Preparation
to Teach C-6
Exercise
makes the master.
Periodically,
we all are called upon to teach, to present an educational message.
It might be as a church school teacher, a 4-H leader, a presenter
of information to a group, a helper to a friend, or a parent.
Our effectiveness as a "teacher" is based in the communication
skills covered in module C-1. This section will build on those
skills.
LEARNING OBJECTIVES:
1. Gain insight into
how people learn.
2. Use the five steps to effective teaching.
3. Prepare and use visual aids.
HOW PEOPLE LEARN
Considerable research
has been done on how children and adults learn. The following
principles can help you create an environment which will facilitate
learning.
People learn best when
they are active and involved in the learning process. People generally
remember:
10% of what they read
20% of what they hear
30% of what they hear and read
50% of what they hear and see
70% of what they say or write
90% of what they do[1]
Learning is a consequence
of experience. The giving of information alone is not enough for
learning to occur. Learning must be used to be retained. Group
discussion and practice exercises are seven to ten times more
effective in changing attitudes and behavior than a lecture.[2]
Learning occurs only
when what is being taught has personal meaning and importance
to the individual. The individual must feel a need, for learning
to occur. People do not change their behavior merely because someone
tells them to do so or tells them how to do so. Educators can
increase their effectiveness by assessing the needs, problems,
interests and competencies of prospective participants, and then
tailoring the educational experience to those needs and interests.
Involve the learner in setting educational objectives. Interview
(pre-test) participants to determine their present competencies
in the subjects to be covered. Since the needs, interests and
abilities of individuals vary, a cafeteria style of teaching,
where different levels and approaches are offered, is often necessary.
Learning is a cooperative
and collaborative process in which participants are teachers
as well as learners (and vise versa). This is particularly true
in adult learning. Adults have a broad base of experience upon
which to draw and to share with others. View yourself as a facilitator
of learning rather than as the expert.[1] The appropriate "answer"
lies within the learner, not the teacher. People learn more quickly
if learning is based on their experiences. Each individual has
an accumulation of experiences, ideas, feelings and attitudes
which comprise a rich vein of material for problem-solving and
learning.[3]
Learning occurs in
an accepting atmosphere, where different ideas and opinions
are valued. (Acceptance does not, however, need to imply agreement.)
Learning is facilitated in an atmosphere which recognizes people's
right to make mistakes.
Learning is facilitated
in an atmosphere of mutual respect, where participants are encouraged
to open up and to share with one another. It is paradoxical that
the more we try to change people the more they resist. Only until
people feel accepted and respected for who they are and no longer
have to defend themselves and their values are they free to look
at themselves, to learn, and to change. Behavioral change requires
time and patience.[3] Individuals must be free to progress at
their own rate and in their own way. Help people feel comfortable
in the learning process.
Learning is facilitated
through encouragement and the development of positive
self esteem. A major block to learning is a negative self
image. Self-image is reinforced by the support or lack of support
received in the home. Value the person. Exhibit positive attitudes
of warmth, caring, interest and respect. Give frequent praise
and recognition.
In working with young
people, their age and stage of development greatly influence how
they learn and what is of interest to them. Teaching methods must
be adapted to the physical, mental, social and emotional capabilities
of the age group(s) you are working with. Module P-1 on the
growth and development of youth [7] introduces these developmental
characteristics, for ages 0 to 18. you need insights into what
you can expect from different age groups, and how to work with
them.
With reference to adults,
research indicates that speed of performance and reaction time
tend to decline with age. This explains the slower rate of learning
among adults, but does not mean their ability to learn is less.
Adults learn best when they are able to set their own pace.[2]
While research indicates
that the basic ability to learn remains essentially unimpaired
throughout our adult life span, it is our attitude toward learning
that appears to change. There are times when the readiness to
learn is greater than at other times. In early adulthood, ages
18-30, learning is focused on selecting a mate, rearing children,
starting an occupation, managing a home. At middle age, 30-55,
learning is focused on civic and social responsibilities, coping
with teenagers, leisure time activities, adjusting to aging parents.
In later years, 55 and over, learning is focused on decreasing
physical strength, retirement and reduced income, adjusting to
the illness or death of a spouse or friend. Adulthood has its
transition points and its crises--aging, divorce, child rearing,
death, career development, etc.-- in almost as complete a sense
as there are developmental stages for children and adolescents.[4]
A good educator conducts programs that are age appropriate.
Adults differ from
children in that adult education often involves some amount of
unlearning. Learning then can be painful, as we give up old and
comfortable ways of believing, thinking and valuing. Learning
involves dealing with feelings as well as facts. The educator
who tries to separate the two will not be effective. Module E-2
discusses adult education in greater depth.
