Lighthouse in the Sky - United States Power Squadrons

INTRODUCTION

CONTACT INFORMATION:

• insert your e-mail address

• insert your home phone number

• insert your cell phone number

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CLASS INFORMATION:

• insert class dates and times

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Insert your contact information and class schedule. Have students introduce themselves and state why they are taking this course and any teaching experience they have.

INTRODUCTION

This course will help you to:

• Engage Students

• Present Course Material

• Select Best Teaching Methods

• and Increase Your Effectiveness

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Consult the Instructor Development Committee webpage for information concerning the Chapman Award for Instructors

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Engage Students: What the learner does with the to-be-taught material determines what he or she learns. Present Course Material: Teaching only by lecturing is not an effective method. Select Best Teaching Method: Understanding how to present material effectively and why certain methods are more effective than others helps all types of instruction. Increase Your Effectiveness: you will learn methods and skills that will allow you to present course material.

TOPICS

Eight main topics discussed:

• Learning and Teaching

• Methods of Teaching

• Preparing to Teach

• Questioning

• Making Learning Accessible

• Teaching Aids / Equipment

• e-Learning

• and On-the-Water Teaching

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Discuss each bullet point – Learning and Teaching: learning is a natural process, when we help someone learn, we are teaching. Instructors need to understand how students learn which helps them understand how to facilitate learning. Methods of Teaching: several methods beyond lecturing will be discussed. There is not one best method, different outcomes involve different types of learning and different teaching methods to be most effective. Lesson Plans: understand the importance of preparations and how to prepare and continually update your presentations. Using Questioning: well-formed questions capture the students’ attention and require them to think about the material being learned. Making Learning Accessible: how the Americans with Disabilities Act affects USPS. Teaching Aids: learn the difference between teaching aids and teaching equipment and how to select and use the best. e-Learning: discuss the differences between teaching skills needed in e-learning classes and those needed in the classroom. On-the-Water: how to incorporate your lessons for use on-the-water.

COURSE REQUIREMENTS

Five components:

• Presentations

• Lesson Plans

• Teaching Aids

• Certificate of Eligibility

• and Final Evaluation

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Suggestions for improving this course are welcomed and should be submitted to the Instructor

Development Committee at [email protected].

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Presentation: minimum of one 5 minutes, one 10 minutes, and one 15 minutes presentation to be made. Fellow students and instructor will critique and provide constructive suggestions. Lesson Plans: prepare a lesson plan for both the 10-minute and 15-minute presentations, plus a 1-hour lesson plan which you are not required to give in class but will be used in the final evaluation. Teaching Aids: demonstrate proficiency in using at least three teaching aids, must use at least one aid in the 10-minute presentation and two aids in the 15-minute presentation. One of the aids should be a PowerPoint presentation. Certificate of Eligibility: certifies that you have made the three practice presentations, prepared an acceptable 60-minute lesson plan, and demonstrated proficiency in using three teaching aids. Final Evaluation: THERE IS NO WRITTEN EXAM FOR THIS COURSE. the instructor will submit to the Instructor Development Committee chair, via the squadron educational officer, their presentation evaluations, the students 1-hr lesson plan and the signed certificate of eligibility. These documents will be reviewed by the committee to determined that the student has learned the concepts taught and a written critique will be returned to the SEO.

The Nature of Learning and the Art of Teaching

I never teach my pupils; I only attempt to provide the conditions in which they can learn. Albert Einstein

CHAPTER 1

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When we help someone learn, we are teaching.

After completing Chapter 1 you will have: • An understanding of how people learn.

• Information on how certain variables can be

used to facilitate student learning.

• Information on different types of learning and the need for different learning environments.

• and An understanding of verbal and nonverbal communication and how they affect learning.

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OBJECTIVES

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Bullet 1: Learning requires an active effort on the part of the learner. Bullet 2: Motivation to learn depends on the perceived value of the information to the needs of the learner. The more your students are involved in the learning, the better you will be able to meet their needs. Bullet 3: All learning is not the same, there are different types of learning, each with its own characteristics. Bullet 4: Effective leaching is an ongoing two-way dialogue with your students. You must listen to each other and understanding what the other person is trying to communicate.

Learning is: • Active

• Constructive

• and Goal Oriented

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THE NATURE OF LEARNING

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Lead class on discuss of what each point means to them. Active: Learning is not a process in which the learner passively absorbs information. Instructor must engaged the learner is the learning process. Constructive: Knowledge cannot be passed intact from one person (teacher, book, etc.) to another (the learner). Learning must be built on previous knowledge. Goal Oriented: Learning is more likely to be successful if the learner has at least a general idea of the goal being pursued

Feedback: • Appropriate

Practice: • Built over time

New Material: • Connect to previous knowledge

Interpretation: • Each student different

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INFLUENCING FACTORS

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Several items influence how well we learn. The instructor can partially control the extent to which these factors occur. Feedback: a person needs to know how well he or she is mastering the material or skill. Feedback comes in many forms and these are discussed in Chapters 2 & 4 Practice: learning does not occur all at once. Mnemonics add meaning to something with no inherent meaning New Material: relate to something already known. Needs to be connected to previous knowledge and experiences Interpretation: material presented/read is not learned exactly in way it is presented. Learner interprets information based on previous knowledge

• Meaningful

• Rote (Memorization)

• Skill

• Why is understanding the difference important?

You have not TAUGHT something unless your students have LEARNED it.

