Scout Instructor Development Course SIDC March 21 392021

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Scout Instructor Development Course (SIDC) March 21 3/9/2021 1

Scout Instructor Development Course (SIDC) March 21 3/9/2021 1

The reason you came l This planned 4 hour course will provide Senior Scouts

The reason you came l This planned 4 hour course will provide Senior Scouts (1 st class and above) with a better understanding of what it takes to learn and what it takes to train/teach others. It is anticipated that the knowledge gained in this course will help Scouts to better prepare and to make presentations, lectures, demonstrations, and other forms of learning for their units. 3/9/2021 2

Syllabus - Part I 1. Introduction to learning (50 Min) Why do all senses

Syllabus - Part I 1. Introduction to learning (50 Min) Why do all senses matter? b) Group exercise (15 Min) c) Model of Learning a) Break 10 Minutes 3. Introduction to teaching (80 Min) 2. Group exercise – Fruit Salad (15 Min) b) Group exercise - Red Green Show (10 Min) c) How can you teach with each sense (Sight, hearing, smell, taste, and touch)? a) 3/9/2021 3

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min)

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min) a) b) c) d) e) 6. 7. 8. Cutting interference Using Pazzazz! Gettysburg Address (5 Min) Presentation tools Group presentation (20 Min) Break 10 Minutes Using your knowledge to learn (10 Min) Wrap up (10 Min) 3/9/2021 4

Syllabus - Part I 1. Introduction to learning (50 Min) Why do all senses

Syllabus - Part I 1. Introduction to learning (50 Min) Why do all senses matter? b) Group exercise (15 Min) c) Model of Learning a) Break 10 Minutes 3. Introduction to teaching (80 Min) 2. Group exercise – Fruit Salad (15 Min) b) Group exercise - Red Green Show (10 Min) c) How can you teach with each sense (Sight, hearing, smell, taste, and touch)? a) 3/9/2021 5

Introduction to learning 1 l “Collaborative studies of the design and evaluation of learning

Introduction to learning 1 l “Collaborative studies of the design and evaluation of learning environments, among cognitive and developmental psychologists and educators, are yielding new knowledge about the nature of learning and teaching as it takes place in a variety of settings. In addition, researchers are discovering ways to learn from the ''wisdom of practice" that comes from successful teachers who can share their expertise. ”* 3/9/2021 * How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences, 1999) 6

Introduction to learning 2 l “Research on learning and transfer has uncovered important principles

Introduction to learning 2 l “Research on learning and transfer has uncovered important principles for structuring learning experiences that enable people to use what they have learned in new settings. ”* 3/9/2021 * How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences, 1999) 7

Introduction to learning Yuck! I’d rather eat rocks and read the phone book then

Introduction to learning Yuck! I’d rather eat rocks and read the phone book then read that! SO – What does it mean to learn in real words? (Lets restart this discussion!) 3/9/2021 8

Introduction to learning (in real words!) l We are only now beginning to understand

Introduction to learning (in real words!) l We are only now beginning to understand ‘learning’ l It is not just a bunch of chemical reactions l ‘Learning’ is adapting your thoughts to match what you observe. n Let’s examine this statement 3/9/2021 9

Introduction to learning l ‘Learning’ is adapting your thoughts to match what you observe.

Introduction to learning l ‘Learning’ is adapting your thoughts to match what you observe. l Does this mean your past affects your learning? (YES) Learning is affected by cultural norms (Your grandmother is more important to you then just her cookies) n Everyone - even babies - have ideas that affect learning n Everyone will learn in slightly different ways n 3/9/2021 10

Introduction to learning l ‘Learning’ is adapting your thoughts to match what you observe.

Introduction to learning l ‘Learning’ is adapting your thoughts to match what you observe. l If you don’t ‘experience’ something can you learn from it? (NO) n n Good teachers realize this They have ‘tricks’ to get students to observe new items. (Yes your teachers really do care!) 3/9/2021 11

Introduction to learning l ‘Learning’ is adapting your thoughts to match what you observe.

