A short talk by myself on communications skills used in STEM workshops. Prepared for Robogals EMEA, an European arm of the international student-ran Female in STEM organisation, Robogals.

1. Workshop
Communicatio
n
11th February 2017
by Kelvin Lam
Robogals Bristol

2. Motivation
• Decline of schools, introduction of
“home-based learning” and “learning
via discovery”
• “Coaching” not “Instructing”
• Outreach need to adapt to varieties
• Students’ culture change, old
methods may not work

3. Agenda
• Planning a workshop / class
• Lesson Plan
• How to break down / deliver
information
• Modes of learning
• Students engagement

5. FAQ
• Q: “What is the best way to
engage students / teachers /
audience?”

6. FAQ
• Q: “What is the best way to
engage students / teachers /
audience?”
A:
Structure your workshop!

7. Engagement
Most engaging speakers?

8. Catches your attention at the very first
second. [First impression]

9. Engagement

10. Engagement
“Sandwich
model”

11. Engagement
“Sandwich model”
Introduction (20%)
Items 1-3 (60%)
Closing (20%)

12. Engagement
Introduction (crust)
Grasp their attention
(question/quote/stunts)
Brief / review of last lesson.
Tells them what to expect
(signpost).
Voice + posture (crucial)

13. Engagement
Vegetable (item 1)
“Light bite”
Point – Explain – Transition

14. Engagement
Ham & tomato (item 2 & 3)
Gets increasingly heavier.
A progression from item 1
(chronological order)

15. Engagement
Closing (crust)
Wraps up nicely
Nothing new – no
confusion
Review briefly
What to expect next –
engaging

16. Engagement
Triad structure
“Rule of 3”
Point 1 – Point 2 – Point 3  move on
Psychological research:
Express your concept, emphasises it, reinforces it.

17. Engagement
Demo:
Sandwich structure with “rule of 3”

18. FAQ
• Q: “I am really excited about
teaching kids everything about
robots. But… where should I
start?”
• A:

19. FAQ
• Q: “I am really excited about
teaching kids everything about
robots. But… where should I
start?”
• A: Lesson Plan

20. Constructing a Lesson Plan
• Identifies: Learning Objective (aim) &
goals
• Desired Method of Instruction
• Defines your “philosophy of education”

21. Writing a Lesson Plan
(Robogals)
• Time & date of workshop
• Requirements + availability of materials
• Workshop LOs
• Age & sizes of the class
• Duration / time frame
• Review, “lead-in”
• Instructional component
• Practice
• Evaluation & Summary

22. Give it a go
Title of Workshop
Pre-requisite (items to re-
visit)
Date / Time
Materials to be used
Introduction
Demonstration /
explanation
Student engagement
(Questions? Activity?)
Conclude, aims for next
session
Misc.

23. FAQ
• Q: “I have constructed a Lesson
Plan, and it has met my Learning
Objective…
why aren’t my students
learning?”
• A:

24. Breakdown of
information
• Q: “I have constructed a Lesson
Plan, and it has met my Learning
Objective…
why aren’t my students
learning?”
• A: Information overflow

25. Think about your lecturer…

26. This is a title of my slide…

27. This is a title of my slide…
• This is the first point of my slide. I will always read this material
to you, so don’t bother reading it.
• This is my second point. It is easier to just let me convert digital
text to voice for you, so just bear with me.
• This is my third point. Someone once said, you understand
better when you read and listen to the same information at the
same time. So I am ensuring you to remember it better.
• This is my fourth point. I don’t care if half of you are sleeping /
Snapchatting, I was told to do this presentation.
• Just let me get on with my job. Stop moaning, cest la vie!

28. Cluster of
information
from speech
drafts
Very messy &
unintelligible

29. Cluster of
information
from speech
drafts
Very messy &
unintelligible
Presentable
speech
Easy to follow
Audience
engaged

30. Cluster of
information
from speech
drafts
Very messy &
unintelligible
Presentable
speech
Easy to follow
Audience
engaged
Organisation…


31. Flow of information
• Data =/= Information
• Organise things into some
sensible order…

32. Flow of information
• i.e.
Chronological / Sequential
Categorical
Building up hierarchy / requisite
Cause & effect
• Comparison: Situation A –
General – Situation B
 Example: Arranging action
blocks in Lego EV3

33. FAQ
• Q: “I tried my best to explain
how to use an IF/WHILE loop,
but …
why aren’t they engaged /
listening at all?
• A:

34. FAQ
• Q: “I tried my best to explain
how to use an IF/WHILE loop,
but …
why aren’t they engaged /
listening at all?
• A: Different learning styles!

35. Learners’ type
• Know + engage with your
audience
• Adapt instantaneously
• 4 Primary VARK Model

36. Learners’ type
• Know + engage with your
audience
• Adapt instantaneously
• 4 Primary VARK Model
• Relate them to workshop
scenarios (example)…
How can you respond to
them?
Visual
Auditory
Read/write
Kinesthetic

37. Discipline
• Tools to control class behaviour

38. Discipline
• Tools to control class behaviour
Reward Sanction

39. Discipline
• Tools to control class behaviour
Reward Sanction
Prizes?
Verbal
recognition
Any more?
Verbal warning
“Count in three”
Report

40. Summary
• “Sandwich” & rule of 3
• Know the purpose of a Lesson Plan
• Able to communicate effectively
• Differentiate and respond to different
Learner Types
• Observe and respond to discipline
issues

41. Any