Curriculum and Instruction Defined

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Education, Training, and DevelopmentFundamentals
and Foundationsfor Court Leaders
National Association For Court Management
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Court Leaders Must Actively Lead Judicial Branch
Education
Learning principles and practices

• Understanding
• learners

Organizational structure

• Strategic use of Delivery Methods

• Learners

Change management

• Adequate Funding

• Assessment/
• Results

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Learning Objectives

• By the end of the program participants will
• Understand how ETD supports the purposes and
  responsibilities of courts
• Be able to align ETD activities to the courts
  strategic vision and mission
• Be able to apply fundamentals of adult education
  to ETD activities

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Learning Objectives

• By the end of the program participants will
• Know the strengths and weaknesses of various
  delivery mechanisms,
• Be able to identify highly effective faculty,
• Know of various judicial branch education
  resources, AND
• Complete an individual action plan for improving
  personal performance in key skill areas.

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Context and Vision
The greatest issue for court leaders is how to
prepare ourselvesand our courts for the
future.
Supreme Court Justice Sandra Day OConnor
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To contribute to the development of individuals,
courts, and the court management profession,
judicial branch education must

• Span the career of individuals, and not be
  limited to orientation or training to perform
  specific tasks
• Provide for significant interaction among program
  participants
• Include experienced professionals as faculty, and
  in the planning and a valuation process to ensure
  really and perceived problems are addressed in
  every program
• Address a wide variety of topics, both practical
  and theoretical.
• NACM Core Competencies
• Education, Training, And Development Curriculum
  Guidelines

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The Difference Between Education and Training
If we apply knowledge to tasks we already know
how to do, we call it productivity. If we apply
knowledge to tasks that are new and different, we
call it innovation. Peter Drucker
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Seven Characteristics of Effective Education,
Training andDevelopment Programs
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1st Characteristic of Effective Education
Programs

• Commitment and Support of Leadership
• The only people who can provide genuine
  leadership in judicial education are those who
  have a kind of dual visionvision that sees the
  intertwining nature of change in organizations
  and change in people.

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2nd Characteristic of Effective Education
Programs

• A Clear and Compelling Purpose
• What is it we are really trying to achieve?
• The goal of Judicial Branch Education is to
  maintain and improve the professional competency
  of all persons within the judiciary, thereby
  enhancing the performance of the judicial system
  as a whole.

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3rd Characteristic of Effective Education
Programs

• Helping Professionals Think in Qualitatively
  Richer Ways
• Professor Paul Wangerin of Tulane Law School says
  that law schools do a good job of helping
  students think in analytical, objective ways,
  they do not foster development of the abilities
  required to see a case in its context and then
  take action consistent with the multilayered
  nature of so many legal situations.

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4th Characteristic of Effective Education
Programs

• Helping Professionals become more Competent
• What is it we are really trying to achieve?

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5th Characteristic of Effective Education
Programs

• Active Learning
• Students do not learn much just sitting in
  classes listening to teachers, memorizing
  prepackaged assignments, and spitting out
  answers. They must talk about what they are
  learning, write reflectively about it, relate it
  to past experiences, and apply it to their daily
  lives. They must make what they learn part of
  themselves.
• - Arthur W. Chickering and Stephen C. Ehrmann

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6th Characteristic of Effective Education
Programs

• Adequate Resources
• Faculty
• Planning Committees
• Funding

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7th Characteristic of Effective Education
Programs

• A Sound Integrated Curriculum
• Curriculum is defined as all the experiences
  provided by the institution or agency which are
  designed to foster student learning.

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Courts as Learning Organizations
Courts will change only when the people within
them change.
Charles ClaxtonFormer Director, Leadership
Institute in Judicial Education
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A learning organization is where

• Every Individual in the organization is growing
  or enhancing their capacities to create and
  contribute.
• People feel they are doing something that matters
  to them personally and to the world.
• Learning is an ongoing and creative process for
  its members.
• The organization continually becomes aware of its
  underlying knowledge base-particularly the store
  of tacit, unarticulated knowledge of employees

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A learning organization is where

• Employees at all levels, individually and
  collectively, continually increase their capacity
  to produce results they really care about.
• Employees are invited to learn what is going on
  at every level of the organization, so they can
  understand how their actions influence others.
• People treat each other as colleagues. Theres
  mutual respect and trust in the way they talk to
  each other, and work together, no matter what
  their positions may be.