Introduction to learning l ‘Learning’ is adapting your thoughts to match what you observe. l This bring us to an important question - Can you use this knowledge to help teach? (Of course the answer is YES) 3/9/2021 12

Some other questions l What does a rock taste like? l What does a

Some other questions l What does a rock taste like? l What does a stick taste like? l Why do you know the answers to these questions? l Why is this guy asking such strange questions? (The answer is coming!) 3/9/2021 13

Group exercise #1 l The ‘Tell Me’ Game n Break up into three groups

Group exercise #1 l The ‘Tell Me’ Game n Break up into three groups n Each group will go to a different room and work on the exercise n Come back in 15 minutes 3/9/2021 14

Introduction to learning So what have we just learned? l The more involved you

Introduction to learning So what have we just learned? l The more involved you are in the activity of learning - the better you learn. This is exemplified by the Confucian saying Tell me and I forget Show me and I remember Let me and I understand 3/9/2021 15

Introduction to learning So what have we just learned? l The more involved you

Introduction to learning So what have we just learned? l The more involved you are in the activity of learning - the better you learn. In effect you have: more observations ‘Learning’ is adapting your thoughts to match what you observe. 3/9/2021 16

Introduction to learning So now back to the rock and the stick. As babies

Introduction to learning So now back to the rock and the stick. As babies we learned by using all of our senses. We touched, tasted, looked at, listened to and smelled everything - including rocks and sticks. All of these are efforts to OBSERVE an item (Yes, you tasted rocks and sticks!) 3/9/2021 17

Introduction to learning This leads us to a second Chinese saying about learning “Learning

Introduction to learning This leads us to a second Chinese saying about learning “Learning is from thin to thick to thin. ” What does this mean? 3/9/2021 18

Learning by young adults “Learning is from thin to thick to thin. ” At

Learning by young adults “Learning is from thin to thick to thin. ” At first, you know VERY FEW DETAILS (THIN) Later, you know LOTS OF DETAILS (THICK) Finally, you see SIMPLE PATTERNS or GENERALIZATIONS (THIN) This concept can be carried further…. To a model by David Kolb 3/9/2021 19

Learning by adults Experience Learning starts when you experience something new (Thin Knowledge) The

Learning by adults Experience Learning starts when you experience something new (Thin Knowledge) The richer the experience (more information) The better the ‘learning’ 3/9/2021 Model of David Kolb 20

Learning by adults Experience The new information is combined with all of your previous

Learning by adults Experience The new information is combined with all of your previous knowledge (Thin => Thick) This is ‘processing’ the information 3/9/2021 Model of David Kolb Process 21

Learning by adults Experience Once you have enough information You can generalize the knowledge

Learning by adults Experience Once you have enough information You can generalize the knowledge (Thick => Thin) Process Generalize 3/9/2021 Model of David Kolb 22

Learning by adults Experience Apply Finally you apply this to everyday life Process Generalize

Learning by adults Experience Apply Finally you apply this to everyday life Process Generalize 3/9/2021 Model of David Kolb 23

Learning by adults Experience Apply We will examine this more later today Process Generalize

Learning by adults Experience Apply We will examine this more later today Process Generalize 3/9/2021 Model of David Kolb 24

Break time l Return in 10 minutes 3/9/2021 25

Break time l Return in 10 minutes 3/9/2021 25

Syllabus - Part I 1. Introduction to learning (50 Min) Why do all senses

Syllabus - Part I 1. Introduction to learning (50 Min) Why do all senses matter? b) Group exercise (15 Min) c) Model of Learning a) Break 10 Minutes 3. Introduction to teaching (80 Min) 2. Group exercise – Fruit Salad (15 Min) b) Group exercise - Red Green Show (10 Min) c) How can you teach with each sense (Sight, hearing, smell, taste, and touch)? a) 3/9/2021 26

Teaching adults Use learning model to develop teaching techniques Experience Process Apply Each step

Teaching adults Use learning model to develop teaching techniques Experience Process Apply Each step important Start with experience and go around the circle 3/9/2021 Generalize 27

Introduction to teaching Experience l What is Experience? l How do you get ‘an

Introduction to teaching Experience l What is Experience? l How do you get ‘an experience’? l How do you make a ‘rich experience’? l What gets in the way of a ‘rich experience’? 3/9/2021 28

Introduction to teaching l You are born with this ability l How do babies

Introduction to teaching l You are born with this ability l How do babies learn? n Experience They use all of their senses Touch l Taste l Scent l Sound l Sight l 3/9/2021 29