Content is more easily
grasped when learning experiences are sequentially ordered and
integrated. Each successive step should build on the previous
one. New material should be related to what is already known.
Instruction presented in logical units, with objectives and time
parameters clearly stated, results in the most effective learning.
[2]
THE FIVE STEPS OF
TEACHING [5]
Step 1: Prepare
Assess the needs and
interests of the prospective learner. What is their present level
of knowledge and experience on the subject? What do they hope
to get out of this? Outline what you wish to cover, and how you
plan to cover it. What teaching methods do you intend to use?
How will participants be involved in this learning? How will your
time be budgeted?
Step 2: Set the
stage
Put people at ease.
Use a warm-up exercise to get everyone acquainted with one another.
For example, have participants pair up, and spend five minutes
telling each other about themselves, and what brought them to
the session. Now call on each person in turn to introduce his/her
partner to the group. Limit introductions to 30 seconds, to include
the two or three things each found most interesting about the
partner. An alternative would be to call on each person in turn
to share expectations for the session --"What do you hope
to gain from this workshop?" List these expectations on newsprint
or a blackboard.
The tone of involvement
is set at the beginning. If people come in and are lectured to,
they will expect to be passive learners for the entire program.
Clarify to the group your objectives, the format and teaching
methods you intend to use, your expectations of the group, and
the time schedule. Relate your subject to their specific needs
and interests. Get them interested in learning more.
Step 3: Present
Ideas
Tell, show, illustrate,
explain, demonstrate. Proceed step-by-step from the simple to
the complex, from the known to the unknown. Relate the material
to their experiences. Teach in small doses. The human brain is
only capable of absorbing about four seconds of talk at one time.
Then a pause is required--a second or two to allow the brain to
soak up what was said. Four seconds of talk is 12 to 15 words.
A multitude of facts and ideas presented too close together can
cause confusion. Keep to key points.[5]
Groups will listen
to someone without fidgeting for only a short time, usually 10
to 20 minutes. Alternate short presentations with discussion and
practice exercises.
Step 4: Check and
Question
Learning is a two-way
process. Plan time for reflection and discussion. Encourage people
to ask questions, to share experience, and to internalize the
material. Get feedback. Encourage discussion by asking open-ended
questions, questions that begin with the words why, what, which
and how (i.e., "What has been your experience with.....?").
Avoid closed-ended questions ("Is this clear?") that
can be answered with a simple yes or no.
Use role playing and
work exercises to practice the techniques taught, and give you
feedback as to how well they are understood. Remember, learning
must be used to be retained.
Step 5: Summarize
and Evaluate
Summarize your key
points. Challenge participants to action. Indicate where additional
information and assistance can be obtained.
Evaluate. Go around
the room and have each person reflect on what they have gained
and the actions they intend to take as a result of this training.
What other information and training do they desire?
Plan for an evaluation
midway through the training session, to get feedback on how things
are going. Are expectations being met? What adjustments could
be made to improve the session? Participants must realize that
they are as responsible for the success of the training session
as you are.
VISUAL AIDS
Eighty-three percent
of what we learn comes through our sense of sight. In one experiment,
the same educational material was presented to two different audiences.
One lecture was supported by visual aids, the other was not. A
test was given three hours after the lecture. The audience shown
visuals scored 85% versus 70% for the other audience. Ten days
after the lecture, the two groups were tested again. The group
that had seen visuals recalled 65% of the material, while the
group that hadn't could recall only 10%. Visuals, then, increase
long-term recall and retention. [6]
Some of the various
visual aids from which to choose include:
--chalkboard
--posters
--models
--hand-outs
--slides
--video
--role plays.
In using a chalkboard,
posters or flip chart, use bold block lettering 2" to
3" high. Alternate colors for contrast. Include no more than
eight lines, 25 words, per visual. Prepare your visuals beforehand.
Use a yard stick to keep lines straight. Include simple drawings.
Posters, etc., are particularly useful in outlining your key points
and in presenting tables, charts and graphs.
Models refer
to the use of objects to demonstrate how something is done. Many
topics, such as sharpening a knife or pruning an apple tree, are
much easier demonstrated than described. Such objects should be
large enough for everyone to see. If not, divide into smaller
groups for close up inspection.
The hand-out
is a written message used to supplement a verbal presentation.
The hand-out can provide more detailed instruction, illustration
or a checklist for later use by the participant in putting the
material to use. A hand-out can also be used as an outline or
listening guide to focus audience attention and encourage note
taking.
Hand-outs are more
likely to be read if they are visually attractive. Simple line
drawings, clip art, cartoons and other illustrations make the
hand-out more inviting to the reader. Material printed in two
3 1/2 inch columns rather than across the entire page is considered
by many easier to read. Use wide margins and plan white spaces
of variable sizes to reduce monotony. Crowding the page with information
can discourage the reader.