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A Learning Organization and Individual Learning
Organizations learn only through individuals who
learn. Individual learning does not guarantee
organizational learning. But without it no
organizational learning occurs.
Peter Senge The Fifth Discipline, The Art
Practice of The Learning Organization
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Five Disciplines Of The Learning Organization

• Personal Mastery
• Commitment to lifelong learning
• Mental Models
• How we understand problems and interact with
  others
• Shared Vision building
• Identify future goals and directions

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Five Disciplines Of The Learning Organization

• Team Learning
• Capitalize on strengths of all members
• Systems Thinking
• Relationships between function, people, company,
  environment

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Personal Mastery

• Discipline of personal growth and learning goes
  beyond competence and skills, though it is
  grounded in competence and skills. It means
  approaching ones life as a creative work, living
  from a creative as opposed to a reactive
  viewpoint.
• Peter Senge,
• The Fifth Discipline, The Art
• Practice of The Learning
• Organization

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How do learning organization principles work in
practice?

• Ford engineers -trying to lessen noise and
  vibration
• First approach added weight to car, braking and
  tires had to be redesigned, increased cost of
  car They were just giving problems to someone
  else!
• Second approach brought brake people, chassis
  and suspension people together, used alternative
  solution based on geometry and position of parts
  to solve noise problem (systems approach).

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Exercise 1 Learning Organizations

• In your small groups, answer the following
  questions
• Is this the type of court organization that you
  would want to work for? Why?
• How would being a learning organization benefit
  the courts?
• How far are the courts in general (your court
  specifically) from becoming a learning
  organization?

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Exercise 1 Learning Organizations

• In your small groups, answer the following
  questions
• What policies, events, or aspects of behavior can
  be taken to start the process of turning the
  courts into a learning organization?
• What are the first steps that your court needs to
  perform to start down the path of becoming a
  learning organization?

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Adult Education Theory

• Experience is the adult learners living
  textbook.
• Eduard C. Lindeman

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Pedagogy and Andragogy Whats the Difference?
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The Andragogical ModelAs a person matures

• Self-concept Moving from being a dependent
  personality toward being self-directed.
• Experience Accumulating a growing reservoir of
  experience that becomes an increasing resource
  for learning.
• Readiness to learn. Orienting increasingly to the
  developmental tasks of our social roles.
• Orientation to learning. Time perspective changes
  from postponed application of knowledge to
  immediacy of application and shifting from
  subject-centeredness to problem centeredness.
• Motivation to learn Their motivation to learn is
  internal.
• Malcolm Knowles

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The Learner
Pedagogical
Andragogical

• The learner is dependent upon the instructor for
  all learning
• The teacher/instructor assumes full
  responsibility for what is taught and how it is
  learned.
• The teacher/instructor evaluates learning

• The learner is self-directed
• The learner is responsible for his/her own
  learning
• Self-evaluation is characteristic of this approach

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Role of the Learners Experience
Pedagogical
Andragogical

• The learner comes to the activity with little
  experience that could be tapped as a resource for
  learning
• The experience of the instructor is most
  influential

• Learner brings a greater volume and quality of
  experience
• Adults are a rich resource for one another
• Different experiences assure diversity in groups
  of adults
• Experience becomes the source of self-identify

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Readiness to Learn
Pedagogical
Andragogical

• Students are told what they have to learn in
  order to advance to the next level of mastery

• Any change is likely to trigger a readiness to
  learn
• The need to know in order to perform more
  effectively in some aspect of ones life
• Ability to assess gaps between where one is now
  and where one wants and needs to be

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Orientation to Learn
Pedagogical
Andragogical

• Learning is a process of acquiring prescribed
  subject matter
• Content units are sequenced according to the
  logic of the subject matter

• Learners want to perform a task, solve a problem,
  live in a more satisfying way
• Learning must have relevance to real-life tasks
• Learning is organized around life/work situations
  rather than subject matter units

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Motivation for Learning
Pedagogical
Andragogical

• Primarily motivated by external pressures,
  competition for grades, and the consequences of
  failure

• Internal motivators
• self-esteem, recognition, better quality of life,
  self-confidence, self-actualization

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The Challenge for Adult Educators is to resolve
conflicting expectations of adult learners

• They are conditioned to be passive learners and
  on the other hand.
• They have an expectation and need to be
  self-directing.

