Roles of an Instructor
Administrator, Counselor/Adviser, Disciplinarian/Coach, evaluator, Facilitator, Mentor, Presenter, Representative/Ambassador, Role Model, Supervisor
Hesitator
This person is shy, reluctant, and silent most of the time
Monopolizer
this student tends to be opinionated and likes to dominate class discussion
Voice of Experience
This student is closely associated with the monopolizer. This is the know-it-all and need to be heard.
Nonlistener
This students attention may wander. Keep this student on focus, by asking them to do tasks
Idea Zapper
This student is an expert at putting down ideas shared by others
Master of Negativity
This student is the complainer and likes to find faults
Rigid thinker
This student will take a position on an issue and does not want to budge
Antagonist
This student can be hostile, aggressive and unfriendly.
Class Clown
This type of student hinders class progression with an abundance of inappropriate humor.
Slow learner
This student has difficulties keeping up with the class.
L.E.A.S.T- How to handle class disruption
L- leave it alone
E- eye contact
A- action step
S- stop the class
T-terminate the student
Types of Feedbacks
Positive Feedback- Morale booster
Constructive Feedback- Helps change undersirable behavior
Corrective Feedback- used to improve student performance
malcolm Knowles
father of adult education
ANDRAGOGY
Adult method of learning
Expository Mode
teaching techniques, this is the most commonly used by educators
Inquiry Mode
Teaching techniques, this type involves asking questions and seeking information.
demonstration mode
teaching techniques, this type involves showing, doing and telling
Activity Mode
teaching techniques, this type students learning by doing.
Facilitation
it is a method of interacting with students which enhances learning.
Behaviorism:
States learning has occurered when there are changes in the form or frequency of an observable behavior.
Edward Thorndike
Learning theory was (S-R) stimulus-response theory. The learner forms a result form a learned stimulus.
Alberta Bandura "Social Learning Theory
Social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes and emotional reactions from others.
John Dewey "Constructivist Theory
The idea is learners construct knowledge for themselves; learners individually and socially construct meaning as they learn.
Domains of learning
Cognitive -Thinking
Psychomotor- Doing
Affective- Feeling
5 levels of cognitive domain
level 1- knowledge
level 2- application
level 3- analysis
level 4- synthesis
level 5- evluation
5 levels of Psychomotor domain
level 1- imitation
level 2- manipulation
level 3- percision
level 4- articulation
level 5- naturalization
teaching Psychomotor Skills
Whole-Part-Whole
5 levels of Affective Domain
level 1- Receiving
level 2- Responding
Level 3- Valuing
level 4- Organization
Level 5- Characterization
Pyramid of learning retention
10% of what we read
20% of what we hear
30% of what we see
40% of what we see and hear
70% of what we can describe and talk about
90% of what we can say and do
auditory learners
learn best by hearing information
visual learners
learn best by seeing information
Kinesthetic learners
learn best by physically manipulating information
Social learners
process information best when multitasking in busy environments with other people.
independent learners
process information best when working independently in quiet undisturbed, regular study environment.
Global learners
right brain" they need to first process the big picture, the overall view
Analytic learners
Left brain" they process information logically, sequentially, and in small parts.
GI, Generation, great Depression, Seniors
1901-1924/35 there age is near or at there 70's
traditionalists, Silent Generation
1925/35-1942 early to mid sixities, this the generation without a cause
Baby Boomers
1945-1964 early to late 40-50's considered to be idealistics and competitive
Generation X
1961/65-1975/81 early 20- late 40's
Millennial, Y
1982-2003 early 20's
Futuristic
Born after 2003
Code
a standard which is an extensive compilation of provisions covering broad subjective matter or that is suitable for adoption into law independently of other codes and standards.
Standard
a document, the main text of which contains only mandatory provisions using the word "shall" to indicate requirements and which is ina form generally suitabl for mandatory reference or code.
NFPA 1500
Standard for fire department occupational safety and health programs
NFPA 1403
standard for live-fire training
NFPA 1041
standard for fire service instructor professional qualifications
NFPA 1401
recommended practices for fire service trainign reports and records
OSHA
1970 regulates the employe's environment and practices to ensure the health and safety of the nations workforce
4 elements to prove negligence
Duty to act
bearch of duty
injury
cause
Donald Kirkpatrick
4 levels of evaluation
level 1- reaction
level 2- learning
level 3- transfer
level 4- business result
Formative Evaluation
ongoing evaluation of the students and instructor
Summative Evaluation
evaluation which is performed at the end of the course or program. this type of evaluation provides feedback to the students on the mastery of their content.
Formal Evaluation
this ios typically referred to a test or an assessment
Informal Evaluation
this evaluation is not tested or graded and is less structured.
Benjamin Bloom
Author of Taxonomy of learning.