Group exercise #2 & #3 l #2 - Fruit Salad n n l Experience

Group exercise #2 & #3 l #2 - Fruit Salad n n l Experience Small groups Each person should taste at least once #3 - The Red Green Show n One group 3/9/2021 30

Group exercise #2 & #3 l Our exercises showed l Senses matter! 3/9/2021 Experience

Group exercise #2 & #3 l Our exercises showed l Senses matter! 3/9/2021 Experience 31

Introduction to teaching l Experience How can you teach with touch? n Teach someone

Introduction to teaching l Experience How can you teach with touch? n Teach someone how to sail a boat 1) 2) 3) 4) 5) 3/9/2021 Names of parts of the boat Show them the parts of the boat Let them touch the lines/tiller/etc Show them how they work Let them sail the boat 32

Introduction to teaching l Experience How would you teach with touch? n 3/9/2021 Examples

Introduction to teaching l Experience How would you teach with touch? n 3/9/2021 Examples from class 33

Introduction to teaching l Experience How can you teach with taste? n Teach someone

Introduction to teaching l Experience How can you teach with taste? n Teach someone how to bake a cake 1) Names of baking utensils 2) Show them the how the oven works 3) Show them (and maybe let them taste) the ingredients 4) Show them how to mix the ingredients 5) Let them taste the mixture 6) Bake the cake 7) Let them taste the cake 3/9/2021 34

Introduction to teaching l Experience How would you teach with taste? n 3/9/2021 Examples

Introduction to teaching l Experience How would you teach with taste? n 3/9/2021 Examples from class 35

Introduction to teaching l Experience How can you teach with scent? n Teach someone

Introduction to teaching l Experience How can you teach with scent? n Teach someone how to buy fresh fish 1) Names of common fish 2) Show them the fish 3) Let them smell fresh fish (no smell) 4) Let them smell old fish (fishy smell) 3/9/2021 36

Introduction to teaching l Experience How would you teach with scent? n 3/9/2021 Examples

Introduction to teaching l Experience How would you teach with scent? n 3/9/2021 Examples from class 37

Introduction to teaching l Experience How can you teach with sound? n Teach someone

Introduction to teaching l Experience How can you teach with sound? n Teach someone how to play a guitar 1) 2) 3) 4) 5) 3/9/2021 Show them guitars Names of the parts of guitars Let them listen to you play Show them how to play Let them listen to their playing 38

Introduction to teaching l Experience How would you teach with sound? n 3/9/2021 Examples

Introduction to teaching l Experience How would you teach with sound? n 3/9/2021 Examples from class 39

Introduction to teaching l Experience How can you teach with sight? n Teach someone

Introduction to teaching l Experience How can you teach with sight? n Teach someone how to tie a knot 1) Name of the knot 2) Tell them where the knot is used 3) Show them how to tie it 4) Let them tie the knot 3/9/2021 40

Introduction to teaching l Experience How would you teach with sight? n 3/9/2021 Examples

Introduction to teaching l Experience How would you teach with sight? n 3/9/2021 Examples from class 41

Introduction to teaching l Did you notice something? l Each example used multiple senses

Introduction to teaching l Did you notice something? l Each example used multiple senses 3/9/2021 Experience 42

Introduction to teaching l Process As a teacher, you must provide experiences for your

Introduction to teaching l Process As a teacher, you must provide experiences for your students n Is this the end of your job? (NO!) You need to help your students PROCESS the information that you gave them. FAILURE HERE IS PROBABLY THE BIGGEST REASON WHY STUDENTS DO NOT LEARN 3/9/2021 43

Introduction to teaching Process What does it mean to “PROCESS INFORMATION”? l Dictionary definition

Introduction to teaching Process What does it mean to “PROCESS INFORMATION”? l Dictionary definition l Process: A series of actions, changes, or functions bringing about a result Information: Knowledge derived from study, experience, or instruction Make information useful 3/9/2021 44

Introduction to teaching l For information to be useful n l Process We must

Introduction to teaching l For information to be useful n l Process We must have a way to retrieve it Think of a library n Books placed randomly Does not work n Books placed in order Works 3/9/2021 45

Introduction to teaching Process l Each person has their own way of ordering knowledge.

