1 Unit 4 SBDI Course NYSED © 2010. 2 Unit 3 Review What was the most important thing you learned in the last class? What’s your main question or worry

1

Unit 4

SBDI Course NYSED © 2010

2

Unit 3 Review

• What was the most important thing you learned in the last class?

• What’s your main question or worry at this point?


3

Section 5: Planning an Effective Training Session (cont.)


4

Reminder: Writing Objectives

At the end of this presentation, you will be able to……………..


5

Exercise: Writing Objectives (Workbook p. 41)

You have been asked to design a series of 20-minute training sessions for your bus drivers. Review the objectives associated with each topic and where necessary, re-write them, making sure each objective is specific, attainable within the time frame, and measurable (SAM) in some way.


6

Session 1: Student ManagementObjective: Drivers will learn how to prevent

behavior problems on their buses.

Problems: Too general (not specific enough); too ambitious (not attainable); not measurable.

Better: Drivers will be able to describe at least two ways to reduce behavior problems on their buses.


7

Session 2: Accident AvoidanceObjective: Drivers will learn how to prevent

accidents.

Problems: Too general (not specific enough); too ambitious (not attainable); not measurable.

Better: Drivers will be able to describe at least three specific defensive driving skills that will help them prevent accidents.


8

Session 3: Mountain DrivingObjective: Drivers will learn at least two

ways to prevent brake failure on steep grades.

Problems: None – this is a good, workable instructional objective.


9

Session 4: Conflict ResolutionObjective: Drivers will learn how to avoid

arguments with parents.

Problems: Too ambitious (not attainable); not measurable.

Better: Drivers will be able to identify at least three things they can say to parents to improve communication and reduce the potential for conflict.


10

Session 5: Vehicle InspectionObjective: Drivers will learn how to conduct

a pre-trip inspection.

Problems: Not attainable in a 20 minute training session.

Better: Drivers will be able to explain the state and federal legal requirements for conducting a daily pre-trip inspection.


How’s yours looking?

• With a partner, review the objective on your Instructional Plan.

• Is it SAM?


12

Researching Your Topic

As a professional instructor, you must be or become an expert in every topic you teach. Why?

Giving a driver or attendant incorrect, incomplete, or outmoded information could result in a tragedy.


13

Researching Your Audience

How many learners will be in attendance?

What is their mental, emotional, and physical state likely to be at the time of the training session?

How much do they already know about this topic?

How uniform is their level of knowledge and experience about this topic?

Has anything happened recently pertaining to this topic that is likely to be on their minds? (i.e., an accident or incident?)


14

And…THE Most Important Question to Think About Regarding Your Audience

Exactly why is this specific topic important to this specific audience

AND why is it important to you?What about your objective?


15

WIIFM

• It’s not selfish; it’s human nature

• Why should I really pay attention to this presenter?

• Why is this material worth my time and energy?

• How will I personally benefit from it?



Great Teachers Engage Their Learners on a PERSONAL Level

“A gossip talks to you about other people. A bore talks about himself. A brilliant conversationalist talks to you about yourself.”

- William King

17

Organizing Your Materials

• Common novice SBDIs mistake is trying to cover too much material for the allotted time

• Better to grasp a single point well than to poorly understand several points



The “C” of IOCCE

• Your main goal in organizing your materials must be simplicity and clarity for the learners

• Presenting complicated material in a simple fashion is the sign of an expert teacher

19

The Art of OrganizingYour Presentation Materials

• First, split your general topic into a few key sub-topics

• Then, decide what’s the best method for presenting your material: analytical/logical; chronological; persuasive; dramatic

• You CAN’T be too simple or too clear!!!


20

Working Off Your Bullet Points

• Use your “visible skeleton” flip chart sheet or contents slide as your speaker notes

• “Splain it!” Thoroughly explain each bullet point in your own words

• If you need to pause to collect your thoughts occasionally as you move through your bullet points, do so – it’s no big deal!


