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KD-1 Developing Knowledge Development Presentations Your Speaking and Teaching Style.

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Presentation on theme: "KD-1 Developing Knowledge Development Presentations Your Speaking and Teaching Style."— Presentation transcript:

1 KD-1 Developing Knowledge Development Presentations Your Speaking and Teaching Style

2 KD-2 Overview  Microteaching  Prescriptive Teaching  Teaching Presentations and the PADI System  The Anatomy of a Knowledge Development Presentation  Evaluation Criteria  Preparing Presentations – Group and Individual Exercise  Microteaching  Prescriptive Teaching  Teaching Presentations and the PADI System  The Anatomy of a Knowledge Development Presentation  Evaluation Criteria  Preparing Presentations – Group and Individual Exercise

3 KD-3 Microteaching  What is microteaching and how does it apply to the instructor training process?  Microteaching is a training technique used to develop teaching skills in a complete, yet compact way  While learning, you’ll present only small portions of Knowledge Development Sessions  Treat each microteaching presentation as though it is an entire lesson with all components – introduction, body & summary  After you've developed skills, you’ll easily transition to teaching an entire lesson  What is microteaching and how does it apply to the instructor training process?  Microteaching is a training technique used to develop teaching skills in a complete, yet compact way  While learning, you’ll present only small portions of Knowledge Development Sessions  Treat each microteaching presentation as though it is an entire lesson with all components – introduction, body & summary  After you've developed skills, you’ll easily transition to teaching an entire lesson

4 KD-4 Microteaching  How does microteaching compare with teaching an entire lesson?  Entire lessons are made up of several topics  You unify topics under one introduction and summary, and transition between topics by highlighting relationships  Example of microteaching segments — Open Water Diver Course, Knowledge Development Session One:  Buoyancy  Comfortable Descents  Comfortable Ascents  Breathing Underwater  How does microteaching compare with teaching an entire lesson?  Entire lessons are made up of several topics  You unify topics under one introduction and summary, and transition between topics by highlighting relationships  Example of microteaching segments — Open Water Diver Course, Knowledge Development Session One:  Buoyancy  Comfortable Descents  Comfortable Ascents  Breathing Underwater

5 KD-5 Prescriptive Teaching  What is prescriptive teaching?  Prescriptive teaching is a focused educational training method that allows you to diagnose what information student divers need, and then present only that information  By discovering and acknowledging what divers have learned on their own, you can address areas that need to be retaught, refreshed or reviewed  What is prescriptive teaching?  Prescriptive teaching is a focused educational training method that allows you to diagnose what information student divers need, and then present only that information  By discovering and acknowledging what divers have learned on their own, you can address areas that need to be retaught, refreshed or reviewed

6 KD-6 Prescriptive Teaching  What is prescriptive teaching?  PADI instructional media allows independent study and employs events of instruction  Divers arrive with most of the material already mastered  Courses with media support lend themselves to prescriptive teaching  What is prescriptive teaching?  PADI instructional media allows independent study and employs events of instruction  Divers arrive with most of the material already mastered  Courses with media support lend themselves to prescriptive teaching

7 KD-7 Prescriptive Teaching  What is prescriptive teaching?  You begin by determining if divers have knowledge gaps or lack understanding  Go over Knowledge Reviews, encourage questions, administer quizzes and watch student divers apply the information  Depending on what divers have already mastered, you provide only necessary information to complete understanding – consider distinct needs and interests  Add specifics about the local environment and diving techniques, and reinforce critical information  What is prescriptive teaching?  You begin by determining if divers have knowledge gaps or lack understanding  Go over Knowledge Reviews, encourage questions, administer quizzes and watch student divers apply the information  Depending on what divers have already mastered, you provide only necessary information to complete understanding – consider distinct needs and interests  Add specifics about the local environment and diving techniques, and reinforce critical information

8 KD-8 Prescriptive Teaching Steps Step 1

9 KD-9 Prescriptive Teaching Steps Step 2

10 KD-10 Prescriptive Teaching Steps Step 3

11 KD-11 Prescriptive Teaching Steps Step 4

12 KD-12 Prescriptive Teaching Steps Step 5

13 KD-13 Prescriptive Teaching  What are five advantages of prescriptive teaching? 1. Customer satisfaction  Customers quickly see that training is centered on what’s best for them  This increases satisfaction and adds value 2. Time savings  Shifts learning time to independent study, which means convenience  Classroom may be used more efficiently and effectively  What are five advantages of prescriptive teaching? 1. Customer satisfaction  Customers quickly see that training is centered on what’s best for them  This increases satisfaction and adds value 2. Time savings  Shifts learning time to independent study, which means convenience  Classroom may be used more efficiently and effectively