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TYPES OF LEARNING

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All learning is not the same Meaningful: information requiring understanding rather than memorization Memorization: remembering something with little inherent meaning Skill: requires actual practice Importance: Each needs to be taught differently for each is learned in a different way.

• Two-way Process

• Dialogue with Student

• Facilitator • Students Understanding of Material • Expectations and Goals • Special Needs

• and Verbal and Nonverbal

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COMMUNICATION

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Communication is fundamental to teaching. Two-way process: ongoing dialogue, must both ‘speak’ and ‘listen’ Dialogue with student: give and take needs to occur, help students break the barrier between partial and more complete understanding of the topic Facilitator: instructor’s role Verbal and Nonverbal: communication can be both spoken and silent, facial expression or gesture can communicate as much information as verbal statements

• Understand Your Audience

• Communication

• Active Listening

• Effective Message •Eye Contact •Volume •Rate •Inflection •Language •Mannerisms •Proximity

At all times be professional in your demeanor. Never use/allow profanity, avoid sarcasm. Remember that as an instructor you represent the United States Power Squadrons.

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EFFECTIVE COMMUNICATION

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You must be proficient in communication techniques. Understand your audience: most important step toward effective communication – “seek first to understand, then to be understood.” What do your students already know? What do they want to know? Communication: understand what you are trying to communicate. Think about how it might be expressed in a clear and simply manner. Active Listening: look at and give speaker your undivided attention, concentrate on what is being said, avoid focusing on what you will say next Effective Message: includes not only the information but also the tone of voice and body language of the sender Eye Contact: shows listeners they are individually important Volume: voice should be loud enough to be heard but excessive volume can intimidate your listeners Rate: too slow - listeners’ minds wander while too rapidly make you hard to follow – periodically pause to allow time to process information Inflection: adds emphasis to important points Language: words not normally used by listener can interfere with their learning, restate technical terms using non-technical terms Mannerisms: avoid annoying habits Proximity: balance friendliness with a person’s need to space

• Too Little Experience

• Too Much Experience

• Mispronunciation

• ‘Pregnant pause’

• and K.I.S.S. or K.I.S.M.I.F

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COMMUNICATION BARRIERS

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Being aware of different barriers can help you plan ways to remove them. Too Little: preparation is very important in overcoming this barrier – involves careful and complete planning and practice Too Much: big difference between understanding a topic and being able to teach it to others Mispronunciation: be sure you pronounce words correctly and do not mumble Pregnant pause: avoid ‘umm’ KISS or KISMIF: Keep It Simple and Straightforward or Keep It Simple, Make If Fun – technical terminology, jargon, or unidentified acronyms hinder communication.

• Body Language

• Laughter

• and Facial Expressions

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NONVERBAL

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PLAN TO USE DIFFERENT NONVERBAL COMMUNICATION FACTORS WHILE DISCUSSING THIS SLIDE. Nonverbal communication contributes greatly to how the message is interpreted, can facilitate or inhibit a conversation. Can send a positive, neutral or negative message. Body Language: smile to create enthusiasm, angry stare can stifle entire group, periodic eye contact at each listener will help keep them involved Laughter: can be a defense mechanism to hide lack of understanding Facial Expressions: be alert to visual clues – frowns, raised eyebrows, smiles can communicate even more than words.

• Treat All Students Equally

• Young and Mature

• Positive Climate

• and Perceived Value

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LEARNING ENVIRONMENT

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Treat all students equally: class could include people with as much experience as you to complete beginners, involve and accommodate both Young and mature: teenagers should be treated with same respect of mature students, develop rapport with them Positive climate: establish positive relationships, recognize each student as individual, create participatory environment, use informal classroom arrangements, share information about yourself, and be aware of student needs Perceived value: use a variety of instructional techniques and use various instructional materials, relate topics to students’ experiences, adjust your approach to match students abilities and interests.

• Learning is an active process

• Instructor’s role is to engage learners’

• There are different types of learning

• Teaching is helping another person learn

• and Communication must be two-way and can be both verbal and nonverbal

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SUMMARY

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Presentation Notes

Class assignment for next session: do homework questions for Chapter 1 and read Chapter 2. Assign students which presentation will be made next week.

• Write down one new thing you learned during this class that you feel will help you to be a better instructor.

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REVIEW

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This exercise will help students think about the various topics discussed during this class. You may want to collect them to see how the students perceived the class. • You may choose to have them sign their response or to turn it in anonymously.

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Use remainder of class time for students to make the required presentations.

Presentations

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IF YOUR LESSON PLAN CALLS FOR YOUR STUDENTS TO BEGIN MAKING THEIR 5-MINUTE PRESENTATIONS DURING THE FIRST CLASS SESSION, MOVE / INSERT SLIDES 8 & 9 FROM CHAPTER 2. IF THEY WILL NOT BE MAKING ANY PRESENTATION, HIDE THIS SLIDE.

Methods of Teaching

Teaching – helping someone else learn. L. Dee Fink

CHAPTER 2

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Review homework questions from Chapter 1

After completing Chapter 2 you will understand: • General strategies in planning and teaching.

• Techniques for making presentation.

• Techniques for effective discussions.

• and Presentations you will make.

OBJECTIVES

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Learning is not a passive process in which people learn simply by listening. Learning is most effective when students actively engage in a variety of mental activities. There is not one best teaching method, different methods are most effective for different purposes, each with its own advantages and disadvantages. This chapter discusses three of the most common methods – lecture presentations – whole-class discussions – and small group discussions.

