learning, teaching and leading course june 14 1. the reason you came (ok you had to.) this planned 2...
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Learning, Teaching and Leading Course
Apr 10, 2023
Apr 10, 2023 1
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The reason you came (OK you had to.)
• This planned 2 hour course will provide you with a better understanding of what it takes to learn and what it takes to train/teach others. It is anticipated that the knowledge gained in this course will help you to study better, to prepare and make presentations, lectures, demonstrations, and other forms of learning.
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Syllabus - Part I
1. Introduction to learning (50 Min)a) Why do all senses matter?b) Group exercise (15 Min)c) Model of Learning
2. Introduction to teaching (40 Min) a) Group exercise – Fruit Salad (15 Min) (Skipped)b) Group exercise - Red Green Show (10 Min) c) How can you teach with each sense (Sight, hearing,
smell, taste, and touch)?
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Syllabus - Part II
4. Leading and Teaching (40 Min)a) Cutting interferenceb) Using style!c) Gettysburg Address (5 Min)d) Presentation tools
5. Using your knowledge to learn (20 Min)
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Syllabus - Part I
1. Introduction to learning (50 Min)a) Why do all senses matter?b) Group exercise (15 Min)c) Model of Learning
2. Introduction to teaching (40 Min) a) Group exercise – Fruit Salad (15 Min) (Skipped)b) Group exercise - Red Green Show (10 Min) c) How can you teach with each sense (Sight, hearing,
smell, taste, and touch)?
Apr 10, 2023 5
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Introduction to learning 1
• “Collaborative studies of the design and evaluation of learning environments, among cognitive and developmental psychologists and educators, are yielding new knowledge about the nature of learning and teaching as it takes place in a variety of settings. In addition, researchers are discovering ways to learn from the ''wisdom of practice" that comes from successful teachers who can share their expertise.”*
Apr 10, 2023 6* How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences,1999)
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Introduction to learning 2
• “Research on learning and transfer has uncovered important principles for structuring learning experiences that enable people to use what they have learned in new settings.”*
Apr 10, 2023 7* How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences,1999)
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Introduction to learning
Yuck!Yuck!I’d rather eat rocks and read the phone book then read that!
SO – What does it mean to learn in real words?
(Lets restart this discussion!)
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Introduction to learning (in real words!)
• We are only now beginning to understand ‘learning’
• It is not just a bunch of chemical reactions
• ‘Learning’ is adapting your thoughts to match what you observe.
– Let’s examine this statement
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Introduction to learning
• ‘Learning’ is adapting your thoughts to match what you observe.
• Does this mean your past affects your learning? (YES)– Learning is affected by cultural norms
(Your grandmother is more important to you then just her cookies)
– Everyone - even babies - have ideas that affect learning– Everyone will learn in slightly different ways
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Introduction to learning
• ‘Learning’ is adapting your thoughts to match what you observe.
• If you don’t ‘experience’ something can you learn from it? (NO)– Good teachers realize this – They have ‘tricks’ to get students to observe new items.
(Yes your teachers really do care!)
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Introduction to learning
• ‘Learning’ is adapting your thoughts to match what you observe.
• This bring us to an important question - Can you use this knowledge to help teach?
(Of course the answer is YES)
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Some other questions
• What does a rock taste like?
• What does a stick taste like?
• Why do you know the answers to these questions?
• Why is this guy asking such strange questions?(The answer is coming!)
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Group exercise #1
• The ‘Tell Me’ Game
– Break up into three groups
– Each group will go to a different room and work on the exercise
– Come back in 15 minutes
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Introduction to learning
So what have we just learned?• The more involved you are in the activity of
learning - the better you learn.
This is exemplified by the Confucian saying Tell me and I forgetShow me and I rememberLet me and I understand
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Introduction to learning
So what have we just learned?• The more involved you are in the activity of
learning - the better you learn.
In effect you have: more observations‘Learning’ is adapting your thoughts to match what you observe.
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Introduction to learning
So now back to the rock and the stick.
As babies we learned by using all of our senses.
We touched, tasted, looked at, listened to and smelled everything - including rocks and sticks.
All of these are efforts to OBSERVE an item
(Yes, you tasted rocks and sticks!)
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Introduction to learning
This leads us to a second Chinese saying about learning “Learning is from thin to thick to thin.”
What does this mean?
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Learning by young adults
“Learning is from thin to thick to thin.”