14 KD-14 Prescriptive Teaching  Five advantages... 3. Customization  Focus on fitting information to individual needs, such as equipment selection 4. Instant gratification  Addresses customer’s desire for more dive time (less classroom time)  Beginning divers get in the water as soon as possible 5. More effective learning  Most people "tune out" long presentations and miss important material  Five advantages... 3. Customization  Focus on fitting information to individual needs, such as equipment selection 4. Instant gratification  Addresses customer’s desire for more dive time (less classroom time)  Beginning divers get in the water as soon as possible 5. More effective learning  Most people "tune out" long presentations and miss important material

15 KD-15 Prescriptive Teaching  How do prescriptive teaching and microteaching interrelate?  Microteaching is a technique you use only during PADI Instructor Development  Prescriptive teaching is a technique you'll use frequently – perhaps most of the time  During your training, to save time as you learn, you’ll practice microteaching some prescriptive teaching presentations  How do prescriptive teaching and microteaching interrelate?  Microteaching is a technique you use only during PADI Instructor Development  Prescriptive teaching is a technique you'll use frequently – perhaps most of the time  During your training, to save time as you learn, you’ll practice microteaching some prescriptive teaching presentations

16 KD-16 Teaching Presentations and the PADI System  What seven factors do you need to consider when developing an effective teaching presentation and how does the PADI System help you prepare teaching presentations?  Seven critical factors relate to the events of instruction  PADI System addresses all factors and provides the key information you need  What seven factors do you need to consider when developing an effective teaching presentation and how does the PADI System help you prepare teaching presentations?  Seven critical factors relate to the events of instruction  PADI System addresses all factors and provides the key information you need

17 KD-17 Teaching Presentations and the PADI System  Seven factors to consider... 1.Identify the major topic areas – found in manuals, outlines and lesson guides 2.Limit the scope of topic and presentation – scope and complexity established by learning objectives and diver material 3.Inform student divers of the learning objectives – focuses learning and establishes what the diver must do  Seven factors to consider... 1.Identify the major topic areas – found in manuals, outlines and lesson guides 2.Limit the scope of topic and presentation – scope and complexity established by learning objectives and diver material 3.Inform student divers of the learning objectives – focuses learning and establishes what the diver must do

18 KD-18 Teaching Presentations and the PADI System  Seven factors to consider... 4.Arrange material in a logical sequence – established by instructional design 5.Use an introduction that creates a readiness to learn – the gain attention step 6.Use a summary that reinforces learning – ties presentation together and reminds divers what they've learned 7.Prepare a valid assessment of learning – accomplished through Knowledge Reviews, quizzes and exams and evaluating diver performance  Seven factors to consider... 4.Arrange material in a logical sequence – established by instructional design 5.Use an introduction that creates a readiness to learn – the gain attention step 6.Use a summary that reinforces learning – ties presentation together and reminds divers what they've learned 7.Prepare a valid assessment of learning – accomplished through Knowledge Reviews, quizzes and exams and evaluating diver performance

19 KD-19 Teaching Presentations and the PADI System  How do presentations differ depending on the instructional media available?  How repetition, practice and assessment are managed differs depending on available media  Programs with a manual, video and/or multimedia allow divers to learn independently  Programs further supported by quizzes and exams, instructor outline and lesson guides, make it easy to provide prescriptive teaching  How do presentations differ depending on the instructional media available?  How repetition, practice and assessment are managed differs depending on available media  Programs with a manual, video and/or multimedia allow divers to learn independently  Programs further supported by quizzes and exams, instructor outline and lesson guides, make it easy to provide prescriptive teaching

20 KD-20 Teaching Presentations and the PADI System  Differences depending on media...  Programs that have little instructional media, only outlines, require more indepth teaching presentations  Prescriptive teaching presentations are appropriate for courses with support media  Knowledge development presentations that cover an entire lesson are primarily for courses with little or no support media  Differences depending on media...  Programs that have little instructional media, only outlines, require more indepth teaching presentations  Prescriptive teaching presentations are appropriate for courses with support media  Knowledge development presentations that cover an entire lesson are primarily for courses with little or no support media

21 KD-21 Anatomy of a Knowledge Development Presentation  What are the three components of an effective Knowledge Development presentation? 1.Introduction – tell them what you’re going to tell them 2.Body – tell them 3.Summary – tell them what you told them  What are the three components of an effective Knowledge Development presentation? 1.Introduction – tell them what you’re going to tell them 2.Body – tell them 3.Summary – tell them what you told them