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General Strategies for Teaching a Lesson: • Plan Lesson in Advance

• Know Your Students

• Get Students Ready to Learn

• Engage Students in the Learning Process

• Check for Understanding

• Provide for Practice

• and Conclude the Lesson

GENERAL STRATEGIES

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Plan in advance: poorly planned class major reason students become frustrated, learn little and drop the course. Know your students: rapport between an instructor and student is critical to the learning process Get students ready to learn: take what they already know and focus their attention on the topic of the lesson Engage students in the learning process: – actively engage the student in the learning process Check for understanding: monitor how well the students understand the material Provide for practice: elaborate on new information and indicate ways it is related to other information Conclude the lesson: provide the opportunity for review, integration and consolidation of the information just presented

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• Introduction

• Body of the Lecture

• Using Examples

• Periodic Summaries

• Checking Understanding

• and Conclusion

LECTURE PRESENTATION

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A blending of information and communication. Instructor must thoroughly understand the material and be able to present it in an understandable manner. Introduction: sets the stage and focuses attention on the lesson at hand Body of the Lecture: makes the concepts and ideas clear to the student Using examples: need to be created ahead of time Periodic summaries: helpful for students who may feel overwhelmed by the amount of new information Checking understanding: continuous process to check students comprehension of material Conclusion: bring all the information presented during the lesson together

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• Main Purpose

• Part of Lecture Presentation

• Beginning Question

• and Concluding Summary

CLASS DISCUSSION

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Presentation Notes

Excellent way to engage students in the learning process. Whole group – instructor is active participant in the discussion and functions at facilitator. Main purpose: get students thinking about the information being presented Part of lecture presentation: most whole class discussions begin with a question from the instructor – needs to be part of the lesson plan Beginning question: initiated with open-ended question or something to critique Concluding Summary: brief summary of discussion when returning to lecture phase

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• Size

• Topics

• Monitor

• and Problems •Off tangent •Monopolize •Reluctant

CLASS DISCUSSION

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Similar to whole-group but the class is divided into smaller groups Size: Class split into several small groups of 3 to 6 students. Topics: note on lesson plan and relate to lecture portion Monitor: the essential role of the instructor’s role is to monitor the discussion Problems: instructor needs to step-in when discussion strays from the main topic, one person tends to monopolize the discuss or someone is reluctant to participate

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• 5-minute, 10-minute, and 15-minute

• Reacting to a Presentation

• Listening and Learning

• Reacting to the Reactions

• and Improving Your Performance

STUDENT PRESENTATIONS

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Each student is required to make three presentation during this course. 5 / 10 / 15 minutes: The instructor will monitor your timing to see how well you stay within the time limit – this will assist you in learning how much information can be presented with time constraints. Reacting to a presentation: page x in the introduction contains a checklist of things in reacting to a students presentation. Note the best points and well as those that might be improved. Listening and learning: notice things that other students do in their presentation that might help you improve your presentation Reacting to the reactions: reactions to your presentation provide different viewpoints that may help you improve your instructional technique. Improving your performance: try recording your presentation, you will be surprised to see what you do even through you are trying to limit extraneous movements.

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CHECKLIST (Introduction, Page x)

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Sample checklist

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• Planning the lesson in advance

• Knowing your students

• Getting your students ready to learn

• Presenting information effectively

• Checking for understanding

• Providing for practice

• Concluding the lesson in a productive way

SUMMARY

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Presentations

Lesson Plans

Reading PowerPoint© slides does not constitute a lesson plan, and reading your lesson plan is not using it properly.

CHAPTER 3

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Review homework questions from Chapter 2.

After completing Chapter 3 you will have acquired: • Understanding of Importance of Lesson Plans

• Components of Lesson Plans

• Techniques for Preparing Lesson Plans

• Ability to Prepare Lesson Plans

OBJECTIVES

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Presentation Notes

As an instructor you could compare yourself to an actor. The podium is your stage and the students are your audience. Q: What does an actor need to ensure that he says the right lines and makes the right stage moves? A: A script and marks on the stage. A lesson plan to an instructor is used the same way a script is used by an actor. It gives you your lines, describes your props, and tells the point of the story.

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• Organize and Sequence

• Teaching Aids

• Consistent

• and Dynamic

DEVELOPING A PLAN

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USPS Instructor manuals include lesson plans. This are provided as a guide and each instructor can modify the lesson plans as needed for your locale. Before revealing BULLET POINTS engage students in discussion on why? Draw analogy between planning a cruise/trip. You won’t depart the dock without knowing how you will get to your destination. Organize and Sequence: arrange topics in a logical manner to assist you Teaching Aids: helps determine the resources, references, and teaching aids you will need Consistent: able to present the same information to subsequent groups and know they are getting the same information Dynamic: lesson plans are meant to be updated following each presentation. What did or didn’t go as planned. How would you change the presentation the next time your present the material.

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• Timing

• Sequencing

• and Make it yours!

CONSTRUCTING THE PLAN

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Basic steps in creating a lesson plan. Timing: you need to allow yourself sufficient time to create your plan or modify the one provided. You also need to aware of the time restrictions in presenting the information. Sequencing: create your plan so information presented builds on previous information. Make it yours: not everyone has the same teaching style or knowledge base. Start with the provided plan and personalize it to suit your uniqueness. Do not lose sight of the overall goals of the instruction.