At first, you know VERY FEW DETAILS (THIN)
Later, you know LOTS OF DETAILS (THICK)
Finally, you see SIMPLE PATTERNS or GENERALIZATIONS (THIN)
This concept can be carried further…. To a model by David Kolb
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Learning by adults
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Experience
Model of David Kolb
Learning starts when you experience something new(Thin Knowledge)
The richer the experience (more information) ⇒ The better the ‘learning’
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Learning by adults
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Experience
Process
Model of David Kolb
The new information is combined with all of your previous knowledge(Thin => Thick) This is ‘processing’ the information
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Learning by adults
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Experience
Process
Generalize
Model of David Kolb
Once you have enough informationYou can generalize the knowledge(Thick => Thin)
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Learning by adults
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Experience
Process
Generalize
Apply
Model of David Kolb
Finally you apply this to everyday life
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Learning by adults
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Experience
Process
Generalize
Apply
Model of David Kolb
We will examine thismore later today
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Syllabus - Part I
1. Introduction to learning (50 Min)a) Why do all senses matter?b) Group exercise (15 Min)c) Model of Learning
2. Introduction to teaching (40 Min) a) Group exercise – Fruit Salad (15 Min) (Skipped)b) Group exercise - Red Green Show (10 Min) c) How can you teach with each sense (Sight, hearing,
smell, taste, and touch)?
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Teaching (LEADING!) adults
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Experience
Process
Generalize
Apply
Use learning model to develop teaching techniques
Each step important
Start with experience and go around the circle
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Introduction to teaching
• What is Experience?
• How do you get ‘an experience’?
• How do you make a ‘rich experience’?
• What gets in the way of a ‘rich experience’?
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Experience
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Introduction to teaching
• You are born with this ability
• How do babies learn?– They use all of their senses
• Touch • Taste• Scent• Sound• Sight
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Experience
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Group exercise #2 & #3
• #2 - Fruit Salad (Skipped)– Small groups– Each person should taste at least once
• #3 - The Red Green Show– One group
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Experience
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Group exercise #2 & #3
• Our exercises showed
• Senses matter!
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Experience
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Introduction to teaching
• How can you teach with touch?– Teach someone how to sail a boat
1) Names of parts of the boat2) Show them the parts of the boat3) Let them touch the lines/tiller/etc4) Show them how they work5) Let them sail the boat
– Examples from class
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Experience
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Introduction to teaching
• How can you teach with taste?– Teach someone how to bake a cake
1)Names of baking utensils2)Show them the how the oven works3)Show them (and maybe let them taste) the ingredients4)Show them how how to mix the ingredients5)Let them taste the mixture6)Bake the cake7)Let them taste the cake
– Examples from class
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Experience
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Introduction to teaching
• How can you teach with scent?– Teach someone how to buy fresh fish
1)Names of common fish2)Show them the fish3)Let them smell fresh fish (no smell)4)Let them smell old fish (fishy smell)
– Examples from class
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Experience
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Introduction to teaching
• How can you teach with sound?– Teach someone how to play a guitar
1) Show them guitars2) Names of the parts of guitars3) Let them listen to you play4) Show them how to play5) Let them listen to their playing
– Examples from class
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Experience
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Introduction to teaching
• How can you teach with sight?– Teach someone how to tie a knot
1) Name of the knot2) Tell them where the knot is used3) Show them how to tie it4) Let them tie the knot
– Examples from class
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Experience
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Introduction to teaching
• Did you notice something?
• Each example used multiple senses
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Experience
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Introduction to teaching
• As a teacher (LEADER!), you must provide experiences for your students– Is this the end of your job? (NO!)
You need to help your students PROCESS the information that you gave them.
FAILURE HERE IS PROBABLY THE BIGGEST REASON WHY STUDENTS DO NOT LEARN
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Process
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Introduction to teaching
• What does it mean to “PROCESS INFORMATION”?
• Dictionary definition Process:
A series of actions, changes, or functions bringing about a result
Information: Knowledge derived from study, experience, or instruction
Make information useful
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Process
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Introduction to teaching
• For information to be useful– We must have a way to retrieve it
• Think of a library – Books placed randomly
Does not work
– Books placed in order Works
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Process
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Introduction to teaching
• Each person has their own way of ordering knowledge.
