NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS GTOT

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS GTOT NCGM, 2015 Active learning methods and Instructional strategies CDR (ret) Elizabeth Lape, US Joint Staff J 7 MA Educ Admin, Ph. D Candidate Higher Ed Admin

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS GTOT NCGM, 2015 Aim is to: • Apply educational theory and select instructional strategies and active learning methods.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS GTOT NCGM, 2015 After this session you will be: • able to select feasible instructional strategies and active learning methods that support learning

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Method and time Interactive lecture followed by syndicate task and feedback by instructors and syndicate leaders 12. 45 – 13. 30 Break 13. 45 – 14. 30 Break 14. 45 – 15. 30 Break 15. 45 – 16. 30 Lecture Syndicate task Back brief in syndicates www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT HOW DO WE LEARN?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT KNOWLEDGE Knowledge = Information & Experience X Reflection & Processing That means that even if information and experiences are useful, it doesn’t automatically turn into knowledge if it is not reflected or processed. THAT’S WHY EVERY MORNING WE REVISIT WHAT WE HAVE LEARN THE PREVIOUS DAY

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NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS AVERAGE STUDENT RETENTION RATES Learning Pyramid 5% 10% Reading 20% Audiovisual 30% Demonstration 50% 75% DISCUSSION 90% 8 WWW. FORSVARSMAKTEN. SE/SWEDINT Lecture Practice doing Teach others/ immediate use Source: National Training Laboratories, Bethel, Maine

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS AVERAGE STUDENT RETENTION RATES Learning Pyramid 5% 10% Reading 20% Audiovisual 30% Demonstration 50% 75% 90% 9 WWW. FORSVARSMAKTEN. SE/SWEDINT Lecture DISCUSSION Practice doing Teach others/ immediate use Source: National Training Laboratories, Bethel, Maine

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Activity 1: Six blind people and an Elephant

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Adult Learning Styles Tactile Audito ry Visual What is YOUR learning Style?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Activity 2: Think-Pair-Share THINK 2 min PAIR 4 min SHARE 5 min Suggest characteristics of the Adult Learner in one of your Gender training sessions

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Active Learning • can be defined as instructional activities involving learners in doing things and thinking (opposite of passive learning) • requires specific learning methods • It requires self-reflection of the faculty

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NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT How do we choose the methodology? Consider: Ø The lesson objectives/outcomes Ø The background abilities of the learners Ø The learners’ motivation Ø Allotted time for the lesson Ø Available facilities

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Principles of Adult Learning: Implications to Course Design

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Dynamics of Instructional Systems Design - An Introduction -

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Course Design Hints Interpersonal linkages Learning needs Learning groups

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT Course Design Hints Self-directed learning activities I know what learning approach is the best for me Avoid over-use of lectures Emphasize discussion Interactive methods

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Active learning Without imitation Problem Based Learning Review, Analysis & Research Discussion, debate, panel Brainstorming Interactive lecture Presentation Survey, interview Reading Reflective Journal Social Media Think-Pair. Share With imitation Game based Without game Project work Case Study Scenario Simulation Role Play Exercise Field exercise Game

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS GTOT NCGM, 2015 WWW. FORSVARSMAKTEN. SE/SWEDINT What is an instructional strategy? How can we support the learning process?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS INSTRUCTIONAL STRATEGIES • After selecting the learning objectives and assessments for the presentation, we need to think about the various instructional activities we will use to engage students with the material and enable them to meet the objectives. • Many instructional strategies are flexible, and can be used in service of several learning objectives, but some of them are better suited for a particular set of objectives. • In most cases, we will need to use a combination of instructional strategies.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS INSTRUCTIONAL STRATEGIES A list of instructional strategies and methods: 1. Direct Instruction 2. Interactive Instruction 3. Indirect Instruction 4. Independent Study 5. Experiential Learning

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS 1) DIRECT INSTRUCTIONS The Direct instruction strategy is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Possibilities include • Lecture (EX CATHEDRA) • Explicit teaching • • Drill and practice https: //www. youtube. com/watch? v=Qaqpoe. Vgr 8 U Compare and contrast Demonstration Guided and shared (reading, listening, viewing, thinking)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS LECTURE - pre UN mission Gender perspective: • • • Mandate? Patrolling. . . Village profiles. . . Resources? Participation? Who does what?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS 2) INTERACTIVE INSTRUCTIONS Interactive instruction relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. The success of the interactive instruction strategy and its many methods is heavily dependent upon the expertise of the teacher in structuring and developing the dynamics of the group. Possibilities include • Debates and discussion • Role playing • Panels • Brainstorming • Think, pair, share • Problem solving

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Example: Interactive training - Use of roadmap models in communications training - Problem solving tasks and brainstorming (great opportunity to include gender elements and perspective) - Population/tribes?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Activity 3: Gender Walkabout - Divide into two groups, line up on opposite sides of the room. - Walk forward when directed, discuss the following questions with your counterpart: 1. 2. 3. 4. 5. 6. There is a biological reason why more men than women are in the Army The military is better suited to men as they had the role of defending the household, while women were meant to care for home and children People are quicker to see anger on men’s faces and happiness on women’s Any discussion on gender must always respect the social and cultural context in which it is being discussed We talk a lot about gender in my organisation, but all top decision-making positions are occupied by men Because women and men each make up half of the population, any data,