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• User Friendly

• Many formats

• and 3-column format

Instructional Purpose

Actions & Details: Instructional Method, Examples, Questions to Ask, Teaching Aids

Resources & Notes

Gain Attention Motivation Time

LESSON PLANS

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Not a single best way to organize a lesson plan. User friendly: Lesson plans should be prepared so that another instructor can use the plan to present the information should you not be available. Many formats: no single best way to organize a lesson plan 3-column format: suggested, contains all components generally considered important. Refer to Table 3-1. Left-hand column: prompts to aid in developing lesson plans Middle column: actions you will take; demonstrations; questions; expected responses and student actions; prompts for using teaching aids Right-hand column: notes about slides; preparations for demonstrations; use of teaching aids

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• Amount of Time

• Materials Required

• and Teaching Aids

Course: ABC3 Lesson Title: Ch 2, Sec 5, Navigation Aids

Overall Presentation Time for Lesson: 40 minutes Materials Required (references): Chairs, PowerPoint presentation, laptop, projector, screen, extension cord, power strip, flip chart or board, review cards, training aids

COMPONENTS

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Amount of Time: most USPS courses delivered in 2-hour blocks of time. Divide between number of topics you will be presenting. Materials Required: be sure to list everything you will need for your presentation and don’t over look the obvious Teaching Aids: what teaching aids could you use to facilitate the learning experience?

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• Gain Attention & Motivate



Resources & Notes

Gain Attention Motivation Time: 10 minutes

Smile! Place several chairs in front of the room and explain that these are obstacles in the water that must be avoided, but they cannot be seen. Ask the students how you could avoid them, if you couldn’t see them. Ask for several volunteers to act as buoys and one to be the boater. Ask the boater to pass from one side to the other with their eyes closed. The ‘buoys’ are responsible for telling the person to move left or right to avoid the obstacle.

Items to simulate obstacles in the water: chairs, wastebaskets, etc. Note: since this is an ‘eyes-closed” exercise, be certain there are plenty of ‘buoys’ around to avoid having the ‘boater’ fall or be hurt.

COMPONENTS (con’t)

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Gain Attention & Motivate: Explain how lesson will benefit student – develop innovative way to introduce topic – tell a related story that demonstrates the importance of the information – ask a rhetorical question

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• Goals / Objective



Resources & Notes

State Goal or Objective Time: 1 minute

Students will have acquired an understanding of: How aids to navigation are important to boaters The U.S. Aids to Navigation system How to use these aids to make a safe passage


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Presentation Notes

Goals / Objective: what is the goal or objective for this lesson – aids in understanding the purpose of the lesson

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• Prerequisites



Resources & Notes

Recall Prerequisites Time: 5 minutes

Q: On the highway, what informs drivers of safe driving conditions? Aids to driving? (Student respond) Possible responses might include: Speed limit signs “Bump ahead” Curve ahead (often visual rather than verbal) Slippery When Wet

PowerPoint slide, buoy teaching aid. Definition provides understanding of what an aid is and how it is used, namely, “a charted object” that: Warns of danger Aids in finding position


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Presentation Notes

Prerequisites: does the student need a prior knowledge base to understand this lesson?

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• Engage Students



Resources & Notes

Elicit Student Engagement Time: 3 minutes

Method: Group Activity Within your groups you have received several cards with either a picture of an aid to navigation or the chart symbol of an aid to navigation. If your aid is a lateral aid, come up to the left side of the room. If it is a non-lateral aid, come up to the right side of the room.

Pass out to the students cards containing pictures of various aid to navigation or chart representations.


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Presentation Notes

Engage students: students learn more when actively engaged in the process – mentally and/or physically. This can be accomplished by (1) after defining a concept, provide examples; (2) Demonstrate a process and have students explain the steps while you demonstrate again; (3) provide rules/guidelines and have students work to achieve objective.

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• Practice and Feedback



Resources & Notes

Elicit Student Engagement Time: 3 minutes

Method: Group Activity Within your groups you have received several cards with either a picture of an aid to navigation or the chart symbol of an aid to navigation. If your aid is a lateral aid, come up to the left side of the room. If it is a non-lateral aid, come up to the right side of the room.

Pass out to the students cards containing pictures of various aid to navigation or chart representations.

Provide for Practice and Feedback Time: 2 minutes

Accomplished by following up on the above group activity Review location of each aid. Ask students to direct incorrectly located cards to correct location.


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Presentation Notes

Practice and Feedback: required for newly acquired skills to be fully understood. Immediate, effective feedback will enforce correct learning and allow coaching to correct mistakes.

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• Check Understanding



Resources & Notes

Check for Understanding Time: 3 minutes

Before going on to learn about other aids to navigation, let’s see how well we understand what we have learned so far: Method: Questioning and Discussion Q: What are the two systems for classifying aids to navigation? A: Lateral and Non-lateral Q: Who at Table 1 can tell us what lateral aids tell us?

Also provides an opportunity for feedback.


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Presentation Notes

Check Understanding: can the student put into their own words what has been presented? Record what questions you will ask students. A good lesson plan does not simple state “Ask students if they understand” but use questioning in ensure students not only understand your words but can relate to the concept being presented. Questioning skills will be discussed next week.