22 KD-22 Anatomy of a Knowledge Development Presentation  What are four parts of an introduction? 1.Contact – gains attention in an interesting, positive way  Most effective when it relates to the material to follow – provides value  Relate to an experience divers may have had  Draw some analogy between the subject and the diver’s common experience  Ask an unusual or stimulating question and solicit responses  Relate an interesting and relevant anecdote  Involve creative or interesting visual aid  What are four parts of an introduction? 1.Contact – gains attention in an interesting, positive way  Most effective when it relates to the material to follow – provides value  Relate to an experience divers may have had  Draw some analogy between the subject and the diver’s common experience  Ask an unusual or stimulating question and solicit responses  Relate an interesting and relevant anecdote  Involve creative or interesting visual aid

23 KD-23 Anatomy of a Knowledge Development Presentation  Four parts of introduction... 2.Value — Most critical part because it provides motivation to learn  Create a need to know — why this information makes diving safer, easier, exciting, comfortable or more fun  Provide an immediate reason to learn  State in a positive, but realistic context  Emphasize how to prevent, avoid or handle specific diving situations  Four parts of introduction... 2.Value — Most critical part because it provides motivation to learn  Create a need to know — why this information makes diving safer, easier, exciting, comfortable or more fun  Provide an immediate reason to learn  State in a positive, but realistic context  Emphasize how to prevent, avoid or handle specific diving situations

24 KD-24 Anatomy of a Knowledge Development Presentation  Four parts of introduction... 3.Key points — brief road map of where the presentation is going  Overviewing the key points helps listeners focus on the material  Find key points on introductory slides or in outlines — look for main points 4.Conduct — what to do and how to interact during the lesson  Four parts of introduction... 3.Key points — brief road map of where the presentation is going  Overviewing the key points helps listeners focus on the material  Find key points on introductory slides or in outlines — look for main points 4.Conduct — what to do and how to interact during the lesson

25 KD-25 Example Introduction

26 KD-26 Anatomy of a Knowledge Development Presentation  What are five elements to include in the body?  Body is your delivery and elaboration of the presentation outline  Easiest part to develop because most of it is in the outline  It's your job to relate this material in a way that is meaningful to divers — add personalized style of delivery, local examples, relate it to personal needs and interests to foster learning  What are five elements to include in the body?  Body is your delivery and elaboration of the presentation outline  Easiest part to develop because most of it is in the outline  It's your job to relate this material in a way that is meaningful to divers — add personalized style of delivery, local examples, relate it to personal needs and interests to foster learning

27 KD-27 Anatomy of a Knowledge Development Presentation  Five elements of the body... 1.Learning objectives — descriptions of new capabilities divers will have  State in measurable terms  Objectives may be worded as questions  During most presentations, you’ll state objective and then supply information to fulfill that objective  Integrate objectives into the body as you go or review objectives in the introduction  Five elements of the body... 1.Learning objectives — descriptions of new capabilities divers will have  State in measurable terms  Objectives may be worded as questions  During most presentations, you’ll state objective and then supply information to fulfill that objective  Integrate objectives into the body as you go or review objectives in the introduction

28 KD-28 Anatomy of a Knowledge Development Presentation  Five elements of the body... 2.Scope — limit to the material prescribed by the learning objectives 3.Adaptation to specific needs — tie to unique interests of student divers  Follow general statements with specific examples of local environment  Explain content in terms of how it will actually be applied as a diver  Relate material to specific aspects of confined water or open water dives  Use analogies to tie new, unfamiliar information to what divers know  Five elements of the body... 2.Scope — limit to the material prescribed by the learning objectives 3.Adaptation to specific needs — tie to unique interests of student divers  Follow general statements with specific examples of local environment  Explain content in terms of how it will actually be applied as a diver  Relate material to specific aspects of confined water or open water dives  Use analogies to tie new, unfamiliar information to what divers know

29 KD-29 Anatomy of a Knowledge Development Presentation  Five elements of the body... 4.Sequence — a logical order 5.Relationship of material — mental context needed to retain and apply information  Give examples of how the material relates to other experiences in the course  Relate the material to continuing diver education and its benefits  Relate the information to dive equipment and the benefits of owning it  Five elements of the body... 4.Sequence — a logical order 5.Relationship of material — mental context needed to retain and apply information  Give examples of how the material relates to other experiences in the course  Relate the material to continuing diver education and its benefits  Relate the information to dive equipment and the benefits of owning it

