TRAINING YOUR STAFF TO REACH THEIR AUDIENCE:

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

MAKING A RELEVANT CONNECTION

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:

– 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

It’s All About Communication

Captain, Road Prison 36

“What we've got here is failure to communicate.”

Cool Hand Luke

7 Keys to Effective Communication

• 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

• 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 Welcoming

Friendly

Interested

Genuine

Confident

Negative Cold

Doesn’t listen to others

Arrogant

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

• Make it exciting • Be practical • Find out how things work • Use technology

The “Hook”

No!

Use props

• Equipment • Accessories • Safety items • Demonstrations • Displays • Posters • Pictures

Other materials

• 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 • 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

- 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 • Opening statement • Story • Photographs • Videos • Powerpoint presentation • Sounds • Props • Role-playing • Discussions • Practice

Focus

• 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

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

Help me to do it.

“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” Chinese proverb

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.”

AHA! Aim for the …

moment

Front-line communicators • Remember, YOU represent your agency!