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• Summary and Conclusion



Resources & Notes

Medial Summary Time:

The above activity also serves as a summary. (NOTE: As indicated in the Student Manual, an argument can be made that a medial summary should have occurred earlier in the lesson.)

Conclusion Including Student Responses & Performance Assessment Time:

Tonight, we discussed various aid to navigation. Q: Who can give me an example of a lateral marker? Q: What can a range be used for? Q: Can anyone at Table 4 tell us why aids to navigation are important?


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Presentation Notes

Summary and Conclusion: provide opportunity for students to become actively engaged – needed to provide closure to lesson.

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• Modify

• and Notes • Manuscript • Sentence • Topical outline • Keywords

IMPLEMENTATION

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No lesson plan should be written in stone. Modify: lesson plans do not need to be strictly adhered to – be prepared to modify your plan during the presentation. Notes: do not replace the lesson plan and can be used to keep you on track.

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• Review • What went well? • What went poorly? • How can the lesson be improved? • Should some topics be eliminated or modified? • Is there something that should be added? • Should any activities be modified?

• and Reviewing will improve your techniques and keep your outlook fresh.

UPDATING

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Review: after each presentation. Make notes on your lesson plan for future reference.

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PLAN EVALUATION

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Page 42 of your student manual contains an evaluation form for your lesson plan, use it to insure your plan contains all the components

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• Develop Lesson Plans

• Organization

• Notes / Script

SUMMARY

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Develop Lesson Plans: Do NOT try to teach without one Organization: success is based on organization and organization requires planning Notes / Script: beginning instructors should use detailed notes Class assignment for next session: do homework questions for Chapter 3 and read Chapter 4. Assign students which presentation will be made next week.

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Presentations

Questioning Skills

Asking the right questions takes as much skill as giving the right answers. Robert Hal

CHAPTER 4

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• Understanding of Importance of Questions

• Types of Questions and Role in Learning

• Procedure for Asking Questions that Engage

• Importance of wait time

• How to Respond to Student Questions

• and Using Questions to Assess Student Comprehension

OBJECTIVES

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The ability of the instructor to ask students different types of questions is one of the most important skills. Well-formed questions capture the students’ attention and require them to think about the material being learned. A dialogue between instructor and student is important and by asking questions gets them involved in the learning process.

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• Involve Students

• Stimulate Thinking

• Summarize Information

• Evaluate Preparations

• Check Understanding

• Assess Mastery

• and Past Experiences

WHY ASK QUESTIONS?

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Questions are a form of communication in which information is exchanged. Involve Students: gets students actively involved in the learning process Stimulate Thinking: engage in mental activities Summarize Information: review information presented Evaluate Preparations: have the students done their homework Check Understanding: has the meaning of the presentations been understood Assess Mastery: have the students truly learning what was presented Past Experiences: access both instructor and student knowledge in relation to topic

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• Factual

• Organizing

• Applications

• Analysis

• Evaluative

TYPES OF QUESTIONS

• Open / Closed

• Direct / Overhead

• Overhead Direct

• Redirect / Relay

• and Rhetorical

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Questions serve different purposes Factual: ask for simple, straightforward answers – yes/no, recall obvious facts – i.e. Is a two bearing fix indicated by a circle? Organizing: use to aid students in organizing/grouping/describing relations/comparing/and contrasting – i.e. What is stray-current corrosion? Applications: use a concept/rule/formula – i.e. How can you prevent fumes from entering your boat? Analysis: requires concepts to be separated in parts – i.e. How do you winterize an outboard? Evaluative: make judgments about relative values – i.e. Is it important to know the Rules of the Road? These types of questions can be put into different classes: Open / Closed: closed end questions require only a one work answer while open end require more detail – i.e. Are boating accidents a problem? vs. Why are boating accidents such a problem? Direct / Overhead: direct questions are asked of a specific student while overhead questions are asked of the entire class – i.e. Tom can you give the class an example of required safety equipment? vs. Who can give an example of required safety equipment? Overhead Direct: when class is broken into groups this type can be directed to a specific group – i.e. Who at table 2 can give an example of required safety equipment? Redirect / Relay: when you turn a question asked by a student back to the other students for an answer – i.e. Who can answer Tom’s question about docking against the current? Rhetorical: you do not expect an answer as it is reflective question and can be used to introduce a new topic – i.e. Why do some boaters prefer power while others prefer sail?

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• Promote learning

• Preparation

• Scope • Simply • Reasonable • Relevant • Challenging

• Ask First

• and Wait Time

QUESTIONING GUIDELINES

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Questions that promote deeper learning involves more than simply asking a series of factual questions. Promote learning: different types of questions promote different forms of learning Preparation: not all questions are preplanned – some emerge out of ongoing interaction of lesson. Know possible questions & responses Scope: limit the scope so you can maintain focus of the discussion Ask First: ask the question before you direct it to the students Wait Time: 3-5 seconds between asking question and calling on student for response

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• Interactive vs. Interrogation

• Wait

• Provide Hint

• Correct Response

• Correct Response but Hesitant

• Partially Correct Response

• and Incorrect Response

STUDENT ANSWERS

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The reason for asking questions is to stimulate students’ thinking Interactive vs. Interrogation: student-instructor dialogue is the goal Wait: after 5 seconds call on a student Provide Hint: if student can not answer question Correct response: acknowledge Hesitant: provide feedback on why answer is correct Partially Correct: give clues, simplify or ask question in a different way, follow-up questions. Incorrect: turn into a productive learning experience

