TYPES OF LEARNERS

“Remember when you were in school and you had to cram hundreds of pages of textbook material into your head before every big test? If you were like most students, you and your friends probably developed all kinds of tactics to make the grade. Maybe you made flashcards, or reviewed recordings of your professors’ lectures, or came up with intricate mnemonic devices to memorize the material at hand. You may have argued with your classmates about which method was best—but the truth is that, when it comes to learning, one size does not fit all”

https://blog.prezi.com/the-four-different-types-of-learners-and-what-they-mean-to-your-presentations-infograph

Research studies illustrate a number of models that identify and describe the different ways that people learn best.  Having a basic knowledge of these styles and their implications for learning can help dog training instructors better meet the individual needs of their students/ dog owners.

One popular theory identifies four primary types of learners:  visual, auditory, reading/writing, and kinesthetic, or the VARK model.  Each learning style responds best to different methods of teaching.  When teaching dog training classes, it’s best to know how to engage each of the four learning styles.  The following table depicts the four learning styles, a brief definition, and examples specific to dog training that are appropriate considerations for instructors.  To help instructors better understand the table, it should be noted that there are vocabulary terms highlighted within the “strategies” column.  These terms and corresponding definitions can be found in the “techniques” portion of this document.

VARK Model for Dog Training Instructors

LEARNER STYLES	DEFINITION	STRATEGIES
Visual	Prefer to see info & visualize relationship between ideas.	Provide demonstrations for each exercise.  Use a “demo dog.”  Provide a training manual that contains graphics of important content.  Use pinpointing to reinforce cues.  Spread out dog/handler teams & be sure all can see when you are demonstrating.
Auditory	Prefer to hear info rather than see or read it displayed visually.	Project voice as necessary to be heard by all, wait for quiet (dogs, included).  If owner has a hearing impairment, stand next to him/her when speaking.  Auditory learners like to recite info out loud to remember it.  Give them a chance to repeat info back by using checking for understanding & calling for answers.  Use cues to reinforce various exercises.
Reading/Writing	Learn best when reading/writing.  Interacting with text is more powerful than hearing or seeing.	Provide a training manual that contains important info as well as an outline of each lesson’s content.  Encourage dog owners to take notes.  Pose reflection questions—checking for understanding at the end of each lesson & allow space for written responses.  Encourage dog owners to read & refer to the manual often.
Kinesthetic	Hands-on, kinesthetic learners.  Learn best by doing.  These learners are often “over-achievers.”	A learner with a visual impairment requires hands-on assistance for some exercises.  Kinesthetic learners benefit greatly from demonstrations & are usually eager & will often begin training before you finish your instructions; remind the class, “wait until I say go” (protocol).  Switch it up; that is, alternate between stationary & dynamic (moving) exercises (dogs benefit, too).  Kinesthetic learners can also be encouraged to write things down.  Remind owners to honor dog’s threshold, “less is more,” “finish on a good one” (protocol).

 

TEACHING TECHNIQUES

 I have been involved in the teaching profession for over 40 years, with expertise in teaching methods courses for pre-service physical education teachers.  Twenty-five of those years saw me drawn to an avocation.  My passion for dogs soon led to exhibiting dogs, first in performance, and then in conformation.  For a short while, I did both and managed to maintain my sanity. During that time of “immersion into the dog world,” teaching training classes became a natural fit.

Throughout these four decades, I have discovered that education is constantly dynamic and evolving.  Similarly, dog training research has evolved.  Therefore, it should go without saying that techniques used by instructors of dog training classes need to evolve.  “Learning to teach—and continuing to teach well—is a lifelong endeavor” (Graham, PhD, AMTP).  Blending two of my favorite passions:  teaching pre-service teachers how to teach AND teaching dog training classes has now developed into what I prefer to call:  “the art of teaching dog training classes.”  Since I am a self-professed “pedagogy junkie,” the time has come for me to share what I have learned over the years so that, hopefully, other dog training instructors can benefit.

Finally, it should be noted that the selected vocabulary of teaching techniques presented here follow the ideas put forth years ago by the American Master Teacher Program (AMTP) created by George Graham, PhD.   It was teaching about these techniques through the years that sparked the idea that many of the AMTP terms can be directly applied by instructors of dog training classes; hence, the art of teaching dog training classes was born!  Now, I am quite intrigued about this idea and continue to explore its possibilities.

The table that follows identifies selected AMTP teaching techniques that I have used successfully in the dog training classes that I teach.  Further, brief definitions and a few examples are included.  Instructors are encouraged to study these definitions and make appropriate applications to the content within the courses they teach.