Introduction to teaching Process l Each person has their own way of ordering knowledge. l The best learners have a systematic method Meta-cognition 3/9/2021 46

Introduction to teaching l Process Meta cognition is n “Learning to learn” - “Thinking

Introduction to teaching l Process Meta cognition is n “Learning to learn” - “Thinking to think” Active control over the learning process l This “active control” includes Monitoring of progress n Active learning strategies n 3/9/2021 47

Introduction to teaching l Process Monitoring of progress n Identify the task n Check

Introduction to teaching l Process Monitoring of progress n Identify the task n Check the progress n Evaluate that progress n Predict the outcome 3/9/2021 48

Introduction to teaching l Typical active learning strategies n n n l Process Allocate

Introduction to teaching l Typical active learning strategies n n n l Process Allocate needed resources to learning Determine order of steps to learn Set intensity/speed needed to learn Specific active learning strategies depend on the subject 3/9/2021 49

Introduction to teaching l Process “Expert teachers know the structure of their disciplines, and

Introduction to teaching l Process “Expert teachers know the structure of their disciplines, and this knowledge provides them with cognitive roadmaps that guide the assignments they give students”* As a teacher/leader you must understand your subject (What, where, when, why, how & impact) 3/9/2021 50 *How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)

Teaching History l Process ‘History’ = abundance of data History often taught as: l

Teaching History l Process ‘History’ = abundance of data History often taught as: l Memorize event dates & locations l l (What, Where & When) This ignores: n n n 3/9/2021 Why? How? Impact/implications for today (generalization) 51

Teaching History l One needs to ask questions such as: n n n l

Teaching History l One needs to ask questions such as: n n n l Process “What is history? ”* “How do we know the past? ”* What does it mean to ‘write history’ From this one learns: How evidence influences ‘history’ How/why past and present events are linked Implications (generalizations) 3/9/2021 52 *How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)

Teaching Camping l Process ‘Camping’ = abundance of processes Often taught as: l Memorize

Teaching Camping l Process ‘Camping’ = abundance of processes Often taught as: l Memorize processes (Where, what, how and when) l This ignores: n n 3/9/2021 Why? Impact (‘Leave no trace’ - generalization) 53

Teaching Camping l Process One needs to ask questions such as: Why do we

Teaching Camping l Process One needs to ask questions such as: Why do we camp? n Why do we camp the way we camp? n l From this one learns: How camping influences our wellbeing How/why camping allows us to understand Ourselves & Others The world Implications (generalizations) 3/9/2021 54

Teaching Mathematics l Process ‘Math’ = over abundance of formula Often taught as: l

Teaching Mathematics l Process ‘Math’ = over abundance of formula Often taught as: l Memorize formula (What and When) Math is taught as ‘pure science’ l This ignores: n Where, how and why? (Math is a physical science!) n 3/9/2021 Impact on other physical sciences (generalization) 55

Teaching Mathematics l One needs to ask questions such as: n What are physical

Teaching Mathematics l One needs to ask questions such as: n What are physical examples of the math? n n n l Process Negative numbers <=> floors below ground Positive numbers <=> floors above ground Multiplication a fast way to add l 4 tents, 6 stakes/tent => 24 tent stakes From this one learns: How math and other sciences are linked Implications (generalizations) 3/9/2021 56

Teaching Knots l Process ‘Knots’ = over abundance of processes Often taught as: l

Teaching Knots l Process ‘Knots’ = over abundance of processes Often taught as: l Memorize processes (Where, what, how and when) l This ignores: n n 3/9/2021 Why? Relationship between knots (generalization) 57

Teaching Knots l One needs to ask questions such as: n n l Process

Teaching Knots l One needs to ask questions such as: n n l Process Why do we use a knot? Why are knots formed the way they are formed? From this one learns: How/why knots were developed Possible new knots for new situations (generalizations) 3/9/2021 58

Teaching Science l Process ‘Science’ = abundance of processes Often taught as: l Memorize

Teaching Science l Process ‘Science’ = abundance of processes Often taught as: l Memorize processes (What and how) l This ignores: n n n 3/9/2021 Why? Real life examples (Where and when) Impact on your life (generalization) 59

Teaching Science l One needs to ask questions such as: n n l Process

Teaching Science l One needs to ask questions such as: n n l Process Can you describe this is real life? Why is this important? From this one learns: Gets physical picture Implications (generalizations) 3/9/2021 60

