TRAINING YOUR STAFF TO REACH THEIR AUDIENCE: CONFERENCE SESSION

TRAINING YOUR STAFF TO
REACH THEIR AUDIENCE:
MAKING A RELEVANT CONNECTION
CONFERENCE SESSION
FOR
APPL 2012
Margie Klein
NDOW Conservation Educator
Certified Environmental Educator & Interpreter
Licensed Nevada Teacher
Member, Nevada Storytelling Guild
Winner of the 2011 Conservation Education Award from The Wildlife Society
Program description
“Making that all-important connection to the audience is
the goal that every education and interpretation staff or
volunteer strives for. But how do you make a deeper
connection and why do you need to? The information
and instruction we give at our public lands can affect
people’s lifelong attitudes. Reach your public lands
visitors in a relevant way by utilizing some methods from
environmental education, as well as some tips from formal
educators.”
Agenda
– Connection – what is it and why do we want it?
– How do we teach audience connection?
– Training/teaching techniques
• Planning
• Communication
• Delivery Methods
– Who is our audience and how do we address them?
• Learning Styles
– Classroom Management
– Tips to make it better
– Assessment
– Along the way…
• Examples
_____________________________________
How do we relate audience connection to our staff?
Through our training techniques.
“In the end, we will conserve only what we
love;
we will love only what we understand;
and we will understand only what we have
been taught.”
- Baba Dioum
Tilden’s Ideas…
• “Chief aim of interpretation is not
instruction, but provocation.” (4th principle)
• Provocation new information
try new
things
critical thinking
changing
attitudes/behaviors
• Provocation prompts a response
• Provocation via connection
CONNECTION
=
ENGAGEMENT
Connection – What?
• Getting the audience to develop an
awareness of or sensitivity to their
surroundings
• Our audiences need to be made
aware of the resources we preserve /
conserve.
Environmental Ed precept #1: Awareness
Connection –
Relevance to Whom?
• How does it affect them?
• Give information about where
the resource came from or how
it works.
• So they can convey the
significance of our
resources.
Environmental Ed precept #2: Knowledge
Connection – How?
• Techniques
• Give them the skills to find out
more on their own
• By relating information, they can
help their audiences find out
more and continue their
interest.
Environmental Ed precept #3: Skills
Connection – Why?
• To get others to take action to
protect our lands, if they so desire
Environmental Ed precept #4: Action
E D U C A T I O N
origin of the word…
educare (Latin)
“to bring forth from within”
Teaching is helping
another person to learn
new knowledge, skills,
and attitudes.
Teaching Techniques
• How to Communicate Effectively
• How to Develop a Positive Classroom
Style
• How to Create an Exciting Classroom
• How Students Learn
• How to Teach Effectively
• How to Manage the Classroom
• How to Use Assessment
Getting Started
• Preparations
– Necessary for any expedition
– Necessary for any worthwhile endeavor
• Need to consider:
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Date & time
Logistics (the site)
Materials needed
Followup
Materials / Supplies
Teacher’s Kit
The Lessons
Displays
Props
Handouts
Posters
Presentation / electronic media
Student supplies
Giveaways / throwaways
Exams & score sheets
Certificates or cards of completion
Emergency number
…Snacks?
Planning the lesson(s)
• Start with a topic
• Do research / get background info
• Make an outline / agenda
– What are the elements you need?
• Introduction, Supporting Evidence &
Recommendations, Conclusion
•
•
•
•
Create a presentation
Write out a script
Gather materials
Rehearse
Planning the lesson(s)
Lesson planning model:
Warm-up
Introduction
Presentation
Practice
Evaluation
Application
Gathering & organizing ideas
Identify the topic
Brainstorm the topic
Assemble related materials
Separate main and supporting
ideas
• Develop examples
• Organize the lesson
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It’s All About Communication
“What we've got here is failure to
communicate.”
Captain, Road Prison 36
Cool Hand Luke
7 Keys to Effective
Communication
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Have confidence
Show genuine interest
Organize & clarify your ideas
Be clear about your purpose
Stay on topic
Use a questioning strategy
Listen twice, speak once
Start the minute they arrive
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Welcome each individual
Smile, handshake, enthusiasm
Make a connection
Show interest
Focus on them
Get their name
The personal connection
• Who are you?
– Let your students get to know a little
about you.
• Keep the conversation limited
– Give them a story they can relate to
• Not storytelling hour
– Not the place for tall tales or fish stories
– Or your life story
• Remember to ask them about
themselves
Listen
• Remember, we have two ears, one
mouth
• Give them a chance to ask questions
– No such thing as a stupid question
– Repeat their question so all can hear
– Ask others for their input
Clear & correct ideas
• Make sure you know your ideas ahead of
time
• Stay on topic
• Guide any discussions
• Gently correct misconceptions
• State facts
• If you don’t know the answer, tell them
• Don’t make things up
• Be “in” the moment
The “parking lot”
• In-depth discussions can take
place outside of the classroom
A Positive Experience
Use a positive communication style
Positive vs. negative styles
Positive
Negative
Welcoming
Cold
Friendly
Doesn’t listen to others
Interested
Arrogant
Genuine
Confident
Patronizing
Unsure
Verbal communication
The way you speak
Tips:
Think before you speak
Choose neutral and understandable language
Vary the tone of your voice
Restate questions
Allow student feedback
Nonverbal communication
The way you act
Tips:
Eye contact
Smile
Open gestures
Be relaxed but confident
Move around the classroom
Use 7 principles of instruction
• Encourage student – instructor
interaction
• Encourage cooperation
• Encourage active learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect different learning styles
Being fair and objective
• Leave your personal opinions at home
• A teacher is a facilitator of learning
• Not the place for war stories, brags, or
sermons
Downplay the negative
messaging
• “You can” works better than “Do not”
Avoiding boredom…
NDOW
volunteer!