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS 3) INDIRECT INSTRUCTIONS In contrast to the direct instruction strategy, indirect instruction is mainly student-centred, although the two strategies can complement each other. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry. Possibilities include • Problem solving • Case studies • Reflective discussion • Writing to inform

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Example: Indirect instructions UN exercise simulating Observer Posts in Shooting range -Problem solving with guiding -Teamwork

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS 4) INDEPENDENT STUDY Independent study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. Possibilities include • Computer assisted instruction (ADL) • Reports • Assigned questions • Homework NOTE: In addition, independent study can include learning in partnership with another individual or as part of a small group.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS 5) EXPERIENTIAL LEARNING Experiential learning is inductive, learner centred, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Possibilities include • Fact finding tours • Simulations (VRX) • Games • Field observations • Model building • Surveys

Syndicate task: Include active learning in the gender training lesson

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Activity 4: Problem Solving • Continue in the four (4) groups using the template. The Facilitator leads the group discussions; the rapporteur makes notes and reports back to the plenary. • Scenario: The Chief of Staff has directed the new Gender Advisor to include more active learning in the Gender Training program to cover some of the gaps in training. • Your committee must come up with a plan that addresses the following areas: Ø How will you determine the gaps? Ø What resources will be used to develop your program? Ø What active learning methods will be included in your plan and how? Ø What is your strategic communications plan in getting the message out regarding the new and improved program? • 14. 45 – 15. 30 Syndicate task 15. 45 – 16. 30 Back brief in syndicates

Syndicate task • Syndicate 1: conduct gender training (3 hrs) for UN soldiers (tactical level) soon to be deployed to Mali. • Syndicate 2: conduct gender training (6 hrs) for NATO commanders (operational level) in theatre training in Afghanistan. • Syndicate 3: conduct gender training (2 hrs) for planners (J 5) in National staff (strategic level). • Syndicate 4: conduct gender training (6 hrs) for instructors at national training institution (Military Academy, Brach or Service school).

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Introduction - questions Extra info Training requirement Aim What end result do you want to achieve? (Lesson scope) Why are you training this target audience? (Requirement for training – UNSCR WPS, NAP etc…) Target audience Who are you training? • Audience Categories (what level, which unit) • Audience Size and Throughput (how many, how often…) • Audience Prioritization (who are the most important audience, with who should we start this training ) List of learner characteristics: • Previous knowledge, skills and competence • Previous experience • Motivation • Educational background • Age, cultural background, ethnicity • Individual learning styles • Possible special needs • Available resources How long is the training (45 min, 2 days, 3 weeks…)? If your training is part of a longer training program, Time describe it here Learning outcomes What is the required learning outcome? Standards? • What are your students able to know and do after the training? How well are students able to do the task? How well are the able to know thinks? • How are you going to collect evidence of learning (do assessments)? Instructional strategy and active learning methods: • What is the instructional strategy are you going to use and why? • What active learning methods are you going to use and why? • How are you going to help your students to learn?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Introduction - example Extra info Lesson is designed to support education and training experts as well as trainers in implementing gender perspective into their own training. Lecture focuses on planning phase, especially on requirements, learning outcomes, target audience analysis and lesson plans in backward design. During individual task students will practice defining learning outcomes, choosing assessment tools, suitable instructional strategies and teaching methods for specific target audience. GTo. T METT 2015 Zagreb • Active trainers and education and training experts (people with deep knowledge of educational science and practical training experience). • 24 students / course / year • Personel at national training units NATO Strategic Training Plan for Gender TRA final document. Time 45 min lecture + 60 min individual task GTo. T course is 9 days long (20. -28. 5. 2015) Learning outcomes Plan training with an applied gender perspective: Interactive Instruction • Discussion • Direct Instruction • Lecture • Demonstration • Individual study Training requiremen t Aim Target audience • Identify learning outcomes for each target audience. • • Students will be able to explain what term requirement means. Students will be able to explain why we need to integrate gender perspective into our military training. • Do Target Audience Analysis • • • Students will be able to explain what term target audience means. Students will be able to recall what learner characteristics need to be evaluated? Students will be able to (explain how to) do target audience analysis. • Use lesson plans • • • Students will be able to explain what learning outcome is. Students will be able to (explain how to) write good learning outcomes. Students will be able to identify and analyse learning outcomes for each target audience. Ask questions and observe (for details see lesson plan) List of learner characteristics: • Previous knowledge, skills, competence and experience on education and training , but not on gender • Various educational backgrounds (Ph. D, Master to vocational training courses: OR 2 –OF 5) • Highly motivated • From: Croatia, Bosnia Herzegovina, Albania, Slovakia, Macedonia, Sweden and Norway, • Mixture of young and old (from 24 Years to 49 Years) Students learning process will be supported by giving practical examples.

Syndicate Report • Syndicate 1: • Syndicate 2: • Syndicate 3: • Syndicate 4:

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Learning Method - Seminar Start of the Seminar Introduction of New Topics Gathering Information Active Processing Conclusion Phase

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Methods & Styles Not all methods and models are suited for all target audiences! YOU WILL NOTICE A VARIETY OF THESE METHODS USED DURING THE COURSE

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Active Learning Methods Iron rusts from disuse, stagnant water loses its purity and in cold weather becomes frozen; even so does inaction sap the vigors of the mind. (Leonardo da Vinci, Italian painter, sculptor, architect and inventor, 1452 - 1519)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Now are you able to: • Apply educational theory • Select active learning methods and instructional strategies GTOT NCGM, 2015

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Questions? GTOT NCGM, 2015