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What Is Adult Development?Erikson, Perry,
Piaget, Rogers, Dewey, Kegan, Mezirow, Schon,
Belinkey, Kolb and others.

• Self Responsibility
• Self Assessment
• Self Direction
• Self Questioning

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Fostering Personal Development Through Teaching

• The relationship between learning and development
  is complex, but in general we know
• Learning can trigger development
• Developmental processes stimulate engagement in
  learning
• Transformational learning is most often linked
  with development. Transformational learning
  changes our belief structures and changes how we
  know.
• Require reflection and meaning-making
• Bring about new ways of thinking and doing

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Fostering Personal Development Through Teaching

• Informational learning, on the other hand,
  changes what we know (Mezirow, 2000).
• Gain new knowledge and skill
• Pre-requisites for transformational learning
  activities

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Highly Developed Court Professionals

• Can Think in Complex Ways
• Possess a High Level of Competence
• Accept Responsibility for Themselves and Willing
  to Deal with the Consequences of their Behavior
• Believe that Understanding of their Experience is
  the Best Guide for their Actions
• Are Consistently and Tenaciously Authentic
• Committed to Goals which Transcend their Own
  Immediate Needs and Situations
• Charles Claxton and Patricia Murrell

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Current Trends Supporting Education for
Development

• Mastery and Competency
• Values, Ethics and Spirituality
• Diversity Within the Workforce
• Rapid Change, Information Explosion, Influx of
  Technology

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Experiential Learning Model Assumptions

• Assumption 1 People learn from immediate, here
  and now experience, as well as from concepts and
  books.
• Assumption 2 People learn differently that
  is, according to their preferred learning styles.

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Questions for Discussion

• In what ways do these assumptions apply to adult
  learners in your organization today? In what
  ways do they seem outdated or inadequate?
• In what ways are these assumptions helpful as we
  work with adult learners? In what ways might
  they mislead us?

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Experiential Learning Theory
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Reflection

• Think for a moment about a particularly good
  learning experience youve had OR a particularly
  poor one.
• Choose one and write it down.
• Share this experience with the person next to you
  and the group.

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Kolb Learning Style Inventory (LSI)
The LSI describes the ways you learn and how you
deal with ideas and day-to-day situations. It
can also serve as a stimulus for you to interpret
and reflect on the ways that you prefer to learn
in specific settings. The Assessment Based on
David A. Kolbs Learning Cycle Context Think
about situations in which you are presently
learning. How do You like to learn? Format
12 questions (15 minutes to complete and score)
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Inventory Directions

• Answer the questions on the Kolb Learning Style
  Inventory by ranking the 4 choices for the
  statements that describes you best and 1 for
  the statement that is least like you.
• Plot your CE, RO, AC, and AE scores on the circle
  graph found on p.3 of your booklet. This graph
  will identify your preferred learning style.
• Copy ranking on to second sheet, total your
  scores for CE, RO, AC, and AE. You should end up
  with a total of 120 points. Copy your scores into
  the squares at the top of p. 6.
• Subtract AE-RO and AC-CE scores as directed on p.
  6 and plot on grid on back side of sheet.
• This will identify your learning style type as
  discussed on pages 6-7of your workbook.

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Kolb Learning StyleInventory (LSI)
What do the assessment results mean? The
results indicate the extent that you rely on each
of the four Learning modes based on Kolbs
Learning Cycle Concrete Experience Reflective
Observation Abstract Conceptualization Active
Experimentation
CE
Diverging
Accommodating
RO
AE
AC
Assimilating
Converging
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The Wheel of Learning
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The theory suggests that learning is not complete
until we have done two things

Processing (or transforming)
Prehending literally take hold of
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Experiencing

CE Concrete Experience Learning from
experiences, relating to people, and feelings
Doing
AE Active Experimentation Showing ability to get
things done, Taking risks, Influencing through
action
RO Reflective Observation Viewing issues from
different perspectives and carefully observing
before making judgments
AC Abstract Conceptualization Analyzing ideas
and planning systematically, acting on an
Intellectual understanding
Reflecting
Thinking
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Applying all 4 styles of learning helps you to
increase retention of learning and aids faculty
in choosing developmental assignments
thoughtfully Retention Rate Increase 20
AC 50 AC RO 70 AC RO CE 90 AC RO
CE AE
Accommodating
CE
Diverging
RO
AE
AC
Converging
Assimilating
AC - Abstract Conceptualization RO - Reflective
Observation CE - Concrete Experience AE -
Active Experimentation
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Identifying Your Preferred Learning Style
CE Concrete Experience Experiencing
Accommodating
Diverging
100
60
AE Active Experimentation Doing
RO Reflective Observation Reflecting
20
Assimilating
Converging
AC Abstract Conceptualization Thinking
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People with this learning style are best at

