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Effective Teaching v2.0


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3.5 Hour class on teaching people how to be effective teachers. Adapted from original conference talk.

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Effective Teaching v2.0

  2. 2. Who We Are? W hy are w e qualif ied t o do t his?
  3. 3. Welcome & Introductions • Organise yourself in alphabetical order based upon the last film you watch. • Share - Who you are? - What your role is? - The last film you watched?
  4. 4. Purpose Training w ith R esult s Practice Process Presence Preparation Key things to consider when preparing for training What you need to think about as a trainer Tools and Techniques to help you Practice makes perfect! How to be awesome!
  5. 5. Bingo Cards Similar t o b$llsh! t bingo…but less f un! • You have each been given a bingo card • In the training elements we are looking for you to spot when we exhibit behaviours or practices from the bingo card • When you get a line in any direction, then shout Bingo!
  6. 6. • In Groups of 2 or 3 brainstorm you have 5 minutes to brainstorm… - What makes a great teacher?
  7. 7. Preparation Think about: • What you want to achieve? • Where you are now, content-wise and as a teacher? • Designing an action plan, and “fill the gaps”! • Adult learning working agreements • Balance between slides and practical • How to ensure students understand the content (Playback)
  8. 8. Logistics Think about: • Sequence and timings (3 mins a slide rule) • Outcomes for each slide • Techniques and formats to use • Whether you need a test run?
  9. 9. Ice Breakers A great way to kick off any session and… • Help people to get to know each other • Encourages fun, laughter and activity • Breaks down boundaries • Helps to buy into the purpose of the event • Encourages people to share knowledge & learn from each other They can range from 5 minutes to 30 minutes In duration and can be targeted for your learning and collaboration needs.
  10. 10. I Want To Play A Game!
  11. 11. BODY LANGUAGE YOU AR E ON STAGE! Words - Key Words - Phrases Voice - Tone - Tempo Body - Posture - Actions - Touch - Gesture - Timbre - Volume - Eye Contact - Expression - Orientation - Proximity 7% 38% 55%
  12. 12. Question? W h a t i s y o u r n e x t s u p e r p o w e r a s a t r a i n e r ? • Facial expressions - Consensus - Confusion - Worry - Disagreement - Anger - Frustration • Disinterested - maybe distracted by technology • Distracting others • Wanting to say something, might be scared to • Question Wankers! Reading The Room!
  13. 13. Dealing with People In groups of 2 or 3 brainstorm for 5 minutes… Behaviour How will I recognise this? Is this a problem? How will I deal with this? 1 Consensus 2 Confusion 3 Worry 4 Disagreement 5 Disinterested 6 Distracting Others 7 Wanting to say something 8 Question Wankers
  14. 14. D on’t as s ume w hat they k now already, ins pec t it! • Shout out • Write and share • Pair and tell • Have class answer to any question from a peer before you do • You are still the teacher – you can (and may have to) respectfully fill the gaps. Canvas Current Knowledge 2016 confidential
  15. 15. BREAKOUT DISCUSSIONS Getting people into teams for an ac tivity Good For: • Meeting people • Generating Insight • Building stuff • Answering questions Suitable for: • Medium or Large Group • Great for people who don’t know each other Watch out for: • People lose focus • Misunderstood instructions • Time to work with each group
  17. 17. VisualArtifacts
  18. 18. AVOID TEXTWALLS C r eating Beautiful Mater ial It is important that you spend time and effort creating your slides. I tend to see them as an extension of my personality and so I like to make them nice and quirky. People really do appreciate the effort you put in! When creating your material you have to be mindful about how people behave when faced with lots of information. The natural instinct when you see lots of words on a slide is to start reading. ARE YOU READING THIS? This means as a trainer I have already lost you because you are no longer listening to me. The most important thing for me is for you to engage with me because I often will add in stories or content that I have not written in the slides. You might miss this  The words on my page should merely help you remember at a later point of time what we discussed. I always encourage my students to take notes during the conversations. The practice of writing the words down mean that you are more likely to remember it, even if we never look at it again..the brain is smart like that!
  19. 19. A Better Option? C r eating Beautiful Mater ial • Slides with text that builds • Doesn’t contain to many words • Space well • Interesting • With more relevant pictures
  20. 20. Top Tips from Top Trainers! Paul Goddard • Remember peoples names. Builds personal connections during the course. • Be prepared to say “I don’t know”. Don’t bullshit. • Thank people for adding something important to the conversation. Geoff Watts • Ensure there is a mix of teaching styles to reach people’s preferred learning styles. These include storytelling, group exercises, one on one conversations, models, quiet reflection and internalisation of learnings. Andrea Darabos • Engage the learners to use all senses to interact with the material. Drawing, cutting out pictures, writing poems, doing role plays and improv, and my favourite is the spacial learning exercises. Roman Pichler • Have an open mind, be present, and be grateful for what happens before judging if it is helpful or not. Karl Scotland • Experience before Theory. Run and exercise/simulation first, and them discuss what happened allows people to make more connections. • Ask the Audience. I’ll often get the participants to answer tough questions. You sometimes get better answers that way, and even learn something yourself! Nigel Baker • One thing I’ve been doing is every time I answer a question “straight”, I give myself a demerit/black mark.. I am trying to encourage them to answer their own questions Mark Summers • Be empathetic towards your delegates, don’t assume what you teach will be easy for them. So be an empathetic provocateur. • Be flexible, adapt your approach and content depending on who you are training, do this transparently by keeping your agenda visible. • Use metaphors to covey important ideas, they allow difficult concepts to be communicated easily and they stick in peoples heads after the training.
  21. 21. Mike Cohn • Here's great advice from I always follow from Leo Strauss, a professor (mostly at University of Chicago): "When you’re teaching always assume there is a silent student in the class who knows more than you do.” • Get peoples' voices in the room as early as possible. The longer people start silent in the session, the more comfortable they get with being silent. So, it's important to start early with something to get them talking. So give any assignment (preferably related to the topic) that gets people to talk. That way, they'll talk the rest of the session. • When people don't talk, count silently in your head until someone does. Silence is uncomfortable. If I ask a question of the room and no one responds I'll just stand up there counting silently in my head. 1, 2, 3, ...hey I'm getting paid to count, 4, 5 ... Eventually someone will answer because they'll get more uncomfortable than I am since my brain is now "busy." Top Tips from Top Trainers!
  22. 22. Bingo Cards H ow did w e do?
  23. 23. Get into a team of 2 or 3 people Pick a topic card from the table Pick the training techniques you want to use Plan your 25 minute training! You have 30 minutes! You Ready To Prepare?
  24. 24. You Ready To Present? Split the room in half! Each team has a 25 minute slot to deliver their training Group Feedback – Don’t forget your bingo cards! Go Go Go!