K. (1951). Field theory in social science: Selected theoretical papers. D. Cartwright (ed.). New York: Harper & Row.

h. Pratt, D. D., & Associates. (1998). Five perspectives on teaching in adult and higher education. Malabar, FL: Krieger Publishing.

i. Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (Third Edition). San Francisco, CA: Jossey-Bass.

5. TRAINING AIDS, REFERENCES, AND RESOURCESa. Appendix A: Slides

b. Appendix B: Practicum Feedback rubrics

c. Whiteboard

d. Smartboard

e. Handouts

f. Easel with butcher-block paper, computer paper, markers, erasers, magnets

6. CONDUCT OF LESSON a. Lesson Timeline:

Introduction10 minutes Critical reflection/review of concerns10 minutes Learning objectives overview

Content30 minutes Student practicum 1

10 minutes BREAK

30 minutes Student practicum 230 minutes Student practicum 3


10 minutes BREAK


10 minutes BREAK


10 minutes BREAK

30 minutes Student practicum 810 minutes Feedback

Introduction (10 min): Welcome and overview of Lesson 9: Formative Practicums (ELM)

Instructor note: this lesson focuses on the performance of new instructors. A recommended technique is to begin the session with a review of previous learning, publish and process and feedback received from the previous day, and then review the learning objectives briefly. The TLO and ELO slides are not mandatory, but may help set the conditions or clarify the purpose and intended outcome of the lesson. Likewise with the summary slide at the end of the slide deck. Facilitators should adjust the visual aids (slides) to support their local practices and guidance.

Slide 1: Introduction Have this slide showing at the start of the class.


Instructor note: Plan some administrative time either the day before or at the beginning of this lesson. If the day before, it provides more time for new instructors to prepare for the summative practicums; if at the beginning of this lesson, however, it helps preclude variation in individuals’ level of preparation. Hand out feedback forms for the new instructors to use, establish time limits for practicums, determine whether you want to appoint a student to serve as the timekeeper, and so forth. None of this should be new to any of the students—it’s fundamentally the same as what they did in Lesson 5—but they often will experience greater anxiety with an entirely new activity.

This is taken right out of the Scope paragraph in the lesson plan and advance sheet, so it shouldn’t be new to any of the students. However, it still may be worthwhile to address, along with the student outcome that follows.

Slide 2: Purpose

What we expect our students to be able to do at the conclusion of the lesson. Much of this builds on what they should have already been doing in Lesson 4, except now they’re on their own: the practicums are individual requirements.


Slide 3: Outcome

Learning objectives review and overview (10 min)

Recommend you spend as much or as little time reviewing the terminal and enabling learning objectives as appropriate. Again, for the most part this should be a review of the previous lesson, which may have ranged from 6 to 10 hours, depending on the number of students, whether the initial practicums are kept at 8 to 10 minutes or are expanded to 20 minutes, which some schools and centers prefer. Regardless, everyone should be familiar with the components of the Experiential Learning Model by now, which comprise the terminal and enabling learning objectives.

Slide 4: TLO


Depending on the number of students and how you want to provide feedback, this may be a good time to hand out feedback forms to the students to use. One of the overarching goals of the instructor course is for new Army instructors to learn to recognize good instruction, as well as substandard instruction, and provide useful feedback (see Brookfield, S. D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom) for a clear understanding of what constitutes “useful feedback.”

There are numerous rubrics and feedback forms in Appendix B. Use whichever seems best or most appropriate, or use whatever your local school and center mandates. The key is to ensure the students know the standards, are familiar with the feedback forms, and are willing and able to provide useful feedback to their peers. None of this should be new or unfamiliar, since they should have been using some kind of feedback form in Lesson 4.