• Converging
• Practical application of ideas
• Does well on conventional tasks
• Hypothetical-deductive reasoning
• Engineering and physical sciences

• Accommodating
• Puts ideas into action
• Adapts well to changing circumstances
• Intuitive trial and error
• Likes technical or practical fields such as
  business

CE
Diverging
Accommodating
RO
AE
AC
Assimilating
Converging
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People with this learning style are best at
(cont.)

• Assimilating
• Ability to create theoretical models
• Assimilates disparate observations
• Inductive reasoning
• Likes abstract concepts- math and science

• Diverging
• Imaginative
• Many perspectives
• Broad cultural interests
• Specializes in the arts and humanities
• Information seeking

CE
Diverging
Accommodating
RO
AE
AC
Assimilating
Converging
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In learning situations, people in this style
prefer to work

• Converging
• By experimenting with new ideas, simulations,
  laboratory assignments, and practical applications

• Accommodating
• With others
• By setting goals
• In the field
• Testing out different approaches to completing a
  project

CE
Diverging
Accommodating
RO
AE
AC
Assimilating
Converging
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In learning situations, people in this style
prefer to work (cont.)

• Diverging
• In groups to gather information
• Listening with an open mind
• Receiving personalized feedback

• Assimilating
• By reading and lectures
• Exploring analytical models
• Having time to think things through

CE
Diverging
Accommodating
RO
AE
AC
Assimilating
Converging
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Small Group Discussion

• Taking the style inventory, how consistent are
  your results with what you imagined your style to
  be?
• How do you characterize the way in which you
  learn?
• What kind of learning situations help you learn
  best?
• What makes it difficult for you to learn?

CE
Diverging
Accommodating
RO
AE
AC
Assimilating
Converging
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Benefits of Experiential Learning Model

• Learning is effective.
• Learning activities are individualized by style.
• Lecture is made legitimate and can be more
  effective.
• There is collaboration learning.
• Learners contribute to the process.
• Learners have the opportunity to make meaning of
  their experience through a dialogic process.

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The Wheel of LearningLinking Kolb to a Learning
Organization
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Continuing Professional Education is, in my
view, the single most important tool we have in
the judiciary to help us cope with the constant
change and challenges that are inherent in our
jobs.
Justice Christine Durham Chief Justice, Utah
Supreme Court
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Homework Assignment

• This evening, spend some time thinking about the
  future issues that will affect the court system
  due to such issues as demographics, global
  issues, the environment, transportation, energy,
  culture, values, science and technology, space,
  or religion. Identify three to five practical
  goals and new initiatives of your court system
  and/or trial court that judicial branch education
  should/could support.

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Daily Review

• What did I do yesterday?
• (Concrete Experience)
• What are my reflections about what I did?
• (Reflective Observation)
• What specific information did I learn?
• (Abstract Conceptualization)
• What do I plan to do with this learning?
• (Active Experimentation)

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Day Two Adult Education Fundamentals
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Curriculum Defined

• All the experiences provided by the institution
  or agency which are designed to foster student
  learning. (Claxton)
• Overall plan for training, education, and
  developmental activities which supports the goals
  and mission f the organization. (Weaver)

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Curriculum DevelopmentSeven Basic Questions

1. What is the purpose of the curriculum?
2. What are the objectives of the curriculum?
3. How are the learning experiences to be selected
   and organized?
4. What are the objectives of the course?
5. What resources are to be employed, and how our
   time and space to be used?
6. What is the design of the learning activities?
7. How is the curriculum to be evaluated?