Generally you should
not distribute hand-outs before a talk--unless it includes information
to be referred to in your presentation that is necessary for understanding.
If people try to read the hand-out during your presentation, it
will distract from your message.
Slides, video and
other projected visuals have the advantage of being able to
show the actual people, places and things you wish to talk about.
These images are projected in familiar, natural color. Tables,
charts and typed messages can also be prepared to be interspersed
with pictures. Pace your presentation to give adequate time to
comprehend the picture and read any message.
Educational films,
slide programs and videos are available on many topics. They can
be acquired on loan from libraries and other educational institutions
and commercial outlets to supplement your presentation.
A disadvantage of most
projected visuals is that the room must be darkened for their
use, thus losing important eye contact with the audience. Projected
visuals encourage a passive audience response. This can be overcome
by interspersing projected visuals with group discussion and other
audience participation exercises.
Role Playing involves
the acting out of a situation in order to demonstrate the use
of a particular technique or skill. Role playing can be used to
model good (and bad) examples of the techniques or skills being
taught. Role playing is particularly effective in demonstrating
skills in interpersonal relations (how to say "no" to
a request). To model a technique, write your script before hand,
practice and then present it with the help of a friend. People
will retain information longer when they have the opportunity
to see it in action.
Role plays can also
be used to give participants the opportunity to practice the techniques
being taught, in applying them to real life situations. By trying
out the prescribed techniques, participants become more comfortable
and confident in their use. Such role plays increase participation
and stimulate discussion. Role plays give you feedback as to how
well the techniques being taught are understood.
In developing a role
play for classroom use, write up a brief situation statement.
Keep it simple. For example, your daughter is pressuring you to
baby sit your grandson, while she is at work. "Mom (Dad)
you are my last hope. This is important to me, and I can't find
anyone else." You are willing to help out in emergency situations,
but not on a regular basis. You have other things you'd rather
do during this time in your life. Tell your daughter "no",
using the four steps prescribed in the hand-out.
Call on a participant,
present the situation and ask him or her to respond, speaking
directly to you or an assigned partner. Once the situation has
been role played, ask the group to comment on what they liked
about how the situation was handled, and then where improvements
might be made. Be prepared with examples. Some people will be
more comfortable with role playing than others. Be patient and
supportive; emphasize that the role playing provides a valuable
learning opportunity.
In conclusion, the
use of visuals can greatly increase learner retention. Unfortunately,
they are rarely used. Common excuses for not using visuals are:
I'm not artistic. My handwriting is terrible. I'm not an actor.
I don't have the time. It doesn't make a difference. These are
cop outs. Experience shows that visuals do not have to be "artistic"
and "professional" to be effective. Your objective is
to have people remember your message, not your visual.
EXERCISE 1:
Ask each person in
the study group to stand and briefly reflect on her/his experience,
difficulties and successes in speaking before a group. After everyone
has spoken, ask the group as a whole to make a list of things
they each could do to support and help each other in strengthening
their speaking skills and confidence.
EXERCISE 2:
Recall times when you
were a student, first as a child and then as an adult. Focus on
a favorite teacher. Then recall a memorable learning experience
you have had as an adult. Now focus on a less effective learning
experience. Why was one teacher or learning experience more effective
than another? What factors contributed to your learning? List
those factors in the space below. (If time permits, have each
person share her/his list with the group.)
EXERCISE 3:
(Optional) Prepare
a five minute demonstration or educational message on a topic
of your choosing. Keep it simple.
At the study group
meeting, call on each person, in turn, to deliver his/her prepared
presentation. Assign an "evaluator" to each presenter.
Following each presentation, call on the evaluator for feedback
as to what was done well, plus one or two suggestions for improvement.
(Review module C-3 for guidelines in being an evaluator/support
group.)
REFERENCES:
(l) Marcia Schekel
and Mary Emery, Teaching Others, Cooperative Extension Service,
Washington State University, 1983.
(2) Mary Pankowski,
"Teachers of Adults Will...", Florida State University,
Tallahassee, Journal of Extension, September/October l975.
(3) Gerald Pine and
Peter Horne, "Principles and Conditions for Learning in Adult
Education", University of New Hampshire, Adult Leadership,
October, 1969.
(4) Robert Havinghurst,
Development Tasks and Education, David McKay Company, 1961.
(5) Ricardo Pino &
Kelly Austin, "Leading And Teaching", New Mexico State
University.
6) Agricultural Communicators
in Education, Communication Handbook, Fourth Edition, The Interstate
Press, 1983.
(7) University of Wisconsin,
Growth-Development Booklet, Cooperative Extension Service
This module was written
by Douglas Dunn. |
