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Instructor development 10.24.2012
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- 2. John Quincy Adams •"If your actions inspire others to dream more, learn more, do more and become more, you are a leader." • Adams was the 6th president of the USA
- 3. INSTRUCTOR PRESENTATION As aninstructor you are evaluated critically. Adapt to your audience to avoid resentment and opposition. Teaching is an ART as well as a science and competence in presentation is critical.
- 4. The first twominutes • You are an unknown quantity/quality for only 120 seconds. After that, everything you say will be heard in the context of the impression of the first two minutes.
- 5. The opening statement •You have to maximize the impact of every word, syllable, and pause in your lead off statements. They need to be works of art – compelling to the extreme degree. To minimize the importance of preparing a solid opening statement is to potentially short circuit your entire topic. • Set the tone.
- 6. The first twominutes Respect and Rapport • Partner with audience • Respect their time • Show you prepared and rehearsed • Connect and empathize • Eye contact
- 7. The first twominutes Grab their atttention • Grab the emotional anchors/passions & run with it…… • Attention grabbers • What is the ‘opener’? – Current Event – Humor – Ancedotal – Real life – Statistics
- 8. The first twominutes Killing your first impression • Start late • Open with an apology • Unrelated or inappropriate anecdote • Slow momentum or energy • Technical difficulties / equipment failure
- 9. Define your Audience •Rapport • Credibility • Teach, Involve and Entertain • Needs of audience – “Whats in it for Me?!”
- 10. Audience size • Proxemics –Harness the ability to access your audience – Interaction – Lecture positions – Demonstration capability
- 11. Targeted Messaging • Whatdo you want your audience to achieve? • Subconscious motivators • Existing skills knowledge and attitudes • Want vs need to know
- 12. Presentation Style • Formal/ Informal • Technical / Financial • Sales • Informative • Training Skills in three phases – Cognitive – Associative – Autonomous
- 13. INFORMATION PROCESSING MOTOR LEARNING •PH ASE S O F L E AR N I N G • C ognitive (PPC T =Static) –I nitial Phase • Associated (PPC T = F luid) –I nterm ediate Phase • Autonom ous (PPC T =D ynam ic) – Advanced Phase
- 14. C ognitive Phase •G oal Setting: - self-defense - subject control - professional advancement • W hat do they want from training? - personal empowerment - skills upgrade - fighting skills - weapons use • G oal Setting within training - purpose of the skill / technique - motivation to accomplish skill • How personal/ individual goals integrate with the system taught - goals of the system - research - discipline - standardization • B asic M ovem ent C om ponents: (Tactile Learning) 1. Stance necessary for balance, power, etc. (natural action stance) 2. Landmarks for beginning , middle and end of skill 3. Combine landmarks and stances
- 15. Associated Phase Here wetake the basic motor skills learned in cognitive and associate them with a variety of stimuli. Students model after instructor, the do the reps, they associate the material into a motor pattern. 1. Teach basic Skill - cognition 2. Develop Conscious and Consistent Skill - Skill review to measure conscious initiation of skill - Measure skill consistency; same way every time
- 16. Associated Phase 3. Matchthe skill with the appropriate Stimulus : - S/R training - Explain ‘why’ the skill is performed 4. Feedback mechanisms - Questions - Visualization - Change the environment - Incremental correction - Learning Styles
- 17. Autonomous Phase • Thisis the phase of learning that we all strive for. It is a learning development phase that automatically takes control in a reactionary situation. Moving smoothly through your skills without the hesitation we see in the Associated phase. • Though thousands of repetitions of skill practice are an important step toward this phase, variables will have a dramatic influence on sudden assault reaction time • Those variables are motivation to learn, competence of instruction and Dynamic Simulation Training
- 18. “This will helpyou” • Structure you information as a benefit – Obtain skills – Power – Avoid the pain
- 19. Tie you messageto audience needs and desires • TRANSITION – What is exciting, interesting ? – Immediate connection to audience – Tell an example story or show an example photo or video (entertainment value)
- 20. Tie you messageto audience needs and desires • APPLICATION: – How can the audience use these skills or knowledge on the job today? – Relevant examples of skill application – Where an when to apply the concept
- 21. Tie you messageto audience needs and desires • BENEFITS – What’s in it for me? – What will I gain? – Will this information: • Make my life/job easier • Safety, Litigation, laws • More money • Save time
- 22. Tie you messageto audience needs and desires • ANCHORS: – Hit the emotional, personal or psychological hot button – Where is the ‘buy in’ point for the customer? – Shock factor; where is the example, photo or video that will impact the customer? – Anchors are best established through learning styles.