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• Engaged

• Difficulties

• Paraphrase

• Direct Answer

• Redirected Question

• I Don’t Know Answer

• and Inappropriate

STUDENT QUESTIONS

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Students ask questions to obtain additional information, for clarifications, or confirmation. Engaged: benefits the learning-teaching process Difficulties: reveals difficulties they are having Paraphrase: repeat the question to insure you and all students heard correctly Direct Answer: does not promote discussion or interaction Redirected Question: turn back to the class for response I Don’t Know Answer: tell students you will research answer and bring the information back – never bluff your way out Inappropriate: asked to get attentions, control or sidetrack the class, or embarrass the instructor

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• Questions Assess Student Learning

• Questions Facilitate Learning Process

• Questions can be used as Review

SUMMARY

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Presentation Notes

Asking questions engage students in the learning process. Five types of questions were discussed, each serving a different instructional purpose; factual, organizing, application, analysis, and evaluative. Questions can be either pre-planned or emerge from classroom interactions. Questions engage students in the learning process. Encourage students to ask questions. Respond differently to student answers that are correct, partially correct, or incorrect. Assessing performance does not involve grading but provides feedback. Class assignment for next session: do homework questions for Chapter 4 and read Chapter 5. Assign students which presentation will be made next week.

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Presentations

Making Learning Accessible

CHAPTER 5

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OBJECTIVES

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After completing Chapter 5 you will have acquired: • Understanding of American with Disabilities Act

• Techniques for Making Education Accessible

• USPS Policy


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• Physical Challenges

• Classroom

• ADA

• Visual / Auditory

• and Discreet

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Physical Challenges: faced by many students who are capable of learning Classroom: climb stairs, walk short distances, sit in chairs, hearing problems, seeing, colorblindness ADA: stipulates handicapped-accessible buildings and restrooms. Visual / Auditory: problems seeing PowerPoint presentation Discreet:– ascertain information discreetly


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• Visual Limitation • Color blindness

• Auditory Considerations

• Learning Disabilities

• and Test-Taking Accommodations

What Number Do You See?

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Presentation Notes

If a person is uncomfortable they will not give full attention to learning. Visual Limitation: ensure lighting is bright enough for those with poor or limited vision - an individual with normal color vision will see a 5 revealed in the dot pattern where an individual with red/green color blindness will see a 2. Auditory Considerations: students may require a signer, position them so as to be able to see wile minimizing distraction for others. Instructors should always face forward for those students that may read lips. Learning Disabilities: Not all disabilities are apparent: short attention span, memory problems, reading disorders, auditory processing disorder, text anxiety. Test-Taking: may need the examination printed in a larger font or have questions read to them, may need more time to complete the test

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• Americans with Disabilities Act specifies

requirements for public events including USPS courses.

• Special accommodations must be made.

• If request for special accommodations is declined, the burden of proof lies on the squadron.

SUMMARY

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Presentation Notes


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Presentations

Teaching Aids And

Teaching Equipment

CHAPTER 6

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Presentation Notes


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After completing Chapter 6 you will have acquired: • Understanding of the difference between

Teaching Aids and Teaching Equipment

• How Teaching Aids can be Use Effectively

• How to Choose an Effective Teaching Aid

OBJECTIVES

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Presentation Notes

Teaching Aids give you an alternate means of presenting the information while Teaching Equipment is used to make the presentation Each Teaching Aid has its benefits and drawbacks, knowing how to use them effectively takes understanding both. Q: Why would you choose using a flip chart over a dry-erase board? Flip charts can be prepared ahead of time and saved for future use.

TEACHING EQUIPMENT

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• Flip Charts • Dry Erase Boards • Magnetic Boards • Handouts • Public Address Systems • and Presentation Programs

Consult Appendix A for additional information of Equipment, Appendix B for information on customizing PowerPoint, and Appendix C for information on Teaching using PowerPoint.

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Presentation Notes

Equipment used to present information to students. Discuss benefits and drawbacks for each bullet and what is available for use by your squadron. Flip Charts – prepared in advance, easiest way to add impact; cumbersome if many pages are used Dry Erase Boards – usually available in classrooms, easiest way to add impact; requires writing and drawing skills, unless preplanned can delay presentation Magnetic Boards – good for subjects requiring step-by-step buildup, timesaving; limited application, requires much rehearsal Handouts – review material already presented; should be distributed at end of session as student immediately look at papers they are handed Public Address Systems – essential for large audiences, avoids speaking and hearing strains; requires knowledge of proper microphone techniques, must be pre-checks for controls & volume Presentation – allows multi-sensory presentation, can be used in various light conditions; equipment and replacement blubs are expensive and requires computer literacy to use.