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Curriculum Examples

• NACM Core Competencies
• National Judicial Institute

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NJI Curriculum

• Career New Judges Longer-serving Judges
  Mentoring Chiefs And Associates
  Multidisciplinary Education Retirement
  Planning
• Content Family Law Criminal Law Civil Law Jury
  Trials Evidence Specialized Courses (E.G.
  Aboriginal Law Youth Criminal Justice Science
  And The Law).
• Craft Judicial Dispute Resolution Dealing With
  Charter Issues The Trial Process Decision
  Making Language And Computer Skills Modules
  In Specialized Education (E.G. Credibility
  Assessment And Legal Reasoning.).
• Context Domestic Violence Disability Issues
  Children As Witness Poverty Fetal Alcohol
  Syndrome The Self Represented Accused

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ADDIE A Systems Approach to Instructional Design

• A-Assess
• D-Develop
• D-Design
• I Implement
• E- Evaluate

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ADDIE
Results

• Learning
• Performance
• Impact

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1. Assessing NeedsWhat is the purpose of the
curriculum?
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Needs Assessment

• Educational and training needs assessment is a
  process of gathering and analyzing information,
  which identifies problems and opportunities that
  can be addressed to education and training.
  (Hudzik, 1991)
• Determining Curricular Needs entails gathering
  information from three sources
• Needs of the judicial system
• The needs of learners
• Subject matter experts

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Conducting Needs Assessment

• How widely do we need to cast the needs
  assessment net?
• What problems issues, conditions or sets of these
  will be the focus of the needs assessment?
• Which judicial system personnel and which aspects
  of their job performance seem to connect most
  directly to these issues?
• Who and what can help define performance
  discrepancies and instructional needs?

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Needs Assessment Data

• Objective Data
• Document Search
• Formal Assessments/Surveys
• Problem Diagnosis (Gap Analysis)
• Job Analytic Formats
• Judgmental/Opinion Data
• Discussions With Other Judges/Court
  Professionals/Experts
• Review Of New And Significant Law

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Training Needs Analysis

• Needs assessment (Is training necessary?)
• Symptom employee has performance problems
• Other problems that could require training
• New Technology (Many Examples!)
• New Legislation

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Three Types Of Needs Analyses

• Organizational analysis can court afford it?
  supported by judges? fits strategy of court?
• Person analysis is problem due to lack of skill,
  knowledge, motivation? who needs training?
• Task analysis what are skills, behaviours that
  need to be emphasized in training?

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Organizational Analysis

•  Questions to ask
• Can we afford training?
• May be better to focus on selection and placement
  rather than training
• Do the training in house, use national provider,
  or hire consultant?
• Do judges, managers and employees support
  training?
• Does training fit our overall business strategy?

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Person Analysis

• How much is the performance problem costing the
  company?
• Is existing training poor?
• Could jobs be redesigned?

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Gap Analysis

• Where are they now?
• Where do they need to be?
• What is the gap

WHERE DO THEY NEED TO BE?
GAP
WHERE ARE THEY NOW?
9
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Task Analysis

• Job Analysis
• Determine needed KSAAs

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What is needed of employees?

• They must be
• Motivated
• Understand benefits of training
• Be aware of needs for training
• Have the basic skill levels
• Think they can do the training (self-efficacy)

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Increase chance of training success by

• Letting purpose of training be known
• Demonstrate successful employees who have gone
  through training
• Provide feedback

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Exercise 3 Brainstorming Future Education
Needs

• This brainstorming activity focuses on identify
  educational topics in the social context domain.
  In this simulated needs assessment YOU are
  serving as the expert advisory committee.

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Step Two Design

• Must Be Consistent With Principles Of Adult
  Learning and Most Effectively Promote and Enhance
  Learning.
• Use a variety of teaching methods.
• Plan for participation.
• Kolbs Experiential Learning Model serves as a
  guide.

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Formulation of ObjectivesWhat are the objectives
of the curriculum?

• The objectives of the curriculum are usually
  written in fairly broad terms. Examples include
• To help court managers stay abreast of recent
  cases dealing with personnel issues.
• To assist judges in developing their skills in
  courtroom management and administration, new
  legislation, case law, and rules.

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Formulation of ObjectivesWhat are the objectives
of the curriculum?

• Course objectives reflect the needs identified in
  the needs assessment process.
• They help the learners understand what the course
  is designed to address.
• Serve As Targets for Instruction.
• Guide the choice of instructional activities and
  materials.
• Serve As a Road Map - make sure youve gotten
  where you want to go.

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Writing Objectives

• What do you expect the learnersto be able to do,
  know, think, and feel by the end of your program?

