Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Top Emergency Services Educator Tips


Published on

It is a tremendous challenge to deliver quality emergency services education. The hurdles that have to be overcome by program directors and individual educators to meet objectives and help students achieve competencies can be discouraging at best. That's why we have to stick together. Here is a treasure-trove of top-tips for educators.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Top Emergency Services Educator Tips

  1. 1. Rommie L. Duckworth, BS, LP
  2. 2. 1. Authority (Ethos) 2. Emotion (Pathos) 3. Logic (Logos)
  3. 3. 3 1. What is this even about? 2. Why bring that up? 3. For example? 4. Is this on the exam? 5. Why should I care? 6. What am I supposed to do about it? 7. Where do we go from here?
  4. 4. 3 Components of Presenting 24 1. Keynote 2. Prezi 3. Google Slides, Zoho Show, Slides 4. Haiku, Canva, eMaze, MS Sway 5. Powtoon, GoAnimate 6. SpicyNodes, MindMeister 7. NearPod, DisplayNote8. Flowvella, Glogster, Visme 9. Slide Dog, Projeqt 10.PowerPoint
  5. 5. 1. Context: In a world… 2. Problem: Where… 3. Goal: What if? 4. Challenge: The cards are stacked against our hero… 5. Path: They’ll go from (problem) to (goal) 5
  6. 6. 6. Action: By doing… 7. Requirements and resistance: They’ll have to overcome… 8. Support and resources: With the help of… 9. Contrast and call to action: They will… 10. Take-home and victory: To make a real difference in this world!
  7. 7. 1. Find the study time of the day that works best for you. 2. Make, and stick to, a study schedule that will allow you to master the information in small, digestible chunks. 3. Get some exercise before you study. 4. Find a place that is free from distractions & interruptions. 5. Don't remain on call for work, family, or other obligations. 6. Turn off your devices so that you aren’t taken out of the “study zone” by every buzz, beep, and alert. 7. Find a study group or partner. 8. Specify your objectives.
  8. 8. 9. The “Pomodoro Technique”: 25 minute study times are followed by 5 minute breaks. After 4 or more sessions, take a longer 15-30 minute break to clear your head. 10.Study the most challenging information first, while you have the most drive. 11.Today I Learned (TIL). Every day (or after every work shift, class sessions, or study session) the bullet points of what you learned. 12.Explain it like I'm five (ELI5). Thinking how you would explain the material to a five-year-old will help you break it down to its most essential components.
  9. 9. 13.Focus on learning and using the information, not on grades 14.Consider making flow-charts, diagrams, or algorithms of clinical topics. 15.Use a reading/reviewing method like SQ3R
  10. 10. 16.A “survey” is a quick overview to get a handle on what you will be studying and how it will be presented. 17.consider five sources of questions about the material that you can use to ensure your reading comprehension. What study and review questions are already in the book? What questions do you have about the material? What questions might another student ask about this? What questions will the teacher have? What will be on the test?
  11. 11. 18.Read the information that follows each heading to find the answer to each question that you wrote down. 19.It is important to understand that this is recite, not regurgitate. 20.Use the textbook table of contents, objectives, syllabus, curricula, or other outline of the material to know what information you should review.
  12. 12. 1. Studying does not come naturally to everyone. Spend the time and energy to know and understand the material. 2. Manage your time well. Don't put off studying/practicing until the last minute and try to cram. 3. Don't just memorize (except when you have to). For essay and verbal test items, prepare by thinking about how you would explain them to other people 4. Watch what you eat starting the day before the test. 5. Get a good night’s sleep before the test. 12
  13. 13. 6. Practice relaxation techniques before and during the exam. Take deep, slow breaths through nose, hold breath to the count of three, then exhale through pursed lips. 7. Use good test taking skills. Read each question and each answer thoroughly. Don’t simply pick the first answer that looks good to get the test over with. If possible, answer the questions that you know first and return to the more difficult ones. Outline essays before you write.
  14. 14. 8. It is ok if the exam isn't quite what you expect. 9. It is ok to miss something. 10. Ignore the other students.
  15. 15. 1. Ready 2. React 3. Review 4. Rules 5. Repeat
  16. 16. 1. Start with YouTube. 2. Practice with someone who already knows the material or skill 3. Gather a study group to help you practice or find one that is already together. 4. Change roles when practicing a skill. 5. Change the equipment you use. 6. Change the environment in which you practice.
  17. 17. 7. Always try to make it all the way through the skill, even if you make a mistake as you go. 8. If you make a critical mistake and have to stop, be sure to start over from the very beginning. 9. Practice with purpose (set a goal) 10. Visualize
  18. 18. 18 1. There are no difficult students, only difficult behaviors. 2. Even “good students” have “bad behaviors” and even “bad students” have “good behaviors”. 3. Educators must focus on building positive behaviors and eliminating or minimizing negative behaviors.
  19. 19. 19 4. Red Hot Stove: Foreseeable 5. Red Hot Stove: Immediate 6. Red Hot Stove: Impersonal 7. Red Hot Stove: Consistent 8. Just Culture: Counseling for human error 9. Just Culture: Coaching for risky behavior 10.Just Culture: Conversation for reckless behavior
  20. 20. 1. What happened? 2. What normally happens in that situation? 3. What do policies require or recommend in the situations? 4. What was the underlying or root cause here? 5. How did the educator deal with the incident when it happened?
  21. 21. 1. Involve another, preferably neutral, person if possible 2. Listen to the student’s perspective and response 3. Align student goals with course goals 4. Describe the behavior and its impacts 5. Discuss correct behavior & resources for success 6. Reiterate or set parameters for future behaviors 7. Share consequences for noncompliance 8. Summarize the conversation 9. Confirm and document agreement 10. Follow through and follow up
  22. 22. 1. Identify your weak spots. 2. Re-visit material that you have studied before. 3. Do not evaluate new information as simply "true/false”. 4. Use the AA-BB-CC method to evaluate new information. 5. Authority – Is the source an expert in this topic? 6. Accuracy – Is this information verifiably accurate? 7. Background – What is the context for this information? 8. Bias – Might the creator or supplier of this information have a bias? 9. Coverage – Is this information evaluated from different angles or only one point of view? 10. Currency – How up to date is this?
  23. 23. 11. Apply your knowledge at higher levels. 12. Remember – The most basic level. Recognize and recall facts. 13. Understand – Don’t just know the facts; know what the facts mean. 14. Apply – Use facts, rules, concepts, and ideas in a real-world setting. 15. Analyze – Break down information into component parts and understand how they come together. 16. Evaluate – Judge the value of information or ideas. 17. Create – The pinnacle of understanding. Using your knowledge to solve problems in a new way in a dynamically changing environment. This is the level that is required of all field providers. 18. Cherish both training and experience; they go hand-in-hand. 19. Strive for learning, not perfection. 20. At every opportunity; Kaizen.
  24. 24. 24
  25. 25. Session Evaluations