• The best learners have a systematic method
Meta-cognition
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Process
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Introduction to teaching
• Meta cognition is – “Learning to learn” - “Thinking to think”
Active control over the learning process
• This “active control” includes– Monitoring of progress– Active learning strategies
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Process
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Introduction to teaching• Monitoring of progress
– Identify the task – Check the progress – Evaluate that progress – Predict the outcome
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Process
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Introduction to teaching• Typical active learning strategies
– Allocate needed resources to learning– Determine order of steps to learn – Set intensity/speed needed to learn
• Specific active learning strategies depend on the subject
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Process
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Introduction to teaching• “Expert teachers know the structure of their
disciplines, and this knowledge provides them with cognitive roadmaps that guide the assignments they give students”*
As a teacher/leader you must understand your subject
(What, where, when, why, how & impact)
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Process
*How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)
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Teaching History• ‘History’ = abundance of data
History often taught as:• Memorize event dates & locations
» (What, Where & When)
• This ignores:– Why?– How?– Impact/implications for today (generalization)
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Process
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Teaching History• One needs to ask questions such as:
– “What is history?”*– “How do we know the past?”*– What does it mean to ‘write history’
• From this one learns:How evidence influences ‘history’How/why past and present events are linked Implications (generalizations)
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Process
*How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)
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Teaching Mathematics
• ‘Math’ = over abundance of formulaOften taught as:
• Memorize formula (What and When)Math is taught as ‘pure science
• This ignores:– Where, how and why?
(Math is a physical science!)
– Impact on other physical sciences (generalization)
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Process
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Teaching Mathematics• One needs to ask questions such as:
– What are physical examples of the math?– Negative numbers <=> floors below ground– Positive numbers <=> floors above ground– Multiplication a fast way to add
» 4 tents, 6 stakes/tent => 24 tent stakes
• From this one learns:How math and other sciences are linked
Implications (generalizations)
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Process
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Teaching Science• ‘Science’ = abundance of processes
Often taught as:• Memorize processes (What and how)
• This ignores:– Why? – Real life examples (Where and when)– Impact on your life (generalization)
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Process
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Teaching Science• One needs to ask questions such as:
– Can you describe this is real life?– Why is this important?
• From this one learns: Gets physical picture Implications (generalizations)
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Process
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Introduction to teaching
• In each example– Need to ask
• Who• What • Where• When• Why• Impact
• BUT the questions are different for each
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Process
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Introduction to teaching• And what have we just done?
• Generalized the teaching process
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Process
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Introduction to teaching
• Generalization– See patterns in knowledge– Allows one to learn faster– Allows one to remember better
• Requires ability to see patterns
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Generalize
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Introduction to teaching
• Generalization– See patterns in knowledge– Allows one to learn faster– Allows one to remember better
• The problems– Not all subjects have the same issues/patterns– Not all people see the same patterns
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Generalize
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Introduction to teaching
• Generalization problems
– The leader/teacher will have to:• Understand the subject• See patterns in the subject• Know how to lead students to see patterns
– Ask the correct questions– Employ the correct senses– Use the correct examples– Show how the patterns can be applied
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Generalize
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Introduction to teaching• And what have we just done?
• We have tied application to learning– Application can be:
• Homework• Projects• Hands-on experiences
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Apply
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Introduction to teaching
• Applications in classrooms– History
‘Create’ a society
– Science Carry out an experiment
– Mathematics Use physical examples of math
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Apply
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Introduction to teaching
• What have just seen are:– Examples– Only a small fraction of what might work
• DO NOT JUST COPY– You have to understand the students needs
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Apply
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Teaching adults - Recap
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Experience
Process
Generalize
Apply
Used learning model to examine teaching techniques
Each step important
Started with experience and went around the circle
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Syllabus - Part II
4. Leading and Teaching (40 Min)a) Cutting interferenceb) Using style!c) Gettysburg Address (5 Min)d) Presentation tools
5. Using your knowledge to learn (20 Min)
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Leading and teaching
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Experience
Process
Generalize
Apply
Use this to lead & teach
Remember Each step important
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Leading and teaching
• People experience by senses
• Remember how babies learn?– They use all of their senses
• Touch • Taste• Scent• Sound• Sight
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Experience
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Leading and teaching
• How do some teach?– Monotone uni-directional sound– Monotone uni-directional pictures
BORING!!!
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Experience
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Leading and teaching
• For us to actually experience something– We need to be mentally involved
Pay attention No outside disturbances
Funny smells / extra noise are out Intellectually stimulating
Monotone sights/sounds are out
You need to make sure this occurs
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Experience
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Leading and teaching
• No outside disturbances
• What should you consider?
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Experience
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Leading and teaching• No outside disturbances• Noise/ Acoustics
– Loud fans or other noise – Cellular phones and pagers
• Lighting• Temperature• Table and seating
– Poor quality– Poor arrangement– space
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Experience
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Leading and teaching
• Intellectually stimulating
• What should you consider?
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Experience
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Leading and teaching
• Intellectually stimulating– Keeping the audience interested– Keeping the audience involved
• YOU NEED TO BE HEARD!
