Principles of Education for the Co 9/17/071. 2 Principles of Education Tell me and I will forget,...

Principles of Education

for the

Co

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Tell me and I will forget,

Show me and I will remember,

Let me do and I will understand.Confucius

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Too much challenge and our students miss the sweet taste of success.

Too little challenge and we dishonor them with low standards. John Gookin

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Genius is 10% talent and 90% hard work – Albert Einstein

Teaching is similar:

Part science.

Part art.

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Science and Art Teachers discipline themselves

to master the basics. Techniques are rehearsed until

they are mastered. Teaching is ongoing effort of

continuous self-improvement. Master Educators are “students

of education”.

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Attitude and Behavior

Attitude is the single most important aspect to ensure effectiveness.

Keys to success. Enjoy the activity. Belief the material. Enjoy working with people.

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KSA:

Knowledge . Skills. Attitude.

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Attitude

Comfort

Preparation

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Attitude

Commitment

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Behavior: Consistent with message. Model the skills and

techniques be taught. Model the attitude you wish

to instill.

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Self analysis: Have I developed good rapport with

the audience – friendly, genuine, interactive?

Have I shown enthusiasm for the subject and learning process?

Have I used personal experiences appropriately?


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Self Analysis: Have I answered questions with

care, even if the answer is, “I don’t know, but I’ll try to find out.”?

Have I helped participants get excited about learning?

Have I instilled a caring attitude towards the outdoors through modeling?


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Emotions drive attention.

Attention drives memory, learning and problem solving and just about everything else.

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Learning Styles

Visual Auditory Kinesthetic

Neuro-Linguistic Programming Model.

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Learning Styles

Neuro-Linguistic Programming Meta Model.

Connects language to experience.

The student senses the information from the teacher.

The information is connected to the student’s experience using a learning style.

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Learning Styles

Visual Auditory Kinesthetic

Olfactory Gustatory

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Learning Styles

Rapport

Some studies indicated 15% of message results from the meaning of the words.

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We retain: 10% of what we read. 20% of what we hear. 30% of what we see. 50% of what we see and hear. 70% of what we say. 90% of what we say and do.

Learning Styles

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Say less, mean more. Attention span is 10

minutes. Periods of silence are

important.

Learning Styles

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Learning is accomplished by a coordinated use of all our senses.

Learning is best accomplished when teaching styles are varied.

Learning Styles

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Analyze the audience. What is the age range? What is their cultural/religious

background? What do the individual know

about the organization you represent?

What is their experience with the subject?

Learning Styles

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Analyze the audience. How does the audience feel?

Tired? Bored? Excited? Nervous? Cold? Hot?

What is their level of interest in what you have to say?

What other factors will affect their capacity to learn?

Learning Styles

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When presenting: Continual monitor the audience. Be flexible. Adjust the message

to maximize the learning. Note the energy level and

enthusiasm. Watch the questions or lack of

questions.

Learning Styles

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Classroom Management: Panic kills. Sit down, relax and

think. Education is enhanced by

challenge but inhibited by stress.

Cortisol interferes with learning and memory.

Learning Styles

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Self Analysis: What have I done to help the

participants relax? Are they hydrated and well-fed? Do they feel safe (safe asking questions, accepted for who they are)?

Is everyone comfortably seated?

Learning Styles

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Self Analysis: Can they see you? Can they hear

you? Is the sun in their eyes? Are environmental factors (wind,

cold, a rushing stream, etc.) a distraction that can be avoided? Also ask yourself, have I chosen an environmentally acceptable site for teaching?

Learning Styles

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Learning Styles

Neuro-Linguistic Programming Model Stages of Learning.

1. Unconscious Incompetence.2. Conscious Incompetence.3. Conscious Competence.4. Unconscious Competence.

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Teaching Methods

Almost any method of teaching will work if the quality of the teacher – student relationship is high.

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Teaching Methods Multiple methods. You choose. Subject matter, audience, setting,

duration, group size, and instructor comfort level all should be considered in selecting the method.

Creativity and willingness to try new methods.