Teaching 1 st Aid l Process ‘ 1 st Aid’ = abundance of processes

Teaching 1 st Aid l Process ‘ 1 st Aid’ = abundance of processes Often taught as: l Memorize processes (Where, what, how and when) l This ignores: n n Why? (# of breaths to compressions) Impact (generalizations) l l 3/9/2021 Victim Rescuer 61

Teaching 1 st Aid l One needs to ask questions such as: n n

Teaching 1 st Aid l One needs to ask questions such as: n n l Process Why do we not use tourniquets? Why do we compress in ‘that’ location? From this one learns: How 1 st aid techniques can be misused How to apply the techniques to new situations (generalizations) 3/9/2021 62

Introduction to teaching l Process In each example n Need to ask Who l

Introduction to teaching l Process In each example n Need to ask Who l What l Where l When l Why l Impact l l BUT the questions are different for each 3/9/2021 63

Introduction to teaching l And what have we just done? l Generalized the teaching

Introduction to teaching l And what have we just done? l Generalized the teaching process 3/9/2021 Process 64

Introduction to teaching l Generalize Generalization See patterns in knowledge n Allows one to

Introduction to teaching l Generalize Generalization See patterns in knowledge n Allows one to learn faster n Allows one to remember better n l Requires ability to see patterns 3/9/2021 65

Introduction to teaching l Generalize Generalization See patterns in knowledge n Allows one to

Introduction to teaching l Generalize Generalization See patterns in knowledge n Allows one to learn faster n Allows one to remember better n l The problems Not all subjects have the same issues/patterns n Not all people see the same patterns n 3/9/2021 66

Introduction to teaching l Generalize Generalization problems n The leader/teacher will have to: Understand

Introduction to teaching l Generalize Generalization problems n The leader/teacher will have to: Understand the subject l See patterns in the subject l Know how to lead students to see patterns l Ask the correct questions n Employ the correct senses n Use the correct examples n Show the patterns can be applied n 3/9/2021 67

Introduction to teaching l And what have we just done? l We have tied

Introduction to teaching l And what have we just done? l We have tied application to learning n Apply Application can be: Homework l Projects l Hands-on experiences l 3/9/2021 68

Introduction to teaching l Apply Applications at Troop meetings n Canoeing/boating Build a tinfoil/paper

Introduction to teaching l Apply Applications at Troop meetings n Canoeing/boating Build a tinfoil/paper ‘boat’ n Wilderness survival Cook ‘survival’ food Build a model shelter n Hiking/Backpacking Pack a backpack Light a backpack stove 3/9/2021 69

Introduction to teaching l Apply Applications in classrooms n History ‘Create’ a society n

Introduction to teaching l Apply Applications in classrooms n History ‘Create’ a society n Science Carry out an experiment n Mathematics Use physical examples of math 3/9/2021 70

Introduction to teaching l Apply What have just seen are: Examples n Only a

Introduction to teaching l Apply What have just seen are: Examples n Only a small fraction of what might work n l DO NOT JUST COPY n 3/9/2021 You have to understand the students needs 71

Teaching adults - Recap Used learning model to examine teaching techniques Experience Process Apply

Teaching adults - Recap Used learning model to examine teaching techniques Experience Process Apply Each step important Started with experience and went around the circle 3/9/2021 Generalize 72

Break time l Return in 10 minutes 3/9/2021 73

Break time l Return in 10 minutes 3/9/2021 73

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min)

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min) a) b) c) d) e) 6. 7. 8. Cutting interference Using Pazzazz! Gettysburg Address (5 Min) Presentation tools Group presentation (20 Min) Break 10 Minutes Using your knowledge to learn (10 Min) Wrap up (10 Min) 3/9/2021 74

Leading and teaching Use this to lead & teach Experience Process Apply Remember Each

Leading and teaching Use this to lead & teach Experience Process Apply Remember Each step important 3/9/2021 Generalize 75

Leading and teaching l People experience by senses l Remember how babies learn? n

Leading and teaching l People experience by senses l Remember how babies learn? n Experience They use all of their senses Touch l Taste l Scent l Sound l Sight l 3/9/2021 76

Leading and teaching l Experience How do some teach? Monotone uni-directional sound n Monotone

Leading and teaching l Experience How do some teach? Monotone uni-directional sound n Monotone uni-directional pictures n BORING!!! 3/9/2021 77

Leading and teaching l Experience For us to actually experience something We need to