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TEACHING AIDS • Tables and Grids • Lists • Visual Diagrams • Pictures • Demonstrations • Audio Recording • Animations • Video

• Models • Actual Object • Role Playing • Games • Skits • Posters • Flashcards • and Manipulatives

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Presentation Notes

Teaching Aids involve different ways of presenting course content that help students understand the material. Discuss how each aid can be utilized. Tables and Grids – compare similarities and differences between two or more objects or concepts Lists – present sequential steps Visual Diagrams and Pictures – show how things look Demonstrations – walk-through and student able to see skill performed Audio Recording – useful when simulating a verbal exchange Animations and Video – show action or steps in performing a task Models and Actual Objects – actually see objects Role Playing, Games, and Skits – involve the students Posters – displayed to illustrate concepts/skills Flashcards – used to assist student in memorizing Manipulatives – student uses actual object

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• DO NOT READ THE SLIDES

• Rehearse

• Podium

• Stand to Left

• Consider using Whiteboard vs. Screen

• and Always have Backup Plan

EFFECTIVE PRESENTATIONS

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Presentation Notes

The next two slides have been borrowed from the Canadian Power Squadron “Recognized Instructor” course and are not part of our course but can provide the student instructor with valuable information. Do not read the slides – your attention should be directed towards students, slides should only contact ‘talking points’ for you to elaborate on, put detailed script/notes in your lesson plan or on 3x5 cards. Rehearse – practice what you will say for each point Podium – don not hide behind, stand in full view of audience and more about a bit but don’t pace Stand to left – as seen from audience, we are trained to scan from left to right Consider using whiteboard vs. screen – whiteboard can be used to fill-in the blanks of a presented slide Always have backup plan – what would you do if your equipment failed?

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CLASSROOM SETUP

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Presentation Notes

If you have the ability to rearrange your seating select the one that best suits your presentation. Traditional – students sit in rows facing instructor standing at front, effective when little audience participation is desired Group – students sit in groups or teams facing instructor at front, effective when participation as a group/team is desired U-seating – students sit around tables arranged in ‘U’ format with instructor standing at open end, effective when interaction is desire Round-table – students sit around tables arranged in circle with instructor standing outside serving as moderator, effective when problem solving

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• Aids-to-Teaching assist the instructor in presenting material

• Teaching aids are devices, models, and activities that assist students in understanding the material

SUMMARY

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Presentation Notes

Aids to teaching: Instructors are encouraged to modify the PowerPoint presentations supplied by USPS to present the local boating environment and accommodate the specific students in the class. Teaching Aids: whatever aid is used it should actively engage students in the learning process. Class assignment for next session: do homework questions for Chapter 6 and read Chapter 7. Assign students which presentation will be made next week.

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Presentations

Teaching in an e-Learning Environment

CHAPTER 7

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Presentation Notes


OBJECTIVES

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After completing Chapter 7 you will have acquired: • Understanding of e-Learning

• Definitions of Components and Tools

• Understanding of Difference Between Synchronous

and Asynchronous Learning

• Information on Different Teaching Skills Involved

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Presentation Notes

Modern-day electronic technologies have fundamentally changed the nature of teaching and learning. When was the last time you looked up the spelling of a word in a dictionary vs. using “spell check”? When is the last time you used an encyclopedia vs. wikipedia? Have you ever used goggle, bing, or some other search engine? All of these can be considered e-learning. Teaching and learning have never been limited to the classroom, and distance education is nothing new. Think about the explosion of correspondence courses following WW2.

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What is e-Learning? • Electronically supported

• In and outside the classroom.

• and Distance learning

E-LEARNING ENVIRONMENT

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Presentation Notes

This field of instruction is evolving and lack of agreement and confusion are common among professionals. Electronically supported – all forms: web-based and computer-based independent of the Internet. In and outside the classroom - instructional content can consist of text, images, animations, and streaming video/audio. Distance learning – main form of e-learning, which we will discuss on the next slide.

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• Main form of e-Learning.

• Delivers education to students not physically present in a classroom.

• Lifelong learning.

• Limitations.

• Instructor role.

• and Squadron Educational Activities.

DISTANCE LEARNING

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Presentation Notes

Main form of e-learning: Internet has fundamentally changed way content is presented and instruction carried out. Delivers education: provides educational opportunity and flexibility Lifelong learning: expose our programs to wide audience. Limitations: attracts different type students; students use to classroom may experience difficult in distance learning courses. Instructor role: different from traditional classroom, how to interact and monitor student progress without face-to-face contact. Squadron Educational Activities: challenges exist combining classroom with distance learning. (INSTRUCTOR SHOULD CHECK TO DETERMINE IF ANY SQUADRONS WITH THEIR DISTRICT OR THE DISTRICT IS OFFERING DISTANCE LEARNING.) (ALSO, CHECK ON THE STATUS OF THE USPS/BOATUS ONLINE EDUCATION PROGRAM)

Own Schedule

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INTERACTIVE NON-INTERACTIVE

DISTANCE LEARNING TYPES

SYNCHRONOUS ASYNCHRONOUS

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Presentation Notes

Interactive allows the students and instructor to interact either face-to-face (videoconference) or strictly verbal (message board/email). Non-interactive refers to a setting such as a lecture broadcast via television or a student working from a CD without the ability to communicate with an instructor. Synchronous learning has all participants present at the same time. Asynchronous learning is where participants access course materials on their own schedule. Tradition classroom: interactive – synchronous Educational TV: non-interactive – synchronous Own Schedule – with interactive you have ability to interact with instructor and/or other students where with non-interactive you are on your own.

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BLENDED LEARNING

Combination

Traditional Classroom

and

Electronic Learning

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Presentation Notes

Blended learning refers to mixing different learning environments. Ask students for examples of blended learning. Possible answers: learning to drive a car, classroom lesson then use a simulator, then practice on your own. Discuss the use of webinars: while taking the USPS Weather course participate in the electronic presentation of the 500mb chart.