4 guidelines
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Make it exciting
Be practical
Find out how things work
Use technology
The “Hook”
No!
Use props
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Equipment
Accessories
Safety items
Demonstrations
Displays
Posters
Pictures
Other materials
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Handouts
Examples
Giveaways
Throwaways
The instructor!
• Apparel
• “Flair”
• Acting out a part
Using technology: be prepared
• What’s available?
• Do you know how to use it?
– Try it out
• Back-up plan if it doesn’t work…
Addressing the Ways
Students Learn
Learning Styles
Learning styles are the means by which
learners extract information from their
surroundings through the use of their five
senses.
How will they learn what you have to teach?
Multiple Intelligences
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Spatial
Linguistic
Logical-mathematical
Bodily-kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
(Howard Gardner)
4 main learning styles: VAKT
• Visual: “I can see it.”
• Auditory: “I can hear
it.”
• Kinesthetic: “I am
doing it.”
• Tactile: “I am
touching it.”
Academic
Practical
Techniques for the 4 styles
• Visual
– Note-taking
– Presentations
– Body language
Techniques for the 4 styles
• Auditory
– Lectures
– Discussions
– Speakers
– Speaking methods
• tone of voice
• repetition
• questioning
Techniques for the 4 styles
• Kinesthetic
– Hands-on
– Moving
– Sharing
– Volunteer for
participation
Techniques for the 4 styles
• Tactile
– Handling items
– Interacting with objects
– Taking things apart
Each student or every student?
Use a combo of techniques to
cover all learning styles
• Include some of each in
every class:
– Reading materials
– Lecture
– Displays
– Videos
– Discussions
– Hands-on
demonstrations
– Practice sessions
Teaching Techniques
& Strategies
Direct instruction
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Grab their attention
Tell them what they need to
know
Model concepts & skills
Check understanding
Tie things together
Apply new knowledge
Guided Instruction
-Discussion sessions
-Case studies
-Learning centers
-Simulations
-Practical applications
Delivery methods
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Opening statement
Story
Photographs
Videos
Powerpoint presentation
Sounds
Props
Role-playing
Discussions
Practice
Focus
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Follow agenda & goals
Stay on topic
Guide discussions
Keep pace
Control distractions
“Tell them what they need to know,
tell them again,
then ask them what you told them.”
Pacing
Check the time
Check the agenda
Try to keep on schedule
Wrap up or add a discussion to speed
up or slow down
• Flexibility ok – address goals
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Utilizing “flow”
What is it?
Student feedback
Checks for understanding
Encourages participation
Connects student – teacher - material
Teachable moments
• Take advantage of spontaneous
occurrences
– Something unexpected
• May illustrate a concept
• Gets students to think
• Adds to understanding
– The AHA moment
• They GET it
Crowd Management
What can you do?
• Set up the classroom so you can
see what’s going on
• Tell students what they’ll be
doing ahead of time
• Move around the class to check
student interactions
• Have rules for movement in and
out of the classroom and for
behavior
• Stick to the rules
• Monitor results and adapt
techniques
Assessment
• Who / What
– The students
– The course
– The instructors
• When / How
– Before class
– At the beginning of
class
– During class
– At the end of class
– After class
Assessment = Evaluation
Have they acquired
the following?
•
•
•
•
Awareness
Knowledge
Skills
Ability to take action
A combination of
techniques assesses all
of these.
Pre-test / Post-test
How much do you know about
the subject before the class?
How much have you
learned from the class?
A survey of knowledge
Question & Quiz
as you go along
Tell them, tell them again,
then ask them what you
told them.
Checking comprehension
Practical experience
“Tell me and I'll forget; show me and I
may remember; involve me and I'll
understand.”
Chinese proverb
Help me to do it.
Checking application of
knowledge to skills
Evaluation
• Let your students tell you:
– How was the site?
– How was the overall atmosphere?
– How did the teaching techniques work?
– Were the props / handouts useful?
– Did they learn what they expected to learn?
– Did they learn something new?
Retrofit
• Instructors review:
– Logistics
• Classroom set-up
• A/V materials
– Content
• What went well
• What didn’t work
• Student comprehension
– Classroom management problems
– Communication
MAKE CHANGES
Final thoughts…
• Pump up the Connection
– Teaching Tips
– Storytelling Secrets
– Polishing the Performance
Final thoughts…
• Build the Excitement
– Market
– Advertise
– Get the word out
“Teachers have the power to
encourage or discourage their students.”
Aim for the …
AHA!
moment
Front-line communicators
• Remember, YOU represent your agency!