Leading and teaching l Experience For us to actually experience something We need to be mentally involved Pay attention n No outside disturbances Funny smells / extra noise are out Intellectually stimulating Monotone sights/sounds are out You need to make sure this occurs 3/9/2021 78

Leading and teaching l No outside disturbances l What should you consider? 3/9/2021 Experience

Leading and teaching l No outside disturbances l What should you consider? 3/9/2021 Experience 79

Leading and teaching l l No outside disturbances Noise/ Acoustics n n l l

Leading and teaching l l No outside disturbances Noise/ Acoustics n n l l l Experience Loud fans or other noise Cellular phones and pagers Lighting Temperature Table and seating n n n 3/9/2021 Poor quality Poor arrangement space 80

Leading and teaching l Intellectually stimulating l What should you consider? 3/9/2021 Experience 81

Leading and teaching l Intellectually stimulating l What should you consider? 3/9/2021 Experience 81

Leading and teaching l Experience Intellectually stimulating Keeping the audience interested n Keeping the

Leading and teaching l Experience Intellectually stimulating Keeping the audience interested n Keeping the audience involved n l l YOU NEED TO BE HEARD! All of this fits a category ‘PAZZAZZ’ 3/9/2021 82

Leading and teaching l Experience ‘Pazzazz’ Belief in your message and yourself n MIF

Leading and teaching l Experience ‘Pazzazz’ Belief in your message and yourself n MIF (make it fun) n Theatre/Run-ons l Humor/Magic/Stunts l n l Games/Songs/Skits Prizes Asking the audience questions In general interacting with the audience 3/9/2021 83

Leading and teaching l Experience Interaction allows: n n n Provides motivation/interest Wake up

Leading and teaching l Experience Interaction allows: n n n Provides motivation/interest Wake up / Energize participants Break the ice FUN! Feedback to you! l 3/9/2021 Learn audience needs! 84

Leading and teaching l Process Interaction allows: n 3/9/2021 Helps the audience ‘PROCESS’ 85

Leading and teaching l Process Interaction allows: n 3/9/2021 Helps the audience ‘PROCESS’ 85

Leading and teaching l Process For better processing: Presentation tools n Pattern breaks! n

Leading and teaching l Process For better processing: Presentation tools n Pattern breaks! n KIS (keep it simple) n Interact! n 3/9/2021 86

Leading and teaching l Process Know your presentation tools n Different tools for different

Leading and teaching l Process Know your presentation tools n Different tools for different subjects Would you teach: Sailing with a bike? n Math with a dictionary? n 3/9/2021 87

Leading and teaching l Process Example n Gettysburg address - IN POWERPOINT! (PPT version

Leading and teaching l Process Example n Gettysburg address - IN POWERPOINT! (PPT version the work of Peter Norvig) n See: http: //www. norvig. com/Gettysburg/making. html n 3/9/2021 88

Leading and teaching l Process What do we see? n 3/9/2021 Different techniques needed

Leading and teaching l Process What do we see? n 3/9/2021 Different techniques needed for different subjects 89

Leading and teaching Process Presentation tools (Related to senses) l Sight and sound tools

Leading and teaching Process Presentation tools (Related to senses) l Sight and sound tools l Whiteboards, Posters, etc n Computer Presentations, Videos n YOUR VOICE! n l l Touching tools n l YOU NEED TO BE HEARD AND SEEN! Hands on Demonstrations! Smell and Taste n 3/9/2021 Hands on cooking 90

Leading and teaching Process Presentation tools (Related to group size) l Large group l

Leading and teaching Process Presentation tools (Related to group size) l Large group l Lecture/ Talk/ Demonstration n Question and answer sessions n l Small group n n n 3/9/2021 Discussion Case study / Role playing / Simulation Brainstorming/Buzz groups Learning centers Reflecting 91

Leading and teaching Process Presentation tools (Related to use) l Problem-solving l n l

Leading and teaching Process Presentation tools (Related to use) l Problem-solving l n l Brainstorming Reflection Directed sequence of questions n Discussions n l Information Lecture/Talk n Demonstration - etc n 3/9/2021 92

Leading and teaching Process Presentation tools (Related to use) l Other ways to hold

Leading and teaching Process Presentation tools (Related to use) l Other ways to hold the audience l n Humor! l n Errors! l 3/9/2021 Tommy Tenderfoot Yes, U Kan teech by maken ah mistake (I just did) 93

Leading and teaching l Process KIS (keep it simple) What more can I say?

