THE RENO MODEL PTO PROGRAM

    

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The Reno Model uses adult learning principles and problem-solving as the engines that drive the learning experience of trainees.  Adult learning is not new, but other training models, such as the San Jose Model FTO program uses behavior modification as its foundation.  While it is true that individual field training officers use various methods of learning in their own experiences, the Reno Model institutionalizes adult learning principles in the structure of the program.  The following information may serve as a primer of adult learning strategies used in the PTO program.

Adult Learning

John Dewey (1916)

        "Teach by appealing to the students instincts to investigate and create."

John Dewey, an early 20th Century educator and philosopher, believed in evolution and what he was to term as the theory of "natural learning."  Dewey applied principles of evolutionary theory to human learning.  He believed that people do not learn very well in artificial settings, but rather that learning is more effective if connected with actual experiences.  In Dewey's model, a problem was found to exist, so the next step was to gather and identify data that may be used to solve the problem.  Ideas were then proposed about how a solution might be constructed.  Those ideas began to reconstruct the thought process.  Further experimentation would lead to a collection of lessons learned that may be applied to future problems.

Bloom’s Taxonomy (Benjamin Bloom - 1956)

Benjamin Bloom identified three learning domains:  cognitive (intellectual), affective (emotional), and psychomotor (skills).  He then developed six levels of thinking, questioning, and learning:

bulletKnowledge
bulletComprehension
bulletApplication
bulletAnalysis
bulletSynthesis
bullet

Evaluation

Knowledge

The "entry" level of Bloom's Taxonomy is knowledge.  This level includes definitions, descriptions, and lists.  Much of our training in law enforcement has been accomplished at this level.

Comprehension

Comprehension, the second level of learning, refers to a trainee's ability to convert meaning, explain concepts, and summarize what has been taught.

Application

Application is the third level, referring to a trainee's ability to demonstrate the concept, showing how it may be used in the real world.

Analysis

The fourth level, that of analysis, is identified as distinguishing uniqueness of ideas or concepts, outlining principles, and relating topics to other similar ideas.

Synthesis

Synthesis, the fifth level, means the trainee can combine ideas, create new ideas, and has enough familiarity with the topic to design other concepts.

Evaluation

The sixth, and highest level of Bloom's Taxonomy is evaluation:  The ability to assess an idea or principle, compare it to others, and experiment with it in an actual situation.

Bloom's Taxonomy is an important concept that is used throughout the Reno Model.

Howard Barrows’ Problem-Based Learning (PBL) - 1972

Learning begins with an ill-structured problem.  Ill-structured problems are those with several possible solutions that are not easily solved.  The PBL process begins with the formulation of ideas on how to address the problem.  The trainee then assesses how much he or she knows about the problem, then determines what information is needed to solve it and where to obtain that information.  From this, an initial course of action is proposed and taken.  Finally, the trainee evaluates the results of the plan of action and may begin the process again if necessary.  The knowledge gained by the trainee in solving the problem is transferred to future problems.

Malcolm Knowles’ Principles of Adult Learning (Andragogy) -1975

According to Knowles, adults must be partners in their own educational plans and evaluations.  It is important to include the trainees in the decision-making processes governing their training experiences.  Adults learn experientially from both positive and negative experiences.  The learning experience must be relevant to the ultimate goal.  Adult learning should be problem-centered rather than content-oriented.

Howard Gardner’s Multiple Intelligences Theory - 1993

Gardner challenged the concept of IQ.  Instead, he believed people possessed eight forms of intelligence:
bulletVerbal-linguistics
bulletLogical-mathematical
bulletMusical
bulletVisual-spatial
bulletInterpersonal
bulletBodily-kinesthetic
bulletNaturalistic

As a result of this, he developed the MI Inventory Test.  This test is often used as a training instrument in instructor development courses.

Transference of Learning

People must reach a threshold of initial learning before transference can occur.  Learning characterized by understanding is more likely to result in the transference of skills and knowledge to the workplace than memorization of facts and lists.  Knowledge must be gained in a variety of contexts and experience to be applicable to real world experiences.

 

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Last modified: 02/17/05

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