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Blooms Taxonomy
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Selection and Organization of Content

• Is there an order or structure to your content
  that is important?
• Continuity
• Sequence
• Integration

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Content Relevancy

• Using the objectives as a vetting tool, assess
  each component of your planned training session
  and decide if that component actually will move
  you (and the participants) towards your stated
  objective. If not, dump it (even if that topic is
  a personal favorite of yours)!!
• If using training materials designed by someone
  else, review them to ensure that they fit with
  your objectives, your participants, etc. Often a
  little customizing pays off in ensuring your
  participants have a positive learning experience.

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Learning Activities Facilitating Direct or
Concrete Experience

• Activities which involve the learner in the
  experience either physically or emotionally.
  Hands-on, uses the senses, engages the learner
  affectively. May have to be vicarious
  experience. Here and now data.
• Recalling past experience
• Group work, Role play
• Demonstration
• Case Studies
• Films
• Interviews
• Self Evaluation

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Learning Activities Facilitating Reflection on
Experience

• Activities which require the learner to step back
  and look at experience, get perspective or make a
  connection to other experiences.
• Structured small group discussion
• Journals
• Asking learners how they react to a situation
• Asking learners to make connections to other
  learning
• Asking learners to discuss situation with other
  people
• Collecting data, Formulating questions

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Learning Activities Facilitating Abstractions or
Principles

• Information from authoritative sources. Using
  research and specialized knowledge for the law
  and other disciplines to develop principles.
• Print (bench books, journal articles, other
  readings)
• Authoritative guidelines ( checklists, rules,
  procedural steps)
• Lectures
• Films
• Forms, flowcharts and documents
• Skill oriented evaluation

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Learning Activities Facilitating Application

• Opportunities for the learner to try out
  principles or theories in problem-solving.
• Role play
• Individual and group projects
• Video-taping or practice sessions
• What if situations
• Devising plans of action
• Problem-solving activities

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Step 3 Development
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Resources and Parameters

• Appropriate organizational structure to carry
  forward the curriculum
• Adequate Resources (materials, AV support)
• Other Parameters (time allotment, space, seating
  arrangements)

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Physical Arrangements

• How should the room be arrange (seating layout,
  lighting, name cards, etc) to facilitate the
  activities planned?
• Class room
• Theatre
• Round table
• Small tables
• How many will be attending?

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Physical Arrangements

• What equipment, aids, supplies will I need? How
  will I get them there?
• Does the Audio visual equipment work do I have
  contingency plan?
• Refreshments?

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Methodology

• Lectures Large Groups, Information
  Dissemination, Short Time
• Group Discussions Small Groups, Active
  Involvement Understanding Of Complex Issues,
  Longer Time Available
• Case Studies - Small Groups, Active Involvement
  Understanding Of Complex Issues, Longer Time
  Available
• In-basket Exercises Provides Practical
  Experience Performing Specific Tasks Doing
  Focused

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Methodology

• Films, Slide Shows - Large Groups, Information
  Dissemination, Short Time Frames Can Be Used To
  Trigger Discussions
• Flowcharts, Decision Tree Diagrams Provide Step
  By Step Take Home Guides To Complex And/Or
  Mandated Processes
• Real Time Exercises Variation On Case Studies
  But Using Participants Real Life Examples,
  Issues.

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When selecting a teaching strategy ask

• Will the strategy help participants achieve my
  course goal and learning objectives?
• Will the strategy help participants relate course
  content to real life?
• Is the strategy appropriate for the participants?
• Are you willing to yield control of the course?

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When selecting a teaching strategy ask

• Do you have the skills or expertise to administer
  the strategy?
• Is the strategy logistically possible?
• Is the strategy worth the effort?
• Does the cost (time, effort, materials) of the
  particular strategy justify the benefits to
  participants? Is it the most efficient strategy?

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Choosing Materials

• Are their materials that will increase a students
  desire to learn? If so what are they?
• Are the learning materials appropriate for the
  level of the students?

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Delivery Methods What is distance learning?

• Definition
• Distance learning is education where the
  instructor and students are geographically-dispers
  ed

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Delivery Methods What is distance learning?