Leading and teaching l Process KIS (keep it simple) What more can I say? 3/9/2021 94

Leading and teaching l Process Interact! n Lets you help the audience Generalize Process

Leading and teaching l Process Interact! n Lets you help the audience Generalize Process l Generalize l Apply 3/9/2021 95

Leading and teaching Time to practice! Break in to groups ~ 4 to 8

Leading and teaching Time to practice! Break in to groups ~ 4 to 8 people Pick a topic to teach Experience Process Apply Put together program outline Explain your programs! Generalize Outline - Tools Presentation styles Interactions - Questions How it fits with our model 3/9/2021 96

Break time l Return in 10 minutes Did you notice that we have breaks

Break time l Return in 10 minutes Did you notice that we have breaks on a regular basis? - Is there a reason for this? (Yes!) l 3/9/2021 97

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min)

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min) a) b) c) d) e) 6. 7. 8. Cutting interference Using Pazzazz! Gettysburg Address (5 Min) Presentation tools Group presentation (20 Min) Break 10 Minutes Using your knowledge to learn (10 Min) Wrap up (10 Min) 3/9/2021 98

Using your knowledge to learn You can now use what you have learned to

Using your knowledge to learn You can now use what you have learned to improve your school work Remember each step important for you to learn Experience Process Apply Generalize Start with experience and go around the circle 3/9/2021 Model of David Kolb 99

Using your knowledge to learn When learning something new Experience Include: Many Senses and

Using your knowledge to learn When learning something new Experience Include: Many Senses and sources Read other books for different views Use sound/vision etc as available Don’t get distracted Focus! Block out other experiences YOU can overcome a bad teacher! 3/9/2021 Model of David Kolb 100

Using your knowledge to learn Your next step is to process the new information

Using your knowledge to learn Your next step is to process the new information This is where most students fail in the learning process! 3/9/2021 Model of David Kolb Experience Process 101

Using your knowledge to learn Process the experience Use manageable bits Experience Often this

Using your knowledge to learn Process the experience Use manageable bits Experience Often this means Outline the information Rewrite notes to explain the information Others should be able to understand! Process This will improve your grades! Remember to ask What, why, when, where and how 3/9/2021 Model of David Kolb 102

Using your knowledge to learn Once basic questions answered Check fit with other knowledge

Using your knowledge to learn Once basic questions answered Check fit with other knowledge Experience Process May need to reprocess Examine implications Generalize Typical outcome § Less time studying § Improved grades 3/9/2021 Model of David Kolb 103

Using your knowledge to learn Apply your knowledge Do homework (New experience!) Experience Process

Using your knowledge to learn Apply your knowledge Do homework (New experience!) Experience Process Apply Remember Each step important 3/9/2021 Model of David Kolb Generalize 104

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min)

Syllabus - Part II 4. 5. Break 10 Minutes Leading and Teaching (60 Min) a) b) c) d) e) 6. 7. 8. Cutting interference Using Pazzazz! Gettysburg Address (5 Min) Presentation tools Group presentation (20 Min) Break 10 Minutes Using your knowledge to learn (10 Min) Wrap up (10 Min) 3/9/2021 105

Overview and wrap up Used learning model to examine teaching techniques Experience Process Apply

Overview and wrap up Used learning model to examine teaching techniques Experience Process Apply Each step important Started with experience and went around the circle 3/9/2021 Generalize 106

Overview and wrap up Experience uses all senses Experience Process Apply Presentation should Interact

Overview and wrap up Experience uses all senses Experience Process Apply Presentation should Interact with audience Use multiple senses Tailored to field Tailored to audience 3/9/2021 Generalize 107

Overview and wrap up Process => application Depends on field Experience Process Apply Generalize

Overview and wrap up Process => application Depends on field Experience Process Apply Generalize 3/9/2021 108

Overview and wrap up Process => application Depends on field In general ask: What

Overview and wrap up Process => application Depends on field In general ask: What Why Where When How Implications 3/9/2021 Experience Process Apply Generalize 109

Overview and wrap up Process => application Depends on field Apply Presentation KIS! Lead

Overview and wrap up Process => application Depends on field Apply Presentation KIS! Lead audience Ask questions Interact with audience HAVE FUN! 3/9/2021 Experience Process Generalize 110