Essential Instructional Skills for Professional Driver Trainers

UNIT4: Techniques of Instructing

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Lesson Objectives

You’ll be able to:1. Demonstrate knowledge of how, when and why to use training

aids by developing aids for practice teaching session.

2. Use the 4-step teaching learning process in developing practice teaching demonstration

3. Incorporate at least two teaching methods described in this section into practice teaching demonstration

4. Show ability to use questions effectively in practice teaching demonstration

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Steps in Effective Use of Audio-Visual Aids

Planning by the instructorSelection of the aidPreparation of the equipmentPreparation of the student or class membersSummary of the informationDiscussion of the information

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Examples of Aids

LCD Computer Projector Overhead projector Flip charts 35mm Slide Projector Dry-erase board VCR or DVD player MP3 audio/iPod Digital video files (wmf, avi, etc)

Exhibits Models Audio Cassette Compact Disc Charts/Posters Television Radio Internet

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Why Use Aids

Focus attention on point being madeGenerate interestArouse curiosityEnhance understanding of topic Increase retention of message

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Why Use Aids (Cont’d)

May show successive steps in a processAdd believability to the messagePresentation is more fun to giveMay be used where the real object cannot be shown

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Questions to Ask Before Using Aids

Does it meet the objectives?Does it support the lesson plan? Is it current and accurate?Does it avoid extraneous detail?

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Questions to Ask Before Using Aids (Cont’d)

Is it well designed?Can the teaching point be adequately visualized?Can the aid be made within the organization? Is sufficient lead time available to create the aid?

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Basic Selection Guide for Aids

Select aids that fit the maturity, interest, and abilities of the group

Select aids most appropriate for the particular learning activity

Maintain a balance in the kinds of aids selected

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Basic Selection Guide for Aids (Cont’d)

Select aids that compliment, rather than duplicate, other learning resources

Avoid overuse of aidsAsk yourself, “Will it advance learning?”

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A Good Visual Aid Should:

Clarify an abstract idea, show a sequence, explain a relationship

Depict hard-to-get parts, unusual parts, and things generally difficult to observe

Be large enough and clear enough to be visible

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A Good Visual Aid Should (Cont’d):

Be in color for contrast, to emphasize highlights and add interest

Include only necessary explanatory written materialAttractive and professional in appearance

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4-Step Teaching/ Learning Process

1. Preparation

2. Presentation

3. Application

4. Follow-up

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Preparation

Preparing the instructorPreparing the environmentPreparing the learner

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Presentation: Key Elements

Methods: ways of teaching the lessonLesson: material selected for a specific presentationLesson Plan: written document that guides the instructor

through all phases of instruction

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Steps in Planning the Presentation

Establish objectiveResearch the topicOrganize material into the three basic parts (introduction,

body, conclusion)Select instructional methodPrepare the lesson plan

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Determine your Purpose

To inform, instruct, or clarifyTo get people to act, believe or feel; or to persuadeTo make people feel good; to entertain

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Choose Main Ideas

Two or three ideas are usually enoughConsider the listener’s ability to understand the ideasConsider the listener’s attitude toward the ideaBe sure you can make the idea clear, or prove it

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Presentation Structure

IntroductionBodySummary or conclusion

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Support Material

IllustrationSpecific instancesExplanationAnalogy or comparisonStatisticsTestimonyRestatement and repetition

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Presentation Methods

Teaching methods and materials in which the teacher is or may be the main participant

Group discussion Group learning (other than purely discussion) Individual learning

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Methods Where Teacher is Main Participant

LectureDemonstration by the teacherVisual aidsTextbooksEvaluationStudent-teacher planningUse of commercial materialsUse of community resources

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Group Discussion Methods

Informal discussionCommittee workDebatesPanelOral reportsRole-playingSymposiumDialogue

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Group Learning Methods

Class problemsContestsDemonstrationsDisplays/ExhibitsExperimentsField tripsSurveysSkits

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Individual Learning Methods

Learning activity packages Individual counselSupervised study InterviewsManuals and workbooksObservationReference readingResearchWork experience

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Factors Affecting Method Selection

Objective - what needs to be taughtType of studentSize of classAvailable facilitiesAvailable time

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How to Hold Interest

Activity or movementReality and concretenessNearnessFamiliarityNoveltySuspenseConflictHumor

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How to Communicate

DirectnessPostureMovementGestureFacial ExpressionYour voice

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Application

Have learner tell/showCorrect errorsQuestion learner: why, what, how?Continue questioning until you know that they know

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Application and Learning

The most effective way of learning is by doingRepetition is necessary It is easier to learn it right the first time than to change a

wrong habitTeach using all five senses

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Follow-up

ComplimentCorrect errors and re-teachDesignate to whom to go for further helpTaper off into normal supervision

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Testing

A way of checking in the beginning, along the way, as well as finally, whether the learner has achieved the objectives

Not only test the learner, but the instructor’s program

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Testing (Cont’d)

Tests can detect instructional flaws as well as trainee errors

Testing should be used to improve the preparation, presentation and application steps

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Why Questions?

To provoke or stimulate thoughtTo give the students an opportunity to express

themselvesTo aid the teacher in assessing student progressTo aid the student in assessing personal progress

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Questions Help the Instructor:

Motivate the groupFind out what learners already knowEncourage Active Participation by learnersSpot-check the effectiveness of the instructionpresented

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Questions Help the Instructor (Cont’d):

Clarify a point that a student has not understoodStress important pointsKeep attention of the groupReview material originally

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Effective Questions:

Should be worded so the learner cannot answer unless he or she really knows

Should be brief and easily understoodShould be limited to one main thoughtMust have a specific purpose directly related to the

subject being discussed

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When Instructors May Want to Ask Questions

At the beginning of a lesson or topicAt the end of a specific point or issue (to touch base)At the end of a unit or lesson (to touch base)At any critical pointWhenever receiving negative feedback

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Types of Questions

Ask-Pause-Call (APC)Call-Pause-Ask (CPA)Leading questionReverse questionRelay/rebound question

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Managing Questions

Asked by the instructor:Don’t call on the same few people all the timeYou aren’t training prospective lawyers, so avoid the

“Paper Chase” approachNever allow a wrong question to go uncorrectedUse questions as one tool to correct undesired

student behavior

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Managing Questions

Asked by the student:Don’t dodge or face answers if you don’t knowIf an individual seems to be monopolizing time by

“asking too many questions,” try to determine the cause of the problem

When a student asks a question, repeat it or rephrase it for that student’s benefit, and for your own benefit

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Active Listening Skills

Encouraging non-verbal signalsEncouraging verbal signalsRestatementReflectionQuestionsSilenceSummarize

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Characteristics of Effective Feedback

It is descriptive rather than evaluative It is specific rather than general It focuses on behavior and actions rather than on

personalities It is directed toward behavior or actions that the receiver

can do something about

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Characteristics of Effective Feedback (Cont’d)

It provides only the amount of information that the receiver can use rather than the amount we would like to give

It is well timed It is checked to ensure clear communication

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Managing Yourself “In the Heat of Battle”

What are your own emotional hotspots?Be prepared to deal with feelings - the audience’s as well

as your ownBe on guard for people who like to play games If there is disagreement, try not to back the other person

into a corner

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Managing Yourself “In the Heat of Battle”

Try to focus on points of agreement rather than differences

Attack problems or issues, not peopleThink before speaking

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Pre-Check Physical Facilities

LightHeatRoomSeatingVentilationEquipmentMaterials