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E-BOOKS

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Presentation Notes

Various types of readers: Kindle, Sony Reader, Nook, etc. Can be used in almost any class, whether electronic, traditional or blended. Represents more convenient way to distribute course material. Easy to keep current and distribute

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Instructor vs. Facilitator

E-TEACHING

Online Instructor

Online Learning

and Online Teaching

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Presentation Notes

Instructor role changed from disseminating information to facilitating learning. Online instructor: more difficult to judge how well students understand material, intervention not easy. Online learning: some students will have hard time with e-learning. Find changes from traditional classroom overwhelming, may not have self-discipline to schedule themselves without structured class times. Online teaching: must ensure students are actively engaged, must have well-structured course.

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E-learning and distance-learning can provide meaningful learning experience. Individuals differences among student and instructors determine best teaching/learning environment. Some instructors better suited for one format than another. Both students and instructors need to acquire new teaching-learning strategies.

SUMMARY

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Presentation Notes

Class assignment for next session: do homework questions for Chapter 7 and read Chapter 8 and homework questions for Chapter 8. Assign students which presentation will be made next week.

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Presentations

Teaching On-The-Water And

Other Skills

CHAPTER 8

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Presentation Notes

Review homework questions from Chapter 7. Effective on-the-water programs are vital to USPS and our squadrons in today’s marketplace. It separates us from other basic boating course offering and is a major difference with online offered courses. Any part of USPS advanced grade or elective courses can be taught with an on-the-water component. Teach and demonstrate the skill in a classroom setting, demonstrate the skill dockside, and then allow student to perform skill on-board. Each course has an approved ‘on-the-water teaching aid guide’ that can be downloaded from the committee webpage. If you modify the provided plan, you must get approval from the BOC/POTWTrn Committee. If you are going to include on-the-water teaching as part of your course, be sure to get Squadron Executive Committee approval before you begin.

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After completing Chapter 8 you will have acquired an understanding of: • The difference between skill learning and other types of learning.

• How perceptual-motor skills are learned.

• The effective teaching of perceptual-motor skills.

OBJECTIVES

Consult Appendix D for information of USPS On-the-Water Programs

Presenter

Presentation Notes

In Chapter 1 three different types of learning were described: meaningful learning, rote learning, and skill learning. Learning a complex skill involves the coordination of cognitive, motor, and visual factors. With a renewed emphasis on on-the-water training it is important for the instructor to understand the factors. As a USPS Certified Instructor you are authorized to Advanced Grade and Elective courses on-the-water when approved by the Squadron Educational Officer.

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• Observation

• Feedback

• Practice

• and Reflection Performance Perceptual cues Physical movements Combining

PRECEPTUAL-MOTOR SKILL

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Presentation Notes

Observation: learn by watching others, not easily translated into skilled behaviors, must translate visual memory into behavior. Visual memory must be transferred in physical movement, which must be practiced and appropriate feedback received. Feedback: performance will improve only when feedback is given. Practice: proficient performance requires time and repeated practice. Reflection: complex skills involves cognitive as well as motor factors. Learner must think about Best way to perform the skill; ways to interpret perceptual cues; physical movements involved; how to combined into smooth performance.

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• Verbal-Cognitive

• Associative

• and Autonomous

SKILL LEARNING STAGES

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Presentation Notes

Verbal-Cognitive: learner trying to define goal and figure out how to reach it; understanding of what needs to be done begins to emerge; realizes movements are not desired ones; thinks about what must be done; different strategies tried; gradually retains ones that work best; mental picture begins to emerge. Associative: performance becomes more consistent with fewer errors; begins to understand how perceptual cues and movements relate to one another; effective way to perform task determined; begins to recognize inappropriate performances. Autonomous: may take long time; skill has become automatic and stable; performed with little effort or conscious attention.

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• Observation Practice • Classroom • Dockside • On-the-water

• Focus of Attention

• Feedback

• and Self-Controlled Practice.

TEACHING SKILLS

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Presentation Notes

On-the-water skill teaching is more like coaching than traditional teaching. Seek to understand each learner’s strengths and weaknesses by observing their performance and providing positive feedback. Coaching involves working toward common performance goals. Observation Practice: observing another person performing a skills results in a cognitive-visual representation; combining this with physical practice facilitates learning. In classroom demonstrate skill or show videos, emphasis difficult parts of skill. Dockside review of classroom instruction, practice skill while still secured to the dock. On-the-water demonstrate what has been learned. Focus of Attention: features crucial to the performance of a skill. Focus on the effect actions are having on the boat rather than movements they make. Feedback: Single most important factor; knowing how well you are performing the skill enables learner to correct mistake and make adjustments, also increases learner’s motivation. � Positive feedback is more effective than negative feedback. Do not avoid corrective feedback but should be balanced with more emphasis on what is being done well. Self-Controlled Practice: allow learner to control practice conditions – which skills they want to practice and how they want to receive feedback.

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• Helping students learn a skill involves a very different form of teaching from traditional classroom instruction.

SUMMARY

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Presentation Notes

Class assignment: do homework questions for Chapter 8 and contract instructor if there are any questions. Insure all students have submitted their one-hour lesson plans. Advise students you will be forwarding these plans along with the Certificate of Eligibility and your evaluation of their presentations to the Chair, IDCom. Approximately thirty days thereafter, the SEO will receive a critique which will be forwarded to them.

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Presentations

Lighthouse in the Sky - United States Power Squadrons

Documents

Transcript of Lighthouse in the Sky - United States Power Squadrons