 

VOCABULARY OF EFFECTIVE TEACHING TECHNIQUES

Techniques, Definitions & Examples for Dog Training Classes

TEACHING TECHNIQUE	DEFINITION	EXAMPLES
PROTOCOLS	Pre-determined routines, expectations that allow classes to function efficiently. Start & stop cues.	Where to store personal items, jackets, etc. Cell phones off. Find your spot, no dog socialization. Taking roll. “Meet & greet” each dog at start of class. “When I say go….” “Finish on a good one.”  Announcements, reminders.
BACK-TO-THE-WALL	Be able to see all dog-handler teams all the time.  SAFETY! Be ready to “run interference” between 2 dogs when necessary. Stay on the perimeter as dog-hander teams are training.  This enhances “with-it-ness.”	After providing instructions & dog-handler teams are working, move about the room in circular fashion; offer 1:1 assistance as needed.  At the same time, keep remainder of class in your vision.
SET INDUCTION	Attempting to provide dog-handler teams with an understanding or purpose of lesson.  This can provoke interest and motivation.	Spend a few minutes providing an overview of lesson.  What is the purpose?
SCAFFOLDING	Connect the lesson with past OR future experiences or training that dog-handler teams have had/will have.  Provide a cognitive link with past & future.	When presenting exercises, explain purpose & connect its practicality.  This helps dog-handler teams understand the purpose of various exercises.
DEMONSTRATIONS	Many owners are visual learners & demos are enormously valuable. Concern for whole vs. part method in teaching an exercise. Concern for tempo (speed) of exercise.	Have a “demo dog.”  Sometimes an advanced dog is helpful; sometimes using an owner’s dog let’s others know that you empathize with their struggles. Showing the “whole” exercise (“big picture”) is helpful. Some exercises need to be broken down into “parts” & each part practiced separately.(e.g., coming when called; sit-stay/down-stay progressions). Speed relates to timing associated with rewards; slow-normal-fast paces).
PINPOINTING	Combined with a demonstration to help owners more easily understand or focus on parts of complex exercises, visualize cues, or discover creative solutions to problems.	Select a skilled dog-handler team to demonstrate an exercise while identifying a critical aspect of the exercise for others to watch.  This critical aspect can be accompanied by a cue.  “Watch (name) do….”  “Look at (name) while…”
CHECKING FOR UNDERSTANDING	From time to time, check to see that owners really understand what is being taught.  Quick test of owner’s (and sometimes dog’s) understanding of what is expected.	Pose a question or statement & quickly scan the room to see that owners understand. “Show me….”  “How many dogs do you have at the end of your leash?” (Answer=1; therefore, 1 command). Q & A at the end of a lesson to check for understanding of key points.  This tells instructor if something needs to be re-taught.
TEACHING BY INVITATION	If all dogs were at the same skill level, our job as instructors would be much easier.  From time to time, provide dog-owner teams with a choice of exercises, thereby, allowing for individual differences.  Owners are “invited” to decide which task is best for suited for their dog.	Sit-stays:  “Remain at your dog’s side,” or “Take 2 steps out in front of your dog.” Come when called:  “Perform 3 come-fores or 2 recalls.” “Wait:”  “Count down from 10, 6 or 3, return to your dog.”
INTRATASK VARIATION	Based upon observation of dog-owner teams, the instructor decides when exercises will be made harder for some teams & easier for others. Modifying an exercise or its parts.	Come when called:  “When your dog comes to you, the dog needs to sit” (harder) or “Change the intonation in your voice to a higher pitch so your dog comes more happily” (easier).
TASKS (EXTENSIONS)	Providing dog-owner teams with a series of tasks presented in a logical progression. Breaking down an exercise into its subsequent parts, progressing from simple to more complex. Progressions are based upon the instructor’s knowledge of the developmental level of dogs in class (sometimes, owners).	Coming When Called: ”Relay races” Come-fore Recall at end of leash Long-line recall Motivated recall Recall with distractions Recall with front sit
CUES (REFINEMENTS)	Providing cues helps owners learn exercises more quickly & correctly.  If using multiple cues, it’s best to focus on one cue at a time. Reminder words or phrases to assist owners in remembering. Cues are short-cuts to learning.	Walking on a loose lead:  “Step out onto left foot while saying ‘let’s go’…’let’s’ & ‘left” start with ‘L’.” “Give your lead a ‘pop,’ not a ‘pull’.” Down:  use the intonation in your voice, “dowwwwn” to assist.
CHALLENGES (APPLYING)	A way to motivate and help owners maintain interest in training.  Placing an exercise into a “new” setting, or making an application.	Sit/Down-Stays:  Increase time.  Increase distance.  Train with distractions.  Train outdoors. Socialization:  “provide 3 different experiences for your dog this week” (children, other animals, veterinarian, elderly, indoor/outdoor surfaces & stairs, downtown, playground, etc.). Assignments:  verbally stated and written in manual.
TEACHER FEEDBACK	Letting owners know how their dog is doing.  Effective feedback has 4 characteristics. Beneficial feedback is: specific (versus general) congruent (aligns with) simple positive (or neutral, not negative).	“I like your dog’s quick response to the ‘sit’”— (not “good job”). “I like how your dog is in the settle position for the down”–(not “good down”). “Wow—what a nice ‘J’ loose lead!”— (not “nice walking”). “YES, you remembered to step out on your left foot when walking”—(not “don’t step forward like that!”). Use  “lower your voice & be firm” vs. “Don’t yell at your dog.” Each lesson, make it a goal to offer each owner specific feedback that meets the criteria.
CLOSURE	One of the most important times within a lesson is the ending of a training session.  Keep it positive, upbeat.	Provide a brief wrap-up of important points or exercises within lesson. Sometimes closure can be a time to check for understanding, Q & A. Closure can provide focus for future lessons (“coming attractions”). Thank owners for coming!

