1. Principles of Education for the Co 9/17/071

2. 2 Principles of Education Tell me and I will forget, Show me and I will remember, Let me do and I will understand. Confucius

3. 9/17/073 Principles of Education Too much challenge and our students miss the sweet taste of success. Too little challenge and we dishonor them with low standards. John Gookin

4. 9/17/074 Principles of Education Genius is 10% talent and 90% hard work – Albert Einstein Teaching is similar: Part science. Part art.

5. 9/17/075 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”.

6. 9/17/076 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.

7. 9/17/077 Attitude and Behavior  KSA:  Knowledge.  Skills.  Attitude.

8. 9/17/078 Attitude and Behavior Attitude Comfort Preparation

9. 9/17/079 Attitude and Behavior Attitude Commitment

10. 9/17/0710 Attitude and Behavior  Behavior:  Consistent with message.  Model the skills and techniques be taught.  Model the attitude you wish to instill.

11. 9/17/0711  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? Attitude and Behavior

12. 9/17/0712  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? Attitude and Behavior

13. 9/17/0713 Principles of Education Emotions drive attention. Attention drives memory, learning and problem solving and just about everything else.

14. 9/17/0714 Learning Styles  Visual  Auditory  Kinesthetic  Neuro-Linguistic Programming Model.

15. 9/17/0715 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.

16. 9/17/0716 Learning Styles  Visual  Auditory  Kinesthetic  Olfactory  Gustatory

17. 9/17/0717 Learning Styles Rapport Some studies indicated 15% of message results from the meaning of the words.

18. 9/17/0718 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

19. 9/17/0719  Say less, mean more.  Attention span is 10 minutes.  Periods of silence are important. Learning Styles

20. 9/17/0720  Learning is accomplished by a coordinated use of all our senses.  Learning is best accomplished when teaching styles are varied. Learning Styles

21. 9/17/0721  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

22. 9/17/0722  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

23. 9/17/0723  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

24. 9/17/0724  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

25. 9/17/0725  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

26. 9/17/0726  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

27. 9/17/0727 Learning Styles  Neuro-Linguistic Programming Model Stages of Learning. 1. Unconscious Incompetence. 2. Conscious Incompetence. 3. Conscious Competence. 4. Unconscious Competence.

28. 9/17/0728 Teaching Methods Almost any method of teaching will work if the quality of the teacher – student relationship is high.

29. 9/17/0729 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.

30. 9/17/0730 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.

31. 9/17/0731 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.

32. 9/17/0732 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.

33. 9/17/0733 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.

34. 9/17/0734 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.

35. 9/17/0735 Teaching Methods  Storytelling, Role Playing, Skits:  Fun and engaging. Interactive method for actively engaging the learner. Great for building energy.

36. 9/17/0736 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.

37. 9/17/0737 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.

38. 9/17/0738 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.

39. 9/17/0739 Teaching Methods  Other Strategies.  Team teaching.  Peer teaching.  Guest speakers.

40. 9/17/0740 The Lesson Plan  Establish your Goals.  The skill goals.  The ethical goals.  (Values, Mission and Vision)

41. 9/17/0741 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.

42. 9/17/0742 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.

43. 9/17/0743 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.

44. 9/17/0744 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.

45. 9/17/0745 The Lesson Plan  Prepare YOUR lesson plan. 1. Materials needed. 2. Goal – anticipated outcome. 3. Objectives – specific expectations of the students after the class. Measureable.

46. 9/17/0746 The Lesson Plan  Prepare YOUR lesson plan. 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.

47. 9/17/0747 The Lesson Plan  Prepare YOUR lesson plan. 6. Conclusion – summary of key points. 7. Evaluation – the means of determining if the students have met the objective.

48. 9/17/0748 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.

49. 9/17/0749 Critique Guidelines  Improvement is the goal of the critique. Be tactfully honest.  Feedback is a gift.

50. 9/17/0750 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.

51. 9/17/0751 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.

52. 9/17/0752 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.

53. 9/17/0753 Principles of Education