30 KD-30 Example Body

31 KD-31 Anatomy of a Knowledge Development Presentation  What are five points to include in the summary and what does each do? 1.Restate the key points — reminds divers of main points 2.Restate the learning objectives — reminds divers what they learned  State objectives as questions and ask divers for answers  Restate objectives in the present tense  What are five points to include in the summary and what does each do? 1.Restate the key points — reminds divers of main points 2.Restate the learning objectives — reminds divers what they learned  State objectives as questions and ask divers for answers  Restate objectives in the present tense

32 KD-32 Anatomy of a Knowledge Development Presentation  Five points in summary... 3.Restate the value by describing how and when divers will apply the information  Integrate this with the key points  Reemphasizing value creates incentive to retain and apply information 4.Promote continuing education — a quick reminder and final thought 5.Promote equipment ownership — a brief reminder  Allow divers to ask questions  Five points in summary... 3.Restate the value by describing how and when divers will apply the information  Integrate this with the key points  Reemphasizing value creates incentive to retain and apply information 4.Promote continuing education — a quick reminder and final thought 5.Promote equipment ownership — a brief reminder  Allow divers to ask questions

33 KD-33 Example Summary

34 KD-34 Anatomy of a Knowledge Development Presentation  What is a training aid and how does a training aid differ from a prop?  Training aids help make abstract concepts meaningful  Training aids are devices or images that demonstrate principles, identify specific aspects of information or guide learning  Props are things you just show  What is a training aid and how does a training aid differ from a prop?  Training aids help make abstract concepts meaningful  Training aids are devices or images that demonstrate principles, identify specific aspects of information or guide learning  Props are things you just show

35 KD-35 Evaluation Criteria  What are the criteria for success on the teaching presentations you'll give during a PADI Instructor Development program?  Introduction — Contact/Value  Content (Body) — Learning Objectives and Scope of Material  Content (Body) — Sequence and Relationship of Material  Summary  Overall Handling — Training Aids  Overall Handling — Voice, Gestures, Mannerisms  What are the criteria for success on the teaching presentations you'll give during a PADI Instructor Development program?  Introduction — Contact/Value  Content (Body) — Learning Objectives and Scope of Material  Content (Body) — Sequence and Relationship of Material  Summary  Overall Handling — Training Aids  Overall Handling — Voice, Gestures, Mannerisms

36 KD-36 Preparing Presentations — Group and Individual Exercises  How do you use the Lesson Plan Form to prepare a Knowledge Development presentation?  Using a Lesson Plan Form (or similar) helps avoid omitting important information  Transfer information to appropriate spaces  Be certain you can read your handwriting  Print clearly  Do not use full sentences  Use numerous sheets, if necessary  Prepare any graphics or board notes before the presentation  How do you use the Lesson Plan Form to prepare a Knowledge Development presentation?  Using a Lesson Plan Form (or similar) helps avoid omitting important information  Transfer information to appropriate spaces  Be certain you can read your handwriting  Print clearly  Do not use full sentences  Use numerous sheets, if necessary  Prepare any graphics or board notes before the presentation

37 KD-37 Preparing Presentations  What four steps can you follow in preparing for a Knowledge Development presentation? 1.Read the appropriate topic from presentation outline, and identify learning objectives and topic scope 2.Complete Lesson Plan Form 3.Review Lesson Plan Form against the evaluation criteria 4.Practice the lesson  What four steps can you follow in preparing for a Knowledge Development presentation? 1.Read the appropriate topic from presentation outline, and identify learning objectives and topic scope 2.Complete Lesson Plan Form 3.Review Lesson Plan Form against the evaluation criteria 4.Practice the lesson

38 KD-38 Preparing Presentations  Working in a group with the staff, prepare a microteaching Knowledge Development presentation  Using the Knowledge Development Evaluation Form, determine the score of the group-developed presentation  Prepare a microteaching Knowledge Development presentation  Working in a group with the staff, prepare a microteaching Knowledge Development presentation  Using the Knowledge Development Evaluation Form, determine the score of the group-developed presentation  Prepare a microteaching Knowledge Development presentation

39 KD-39 We’ve looked at...  Microteaching  Prescriptive Teaching  Teaching Presentations and the PADI System  The Anatomy of a Knowledge Development Presentation  Evaluation Criteria  Preparing Presentations – Group and Individual Exercise  Microteaching  Prescriptive Teaching  Teaching Presentations and the PADI System  The Anatomy of a Knowledge Development Presentation  Evaluation Criteria  Preparing Presentations – Group and Individual Exercise


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