• History
• Correspondence classes
• Instructional videotapes
• Computer-based training (CBT) on CD-ROMs
• Web-based training
• Numerous technologies to support distance
  learning
• Changing market with acquisitions, new products

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Benefits of Distance Learning

• Distance learning is becoming increasingly common
  due to potential
• Cost savings
• Time savings
• Accessibility to experts
• Accessibility for students

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The art of teaching is the art of assisting
discovery. - Mark Van Doren, poet
Step 4 Teaching

• Complete the phrase
• A good teacher.........

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Five Perspectives on Teaching

• Transmission-Effective Delivery of Content
• Apprenticeship-Modeling the Way of Being
• Developmental-Cultivating Ways of Thinking
• Nurturing-Facilitating Self-efficacy
• Social Reform-Seeking a Better Society

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Parker Palmer on Good Teaching

• Good teaching cannot be reduced to technique
• Good teachers possess a capacity for
  connectedness
• Teaching is an exercise in vulnerability
• Identity and integrity are at the core of good
  teaching
• Use techniques that reveal rather than conceal
  personhood
• Mentorship
• What we teach will never take unless it
  connects with the inward, living core of our
  students lives
• Finding the teacher within

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Ken Bain What Makes Teachers Great?

• Create A Natural Critical Learning Environment
  (student Interests, Learning To Reason From
  Evidence)
• Guidance (focus On Questions, Helping Students To
  Understand Significance Of The Question)
• Engage Students In Higher Order Intellectual
  Activity (compare, Apply, Evaluate, Analyze, And
  Synthesize)
• Help Students Answer The Question Themselves
• Get Students To Wonder What The Next Question Is

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Step 5 Evaluation

• Student learning
• Immediate and ongoing assessment and evaluation
  are important throughout a program.
• Course
• Faculty
• Overall Curriculum

111
Kirkpatrick Evaluation Model
Training Environment

• Level 2
• Learning
• Learner

• Level 1 Reactions
• Learner

Learning Event
Work Environment

• Level 4
• Results
• Performance
• Financial

• Level 3
• Job Behavior
• Learner
• Organization

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Methods for Long-Term Evaluation

• Post-training surveys
• Follow-up needs assessment
• Check metrics (e.g., re-work, errors, etc.) to
  measure if participants achieved training
  objectives
• Interview trainees and their managers, or their
  customer groups (e.g., constituents, other
  departmental staff)

113
Education is a process of growth and change.

• If everything is the same after an educational
  experience, we have accomplished nothing.

114
Model for Curriculum Development
Results

• Learning
• Performance
• Impact

115
Well Know Weve Made ProgressWhen Educators and
Planning Committees focus on

• A total curriculum, not just a program or
  session.
• Program sequencing, not just topic overlap
• Developmental needs of participants, not just hot
  topics.
• Goals and objectives, not just content coverage.

116
Well Know Weve Made ProgressWhen Educators and
Planning Committees focus on

• Competency acquisition, not just information
  delivery.
• Interactive teaching, not just lecturers.
• Participant achievement, not just satisfaction.
• Impact on system, not just participant
  satisfaction.

117
Well Know Weve Made ProgressWhen Educators and
Planning Committees focus on

• Needs of all participants, not just average
  participants.
• Faculty facilitation skills, not just content
  knowledge or presentation skills.

118
Day Three Application and Educational Resources
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Daily Review

• What did I do yesterday?
• (Concrete Experience)
• What are my reflections about what I did?
• (Reflective Observation)
• What specific information did I learn?
• (Abstract Conceptualization)
• What do I plan to do with this learning?
• (Active Experimentation)

120
Group Presentations
121
Judicial Branch EducationResources

• JERITT
• National Judicial Branch Education Providers
• Monographs
• State Justice Institute

122
Developing An Personal Action Plan

• Please complete your personal action plan
• You should list the actions you intend to carry
  out when you return to work
• This can include
• Your own personal actions (ways you would like to
  enhance your work through education, training and
  development)
• Information on education, training and
  development that you would like to investigate
  further
• Recommendations for your court/organization

123
Lifelong Learning

• Why do some men and women discover new vitality
  and creativity to the end of their days, while
  others go to seed long before? Most of us, in
  fact, progressively narrow the scope and variety
  of our lives. We succeed in our field of
  specialization and then become trapped in it.
  Nothing surprises us. We lose our sense of
  wonder. But if you are conscious of these
  dangers, you can resort to countervailing
  measures. Reject stagnation. Reject the myth
  that learning is for young people. Its what you
  learn after you know it all that counts.
• John Gardner