Content: Student Practicums (4 hours)

If the students conduct 10 minute practicums, it should take about 4 hours to complete this portion of the lesson. This could also be viewed as an Apply or “check on learning,” since successful conduct of the practicum verifies the students learned what they were supposed to. However, there is also a lot of new learning taking place as students observe their peers conducting their practicums, provide and receive feedback, and begin to see the “big picture.”

Instructor note: An alternative technique at the conclusion of the practicums could be an AAR or post-instructional assessment. You should provide new instructors and opportunity to reflect on their performance, the performance of the other students, feedback provided and received, and what they think will help them improve in the future—both in this course and in their own teaching practice. The summary slide here serves as a placeholder for whatever procedure is most appropriate at each school, center, or organization.

At the conclusion of the practicums, you should ask for feedback, not on each student’s individual practicum, but on the overall activity. Some of the questions you might ask are provided below.

How did it go for them?

Did anything surprise them about the actual conduct of a short practicum or lesson?

What did they learn from watching the other students conduct their practicums?

What did they wish they had done differently?


Slide 5: Summary

Summarize and set up for the next lesson. If it’s the end of the class day, a reminder about any homework readings might be appropriate. At a minimum, pointing out what the next lesson will be should suffice.

Slide 6: Questions


7. ASSESSMENT PLAN. Each student will be individually assessed on his or her performance in class with respect to achieving the standards of the learning objectives as described previously. Achievement of the learning objective standard will require actual performance of a task, in this case teaching a 20-minute lesson that demonstrates a fundamental understanding of the components of the ELM at the Application level of learning. The demonstration will result in a formative assessment, meaning that additional learning may be required, but as a learning activity perfection is not the goal. Rather, the goal is for new instructors to experience teaching a short lesson, receiving feedback on it, and providing feedback to the other new instructors when they teach their lessons.


THE ARMY UNIVERSITYCommon Faculty Development Program

Instructor Course

Lesson 9: Formative Practicums (Direct Instruction)Appendix A: Slides

Slide Title/DescriptionSlide 1. Lesson 9: Formative Practicums (Experiental Learning Model)Slide 3. PurposeSlide 4. OutcomeSlide 5. Terminal Learning Objective (TLO) 8Slide 6. SummarySlide 7. Questions


THE ARMY UNIVERSITYCommon Faculty Development

Instructor Course

Lesson 5: Formative Practicums(Experiential Learning Model) Appendix B: Rubrics

The next several pages contain various rubrics for assessing new Army instructors in the performance of their practicums. They are intended as guides, and are in no way prescriptive or directive. Various school and center faculty development offices provided the rubrics they use at their respective locations. Some minor editorial changes have been made to fit in the available space. Some are longer than others, more detailed, and perhaps more complicated. Others are only a page or two long, with plenty of space of open-ended comments.

The FCoE Instructor Evaluation/Certification Tool (IET) is used by Fires CoE faculty developers to evaluate and certify their instructors. Advantage is that it’s only a single page, one side.

Instructor Course Practicum Feedback Form is derived the the feedback form used at CGSC. It can be produced as a single piece of paper, with information on both sides, but the back side is only for additional comments, so it could be just one sided.

The Facilitator Competency Assessment is based on the ibstpi instructor competencies and organized by the domain. It is a useful tool for counseling and periodic counseling, but may be less useful as a feedback form because there are several pages and various categories, which may prove challenging to fill out while a new Army instructor is conducting his or her practicum.

The Instructor Observation Assessment Instrument—Summative is a detailed rubric, but not so detailed or lengthy that it couldn’t be completed during a new Army instructor’s practicum. It would certainly take some practice, but appears feasible. It could also serve as a formative assessment tool (not sure why it’s labeled “Summative.”

CFD-IC Lesson 5 LP AB-2

Sample Rubric

CFDP-IC Lesson 1 AD-1

Documents

THE ARMY UNIVERSITY€¦ · Web viewThis lesson follows Lesson 6, Foundations of Instruction (Experiential Learning Model), an 6-hour lesson that prepares instructors to teach adult