- 23. Ad u ltLe a rn in g The o ry – AD U L T L E AR N E R S Adult learning style inventories will manifest themselves in your classes. You may think that the person who is fidgeting, daydreaming or doodling in your class is either a “slow” learner or resistant to your teaching. Don’t write them off too soon, they may be waiting for their style of learning to come up and may be your most dynamic student.
- 24. Ad u ltLe a rn in g S ty le s • VERBAL: They learn best by listening. How it is explained is important to them. They will most often be your ‘list makers’ in class while you lecture.
- 25. Ad u ltLe a rn in g S ty le s • VISUAL: They best model well what they see. The demonstration, either live or on video tape will benefit them most.
- 26. Ad u ltLe a rn in g S ty le s • TACTILE: These are the ‘touchy- feeley’ students that must do and feel each step of the skill to get it right. Like the clicks of a ratchet, if you leave out one step they will not learn it.
- 27. Ad u ltLe a rn in g S ty le s • HAPTIC: These are hands-on learners. Doing the skill is the best for their learning process.
- 28. Ad u ltLe a rn in g S ty le s • NOTE: Learn to recognize the differences and understand that the note-takers may give you minimal physical skill performance. Offer a balanced mixture such as keeping the writing board handy when doing physical skills. Understand you may not be playing to their strength when they seem not to learn.
- 29. TRANSFERRING YOUR ENERGY TOYOUR STUDENTS• • Introduce yourself, your training and skills that validate your ability to present the program and explain your personal commitment to the topic • Speak Loudly and Clearly • Keep Eye Contact; Scan the room, avoid looking at the same people • Modulate voice: Tone and Level to reflect your own feelings • Use gestures to enhance the message. Be careful not to become distracting to the students. Too much movement can split a student’s attention. • Vary your teaching methods to keep the environment exciting. • Physical practice needs to be integrated with enthusiastic corrections that motivate energetic practice as well as correcting technique. Inject corrections every 7-10 minutes or less.
- 30. ADULT VS. CHILDLEARNERS • Adults bring a wide range of experiences to a learning situation • Adults will evaluate new information in light of their own experience: Thus, adults must integrate new knowledge with previous experiences and knowledge. • Because of the above information, new knowledge that conflicts with previous knowledge will be integrated more slowly (learning different styles). • Adult learners have an intuitive (feeling) side.
- 31. ADULT VS. CHILDLEARNERS • Adult learners are not inclined to be risk takers . • Adults will compensate for lessened psychomotor skill with fewer and slower attempts. • Above all, Adult learners are in classes demanding knowledge that is useful to them in their life circumstances.
- 32. DISTRACTING INSTRUCTOR MANNERISMS • THEDYING WARRIOR Leaning on Lectern - appears exhausted – never moves • THE WALKIE - TALKIE The Pacer who never stands still • THE CHAINED ELEPHANT Stands in one position shifting weight from one foot to the other • THE SWORDSMAN Duels with the pointer or laser • THECHANGE COUNTER Jingles Change in pockets while lecturing • THE HEADMASTER Scratches head / play with hair continuously • THE ‘UM-AH’ Uses filler words continually
- 33. Performance under Stress Considerations •Simplicity • Reaction time • Motor Skill Selection • Maximize technique/equipment performance
- 34. Wha t we kn o w a b o u t S u rv iv a l S tre s s Re s e a rc h Excellent P e r f o r m a n c e Poor Arousal LevelLow Low 115 ComplexModerateSimple FineComplexGross 145 ModerateSimple ComplexGross 175 Simple Gross Cognitive Processes Motor Control Heart Rate
- 36. TRAINING S IMPLICITY •Once you have demonstrated that a skill or a piece of equipment is appropriate, students must learn it’s operation quickly to enhance motivation and increase survivability. • Training Simplicity must be relative to skills performed (techniques) and the equipment used. Both need to consider how the body reacts under stress, resulting in system and product design. If the design is based upon easy to learn techniques, then skill levels are quickly
- 37. TRAINING S IMPLICITY •Every aspect of skill and equipment demonstration and rehearsal should be directed toward clarity of understanding and ease of use. • Training Simplicity can best be accomplished with skills and equipment that rely on basic motor and cognitive skills to master: Simple cognition & Gross motor skills and function with considerations such as reaction time and in the area of impact weapons physics such as mass & velocity. • To insure dependability, skills and equipment should operated consistently under a variety of
- 39. Co m pe te n c e • T raining Sim plicity will result in com petence m ore quickly. – Just how many repetitions are required to write or overwrite neuro learning pathways & overcome frustration ? – How much training time are you budgeted for? – Minutes or Hours of training to become competent will result in a high level of competence in a student. – Days to become competent with a skill or equipment may result in the same high level of competence in a student, but at what expense? • C om petence m ust be achieved and retained. – Can your skills and equipment once mastered, be maintained with minimal follow-up/remedial training?
