Dr. Chang I commented on Groups 1 and 2

Program Investigation #1

Program Title: The First Tee, Level II Coaches Training

Program Dates: January 24-26, 2014

Program Location: Houston, Texas

Learner Population: 44

Learner Overview

Adult volunteer coaches and Level I coaches from throughout The First Tee western region of

the United States gathered to acquire Level II coaching status within The First Tee network. Coaches

came from diverse chapters that included a variety of demographics and total numbers of participants.

Purposes and Objectives

Coaches sought to obtain further learning regarding The First Tee Life-Skills Experience curriculum, as well as the Golf-Skills curriculum. Learner objectives specifically focused on the variance between learner-oriented and teacher-oriented lessons, as well as experiential learning from the perspective of the participant. Coaches sought to have a better understanding of body language, vocal cadence, safety procedures, lesson planning, and life-skill bridges to golf-skills.

Program Design

Day One: Coaches began the training experience by introducing themselves and their respective chapters to help build camaraderie. An overview of the next two days was then given to assist in their self-preparation for the coming tasks. From there, individuals were broken up into teams to further grow camaraderie and to help introduce a competitive influence to the remainder of the training. Teams were tasked with coming up with a team name and then given a training leader to be their team captain.

Exercise 1, Simulated Programming Rotation

Teams were challenged to adopt the mindset of a young participant as they circulated through a typical set of five stations. The purpose of this exercise was to allow learners an experiential learning environment that changed their perspective so as to recognize how a participant views the programming process. Following the rotation, learners would congregate and discuss what the facilitators did positively, and in what ways they felt neglected or unengaged. Aspects such as body language, vocal cues, vocal cadence, and safety precautions were reviewed immediately following the exercise while fresh in their minds. This proved to allow a full understanding of the programming environment.

Exercise 2, Learner-Oriented vs. Teacher-Oriented Debate

The next exercise challenged teams to debate against one another. The topic of the debate was that learning is experienced versus learning is taught. The purpose behind this exercise was for adult participants to recognize that there is a blend between learning processes. Initially, the trainees are tasked with arguing their team's side, trying to win the debate. Ultimately, the merits of both aspects are given resonance and the learner values experiential learning to be as valid as formal teaching methods.

Exercise 3, Program Lesson Plan Creation

Next, teams were tasked with creating a unique lesson plan that implements life-skills, e.g. self-management or interpersonal skills, with golf-skills. How these skills were learned were to be via a blend of the experiential learning and facilitator led teaching. Each team was to come up with at least three activity-based stations that encompassed these two learning methods. Clear description was to be given as to how each station would engage the participant, along with a list of sample questions for coaches to ask in order for the learner to discover realizations on their own.

Exercise 4, Lesson Plan Implementation

On day two of the training, each adult team would present their finalized lesson plan to a group of 15-20 youth participants. Trainers observed the teams to grade implementation of skills such as learner focused, body language, activity-based, and bridges to life-skills. This quick turnaround from the theoretical approach of day one, to the real life implementation on day two served to be a valuable learning experience for the trainees. Immediately following the programming, participants engaged in a “good, better, how” where they reviewed the day for positives and areas for improvement.

Main Features of Experiential Learning within the Program Investigation

Reviewing this program under the lens of experiential learning yields a number of truths. In regards to main ideas identified within the literature review of this theory, let us first examine reflective practice. Following each exercise, immediate reviews were held so that learners good identify positive experiences and the emotions attached to them. These experiences and emotions were allowed to be immediately relayed into practical usage in the final exercise.

Secondly, pertaining to distinguishing value, each exercise was designed to have the trainees recognize the value of how they present themselves and the program itself. Whether it was recognizing that kneeling makes them more approachable to young children, or that continuous positive affirmation helps to keep the children engaged, they were able to witness the valuable results firsthand. This no doubt left a more distinguishable effect on them then simply reading these tips off of a powerpoint. Moreover, everything was brought back to the greater objective of positive youth development, which gave the trainees a sense of ownership in bettering their community.

Thirdly, in acknowledging the fluidity of knowledge, trainees were aided in recognizing that how one child adapts to their experience is different from how two or three others may react. This appreciation was vital for them to experientially witness the different mechanisms that assist one child versus the other. Trainees spoke to this specifically, noting that witnessing how each child reacts uniquely, and how transitioning terminology or their modeling can aid in the child's overall comprehension.

Finally, in understanding that educators require flexibility, the trainees were able to exercise various delivery methods in the final exercise so that the participants had the best opportunity for successful comprehension. In exercise two, the trainees were required to explore how learning is both experiential and traditionally presented through direct teaching. This exercise aided them in appreciating the need for the learner to be the ultimate decision maker, and to essentially guide the teacher/facilitator in dictating the best method for success.

Practical Application

These features serve to remind me of how versatile I need to be in my approach to adult education. Just recently I began a new position as Community Outreach Director. As I try to expand our organization within different schools and like-minded nonprofits, I consistently review the experience of the learners currently in our program to figure out what is working versus what needs modifying. Moreover, when trying to persuade school leaders and directors in adopting our curriculum, I allow them to witness our programming and see the value system inherent in our curriculum. Furthermore, I place emphasis on our coaches' acceptance of all learning styles and levels of capability. I walk them through our building blocks, so that they see that our coaches are trained in a variety of teaching methodologies in order to equate success. All totaled, the main features of this training program relate heavily to how I am able to convince others that experiential learning can truly transform individuals into better citizens within their community.

Table 2. Summary of Investigation

Main Program Features	Investigation #1 (John Murray)		Applications
Consistent Review	Each exercise involved had consistent, thorough review of the experience		Utilization of immediate feedback
Value Recognition	Each exercise required participants to search for the value learned		Attachment of value for prolonged memory of the learned material
Learner Variance	Exercises aided adult educators in appreciating their learners' different learning styles		Allowance for wider learner availability and tolerance
Educator Flexibility	Exercises focused on assisting the adult learner in noticing the need for flexible approaches in their methodology		More proactive teaching approaches by quickly recognizing a need for transition of methods