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A Toolkit for Volunteer
Leaders
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Preparation to Teach C-6Exercise 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.
HOW PEOPLE LEARNConsiderable 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 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 AIDSEighty-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 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. |