 

 APPLICATION CHALLENGES

Q:  If I want to include some of these teaching techniques into the dog training classes I teach, how/where do I begin?

A:  Try one or more of the following challenges.

Challenge #1:   Critique each lesson you teach and determine what techniques you already use.  Then, compare the content of your lesson with the new teacher techniques you have learned and determine HOW you can improve your content.  Establish small goals by incorporating one new technique within each lesson; after a few repetitions, the techniques will become part of your repertoire.

Challenge #2:  One quick and beneficial exercise is to focus on developing the content for each lesson you teach.  Create an outline that contains all the main training exercises you teach.  For each exercise, conduct a critical analysis that involves three items:

• Tasks (Extensions)—Select an exercise that contains a series of tasks and make sure they are in a logical progression. Do the tasks progress from simple to complex?
• Cues (Refinements)—For each of the tasks you identified for an exercise, if appropriate, identify any helpful cues, or shortcuts, that would facilitate learning. Are these key words, “secrets,” or short phrases?
• Applying (Challenges)—Does each lesson you teach contain at least one challenge for the dog owners?

Challenge #3:  Once you have mastered the content of a lesson and feel that you have successfully implemented teaching techniques that are enhancing learning, conducting a time analysis can reveal helpful information.  A time analysis involves a critical examination of HOW much time your dog-owner teams are actually engaged within lesson segments that involve:

• ACTIVITY TIME—The amount of time that the majority (over half) of dog-owner teams spend actually participating in the lesson.
• INSTRUCTION TIME—The amount of time that the majority (over half) of dog-owner teams spend listening to explanations and/or watching demonstrations.
• MANAGEMENT TIME—The amount of time that the majority (over half) of dog-owner teams spend getting into groups, moving to stations, helping with equipment, transitioning, or getting organized. This time also involves taking attendance, filling out registration forms, etc.
• WAIT TIME—The amount of time that the majority (over half) of dog-owner teams spend waiting to take a turn, are off-task, or not involved in any of the other types of time.

Have an assistant or friend use a stopwatch and chart each segment of the lesson.  START the stopwatch when the majority of dog-owner teams are engaged (or not) in a type of time, and STOP when that segment ends.  When lesson is completed, critically classify each segment of the lesson as:  ACTIVITY TIME, INSTRUCTION TIME, MANAGEMENT TIME, or WAIT TIME.  Then, record and add the number of minutes spent for each segment.  Then, ADD THE MINUTES for each section ÷ TOTAL MINUTES in the lesson.  These numbers reflect the percentages of time you spent within your lesson for each segment type.  What’s the point?  Logically, your teaching should reflect that most of your class time is spent with ACTIVITY, then INSTRUCTION, followed by MANAGEMENT, with little to no WAIT time.

 

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Ellen Drewes-Stoen, NADOI #920, SPOT#7345, CGC 100059

Ellen spent 40 years as a college professor in education methods and student teacher supervision in the public schools, and is always excited to implement educational research into teaching dog classes. She is an Instructor at Good Dog Center in Decorah, Iowa.