- 40. Co m pe te n c e • Does your training/equipment develop technique which performs under the stress of combat? – How much stress inoculation time do you have to insure performance under stress? – Are your skills and equipment truly applicable for dynamic applications? – Dynamic training often deteriorates when it is not based on actual field
- 42. Co n fide n c e • C onfidence is achieved as physical skills and equipm ent use achieve positive experiences both in training and in the field. • A students confidence in his/her product will result in their confidence to perform in a survival stress
- 43. Co n fide n c e Confidence will lower students arousal level when in the field. • W ill this equipm ent let m e down??? - How quickly can I perform the skill or use this equipment for survival? • I m proved cognition - Reaction time awareness - Decision making skills
- 44. Wha t we kn o w a b o u t S u rv iv a l S tre s s Re s e a rc h Excellent P e r f o r m a n c e Poor Arousal LevelLow Low 115 ComplexModerateSimple FineComplexGross 145 ModerateSimple ComplexGross 175 Simple Gross Cognitive Processes Motor Control Heart Rate
- 46. Lo w er S tre s s = H ig he r Pe rfo rm a n c e ? • I f this is true we should again look at what causes stress. • O fficer is not confident in their ability/equipm ent - T raining tim e / intensity? - Skill C om plexity not com patible with stress level? – E quipm ent failure under stress: (T he car stop scenario) – O perator error resulting in your inability to access your equipm ent. – E quipm ent R etention
- 47. The Professional Instructor •If anybody could do it, it wouldn’t take a professional to get it done. There is a long standing fraternity of others who came before you. You deal with these energies just as they did. It has never been easy and you are in good company. Dr. Paul Whitesell
Editor's Notes
- #35 As a starting point of this presentation let’s agree on what happens to the body under stress. We are talking about a SNS response to intense life and death stress situations – not a physical activity such as running or weight lifting. The stress we are outlining here is true survival stress. 115 bpm – is a nice calm but alert heart rate – it provides enough stimuli to keep us alert. At 115 we have all our capacity to process complex cognitive data and have fine motor control. As our SNS increases our heart rate it also begins to shut down other processes such as our cognitive processing ability. We lose the ability to easily process complex thoughts and fine motor skills become very difficult. When the heart rate increases to 175 and beyond our cognitive processes are limited to simple processes and our motor skills are reduced to simple gross activities. I believe the years of research have shown these responses to survival stress to be something we can all agree on in one form or another – is that correct???
- #45 As a starting point of this presentation let’s agree on what happens to the body under stress. We are talking about a SNS response to intense life and death stress situations – not a physical activity such as running or weight lifting. The stress we are outlining here is true survival stress. 115 bpm – is a nice calm but alert heart rate – it provides enough stimuli to keep us alert. At 115 we have all our capacity to process complex cognitive data and have fine motor control. As our SNS increases our heart rate it also begins to shut down other processes such as our cognitive processing ability. We lose the ability to easily process complex thoughts and fine motor skills become very difficult. When the heart rate increases to 175 and beyond our cognitive processes are limited to simple processes and our motor skills are reduced to simple gross activities. I believe the years of research have shown these responses to survival stress to be something we can all agree on in one form or another – is that correct???