• All of this fits a category
‘EXCITING’
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Experience
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Leading and teaching
• ‘EXCITING’– Belief in your message and yourself – Make it fun
• Theatre/Run-ons Games/Songs/Skits • Humor/Magic/Stunts Prizes
– Asking the audience questions
• In general interacting with the audience
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Experience
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Leading and teaching
• Interaction allows:– Provides motivation/interest – Wake up / Energize participants – Break the ice – FUN! – Feedback to you!
• Learn audience needs!
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Experience
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Leading and teaching• Interaction allows:
– Helps the audience ‘PROCESS’
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Process
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Leading and teaching• For better processing:
– Presentation tools – Pattern breaks!– KIS (keep it simple)– Interact!
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Process
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Leading and teaching
• Know your presentation tools – Different tools for different subjects
Would you teach:– Sailing with a bike?– Math with a dictionary?
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Process
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Leading and teaching
• Example– Gettysburg address - IN POWERPOINT!
– (PPT version the work of Peter Norvig)– See: http://www.norvig.com/Gettysburg/making.html
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Process
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Leading and teaching
• What do we see?
– Different techniques needed for different subjects
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Process
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Leading and teaching
• Presentation tools (Related to senses)• Sight and sound tools
– Whiteboards, Posters, etc– Computer Presentations, Videos– YOUR VOICE!
• YOU NEED TO BE HEARD AND SEEN!
• Touching tools– Hands on Demonstrations!
• Smell and Taste– Hands on cooking
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Process
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Leading and teaching
• Presentation tools (Related to group size)• Large group
– Lecture/ Talk/ Demonstration – Question and answer sessions
• Small group– Discussion – Case study / Role playing / Simulation – Brainstorming/Buzz groups – Learning centers – Reflecting
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Process
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Leading and teaching
• Presentation tools (Related to use)• Problem-solving
– Brainstorming
• Reflection – Directed sequence of questions– Discussions
• Information– Lecture/Talk – Demonstration - etc
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Process
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Leading and teaching
• Presentation tools (Related to use)• Other ways to hold the audience
– Humor!– Errors!
• Yes, U Kan teech by maken ah mistake?
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Process
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Leading and teaching• KIS (keep it simple)
What more can I say?
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Process
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Leading and teaching• Interact!
– Lets you help the audience • Process• Generalize• Apply
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Process
Apply
Generalize
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Syllabus - Part II
4. Leading and Teaching (40 Min)a) Cutting interferenceb) Using style!c) Gettysburg Address (5 Min)d) Presentation tools
5. Using your knowledge to learn (20 Min)
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Using your knowledge to learn
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Experience
Process
Generalize
Apply
Model of David Kolb
You can now use what you have learned to improve your school work
Remember each step important for you to learn
Start with experience and go around the circle
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Using your knowledge to learn
When learning something new
Include:Many Senses and sources
Read other books for different views Use sound/vision etc as available
Don’t get distracted Focus! Block out other experiences
YOU can overcome a bad teacher!
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Experience
Model of David Kolb
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Using your knowledge to learn
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Experience
Process
Model of David Kolb
Your next step is to process the new information
This is where most students fail in the learning process!
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Using your knowledge to learn
Process the experience Use manageable bits
Often this means Outline the information Rewrite notes to explain the information
Others should be able to understand!This will improve your grades!
Remember to askWhat, why, when, where and how
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Experience
Process
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Using your knowledge to learn
Once basic questions answered
Check fit with other knowledge
May need to reprocess
Examine implications
Typical outcome Less time studying Improved grades
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Experience
Process
Generalize
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Using your knowledge to learn
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Experience
Process
Generalize
Apply
Model of David Kolb
Apply your knowledge Do homework
(New experience!)
Remember Each step important
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Overview and wrap up
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Experience
Process
Generalize
Apply
Used learning model to examine teaching techniques
Each step important
Started with experience and went around the circle
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Overview and wrap up
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Experience
Process
Generalize
Apply
Experience uses all senses
Presentation shouldInteract with audienceUse multiple sensesTailored to fieldTailored to audience
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Overview and wrap up
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Experience
Process
Generalize
Apply
Process => applicationDepends on field
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Overview and wrap up
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Experience
Process
Generalize
Apply
Process => applicationDepends on field
In general ask:WhatWhy WhereWhen HowImplications
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Overview and wrap up
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Experience
Process
Generalize
Apply
Process => applicationDepends on field
PresentationKIS!Lead audienceAsk questionsInteract with audienceHAVE FUN!