Education And Progressive Training

Reece, Walker (2003) Abraham Maslow (1962) hierarchy of Basic Human Needs is well known and is based on ensuring that lower needs are met before moving upwards in a step by step progression from basic physical needs to self actualization.

Malsow’s theories described a life cycle of needs from the lowest need to self actualization. These needs can be applied to motivation in a learning environment by encouraging the students to learn and making them feel comfortable. Once the students settle into classroom work a well designed course will naturally progress up the pyramid until the last day when they may feel self fulfillment after completion of the final assessments. Those students that do not absorb information as well as others may find themselves at a lower level within Maslow’s pyramid as the course progresses.

Apply the 3 theories of learning; Psychomotor, affective and cognitive domains when identifying suitable methods and media:

The psychomotor domain is skill based. The student will produce a product. The three practical instructional levels include imitation, practice, and habit. The psychomotor domain is steeped in a demonstration, delivery and the first level, imitation, will simply be a return of the demonstration under the watchful eye of the instructor. The practice level will be a proficiency building experience that may be conducted by the student without direct oversight of the instructor. The habit level is reached when the student can perform the skill in twice the time that it takes the instructor or an expert to perform. The delivery is demonstration and proficiency building in nature. The evaluation will be a performance or skill test. The content that is needed to be known to do the skill is cognitive and should be treated accordingly.

The learning domains assist to identify learning strategies that are suited to each subject. The majority of soldiers lie within the psychomotor domain therefore learn better with a hands on approach. Those that lie within the cognitive domain are also considered during the lesson planning process for example: I give a thorough explanation which encourages the students to think and reflect on the subject being taught. I also consider those lying in other domains by delivering information in an interactive manner with an explanation, demonstration, imitation and practice methodology.

In my experience soldiers learn better when active, participatory lessons are delivered, “I hear and forget; I see and I remember; I do and I understand.”

The methods employed to deliver training include lectures, tutorials and discussion or a combination of these. There are many different factors that can influence the selection of the technique for imparting knowledge and motivate learners. Mental, physical skills, attitudes and the instructional methods are selected in a systematic way.

This process ensures that knowledge is imparted to the students in a form that they can cope with i.e. the teaching level is adjusted to suit the individual and information should not be at a level that they cannot comprehend, nor should it be at a level which will patronize the students. During the planning stages answer the following questions, ‘What is their literacy level?’ and ‘What is the most appropriate teaching method?’ The answers assist in assessing the level at which the lessons are pitched. Group interaction is often used during delivery as it facilitates memory retention.

Good communication is essential throughout any discussion due to the amount of information that is absorbed, I interact whenever the group conversation goes ‘off line’ or when talks seem to fade i.e. prepare for those eventualities by presenting a number of other issues relating to the conversation that rejuvenates the activity.

Research activities followed by discussion is a good method of self based learning as each student is encouraged to research certain topics and arrive at an answer or solution. As well as being a beneficial method of delivery it also promotes motivation as students advocate their point of view. Learners are monitored throughout the debate to ensure each person takes part, which in turn promotes equality, diversity and assists in building student confidence. The techniques and process previously described permit good control of the group and facilitates management control whilst encouraging learning in a teacher student interactive environment.

Each subject is broken down into ‘bite size’ chunks to formulate a mapping process to ensure the lessons are delivered in the right manner at the right time and pitched at the correct level for progressive education. Prior to moving onto the next stage in a subject they are encouraged to reflect on the previous activity prior to putting the theory knowledge into practical skills i.e. they are given time to absorb the information on a personal basis prior to reflecting on what has been taught and finally carrying out the physical skill, not dissimilar to Kolb’s learning cycle.

This suggests that there are four stages which follow from each other: Concrete Experience is followed by Reflection on that experience on a personal basis. This may then be followed by the derivation of general rules describing the experience, or the application of known theories to it (Abstract Conceptualisation), and hence to the construction of ways of modifying the next occurrence of the experience (Active Experimentation), leading in turn to the next Concrete Experience. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be a “wheels within wheels” process at the same time.

Training design and teaching with the relevant theories in mind ensures students feel both confident and relaxed within the classroom and encourages a structured and safe learning environment. Interactive methods of teaching encourage a positive attitude within the pupil; it also sponsors a positive and logical learning experience.