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Teaching Methods Lecture:

Efficient. Visual aids beneficial and important. Best for large groups where formality is needed and questions are not address during the presentation.

Hard to access learning level. Success depends on the presenter’s skill and knowledge. Can be over used.

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Teaching Methods Demonstrations:

Can provide a hear, see and do experience. Participants get the necessary attention from the instructor. Learner can self pace the demonstration.

Require more time. May require a lot of equipment and material so that everyone has the chance to participate.

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Teaching Methods Activities:

Provides a hear, see and do experience. Participants need to clearly understand the goal of the activity. Participants get the necessary attention from the instructor.

Reflection is required at the completion of the activity.

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Teaching Methods Inquiries:

Provides a hear, see and do experience in which participant are required to analyze a situation and develop their own conclusions. The participants not only give their conclusion but the rationale for their decision.

Reflection is intrinsic to this method. Takes more time. A great way to teach ethics.

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Teaching Methods Teachable Moments:

Unexpected opportunities to educate. Spontaneity adds to the significance of the opportunity. Personalizes the message. Often so numerous the instructor needs to pick and chose the better opportunities. Another great method for teaching ethics.

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Teaching Methods Storytelling, Role Playing, Skits:

Fun and engaging. Interactive method for actively engaging the learner. Great for building energy.

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Teaching Methods Learning Stations:

A number of skills can be taught simultaneously. Learner are broken into more manageable groups. See, hear and do opportunities are provided. Stations can be self guided.

Requires more materials and equipment.

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Teaching Methods Debates:

A structured way to provide learners with the opportunity to discuss controversial issues. Educator can serve as a facilitator or a resource. Good way to expose student to opposing view points.

Participant need to be well versed in the subject. Preparation time may be needed. Can become negative.

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Teaching Methods Discussion:

A group approach to exploring issues or ideas. Many formats from free format to structured. A summary of key point at the conclusion of the discussion is important.

Participant need to be well versed in the subject. Preparation time may be needed.

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Teaching Methods Other Strategies.

Team teaching. Peer teaching. Guest speakers.

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The Lesson Plan

Establish your Goals. The skill goals. The ethical goals. (Values, Mission and Vision)

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The Lesson Plan

Research and Gather Information:

Select the most important aspects.

Having an abundance of information is preferable.

Instructors usually know more than they present.

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The Lesson Plan

Greater knowledge gives greater ease at presenting the material.

Consulting peers and other subject matter experts can help an educator gage their level of expertise.

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The Lesson Plan Organize the Material.

Outline the material. Look for recurrent themes and

natural transitions. Speaking from an outline is

more natural than reading from text.

Continuously improve over time. Use what works for you.

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The Lesson Plan Prepare YOUR lesson plan.

A structured and detailed tool for preparing a class.

A reminder of the most important components.

A guide to follow during the presentation.

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1. Materials needed.

2. Goal – anticipated outcome.

3. Objectives – specific expectations of the students after the class. Measureable.

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4. Motivation – introduction and an explanation of why you are instructing them and why they are there for instruction. Include the motivation behind the material.

5. Presentation – the body of the lesson.

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6. Conclusion – summary of key points.

7. Evaluation – the means of determining if the students have met the objective.

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Critique Guidelines Feedback is a gift. Information from people with

different backgrounds can be useful.

Sandwiching negative comments between positives can make the critique more valuable.

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Critique Guidelines Improvement is the goal of the

critique. Be tactfully honest. Feedback is a gift.

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Teaching Tips Rehearse. Practice makes

perfect. Practice timing. Remember that 85%-93% of

communication is tonal or non-verbal.

Interact with your audience. Ask questions to stimulate

involvement and learning.

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Evaluation Importance of attitude and

behavior of a teacher. Learning styles. Importance

of knowing and understanding your audience.

Teaching methods that meet the needs of different learning styles.

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Evaluation Demonstrate the ability to

prepare a lesson plan. Present at least one short (5

min) and one long (20 min) lesson.

Critique other participant on their presentations.

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Principles of Education for the Co 9/17/071. 2 Principles of Education Tell me and I will forget,...

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