Exercise: Creating an Outline of Your “C” (Contents)

• Working in groups of 3-4, split your assigned topic into 5-6 key sub-topics

• Not IOCCE, just the content

• Each group member should agree on what Key Words or Phrases represent

• Create a “visible skeleton” of the key sub-topics on a flip chart sheet, using no more than 6 words for each bullet point



General topics

1. Pre-trip inspection2. Severe weather

driving3. Bus yard safety4. Student

management

• Clear 30-minute topic• 5-6 points• Up to 6 words per point• On flipchart• Clear agreement on

content behind each point


23


• Post your flip chart• Give a group

presentation of the content, each taking bullets in turn.

• Feel the “Skeleton” guide you.


24

The “E” of IOCCE:Evaluating Audience Knowledge/Comprehension

• Learn current skill level• Physical signs – reading

the audience• Demonstrations and

practice• Games• Q and A• Quizzes and tests


25

Monitoring ALL Your Learners

Teaching primarily to the most interested and most attentive is a very dangerous mistake for an SBDI



“Monitor and Adjust”

• Ignoring the mental state of the audience in an effort to “complete the program” is instructionally irresponsible

• If the audience is lost, the lesson plan should be adjusted then and there

27

Taking the Pulse of the Class

INFORMAL ASSESSMENT• “Are you understanding this?”• “Do you have any questions?”• “Does this make sense?”• “What’s unclear to you?”• “Should we go over this one more

time?• ”Do you think anyone in the class

is confused?”



The “Universal Classroom Law”

If one student admits he or she doesn’t understand something, other students also don’t understand it

29

Are You Reaching EVERY Driver in your Audience?

• Most of our drivers are “getting it” – our training programs are generally successful

• But in many training courses, a few drivers don’t – or won’t

• How important is it to reach those few?



“Never Lightly Leavea Learner Behind”

• Not everyone learns at the same pace

• Look for creative ways to reach every person in your class

• Some learners may need one-on-one attention during or after class – one sign of a great teacher!

31

Four Critical Time Management Questions

1. Can you realistically cover your topic within the allotted time frame?

2. Is adequate time allowed for a strong, professional opening and closing?

3. Is adequate time set aside for interaction with the audience - discussions, Q&A, and group activities?

4. Is there enough time to go over the answers to a quiz or test?



Time Management Issues cont.

• Is adequate time allowed for breaks?

• If you are an outside presenter being called in to the neighboring district, will there be other speakers before you that will eat up some of your time?

• Do you have a backup plan?

33

Trying to Cover Too Much Content Is Deadly


34

The Worst Possible Way to Conclude a Program

Asking the class to stay later than scheduled to complete your program is unprofessional and unfair, and will be resented


35

SBDI’s Planning Checklist

Take turns explaining:

1. Define the topic2. Research the topic3. Research your audience4. Define your instructional

goals5. Prepare a strong

opening

6. Organize the contents7. Plan activities to involve

the audience8. Plan activities to monitor

the audience’s learning9. Develop audiovisual aides10. Prepare a strong closing



SBDI’s Planning Checklist cont.

11. Prepare to project a confident stage presence

12. Instructor self-reflection

Review Section 5 Key Ideas

• Any questions?• Check for clarity• Key ideas – make

sure your book is right for studying


38

Section 6: AV 101


http://www.dickblick.com/zz131/35/


Professional Use of Media

• Intelligent use of media adds _____________ to most training sessions

• But don’t _____________ it!• The primary purpose of

media is to______________________• What are the possibilities?

interest

overuse

stimulate discussion

40

AV Fundamentals

KILL• “Keep it large and

legible”• If they can’t read it or see

it, you’re “killing” the learning

• Are you sure everyone can see it clearly?

KISS• “Keep it short and simple”• 6 X 9• When presenting visual

information, less is often more


41

Videos, Video Clips and DVDs

• ALWAYS preview • No video or DVD is

perfect• Ask drivers to look for

mistakes• Show just a part

• Be present• News footage• Interviews of drivers or

attendants• Why not produce your

own training video?


42

PowerPoint Strengths and Weaknesses

Advantages• Adds color and interest• Adds structure for the

presenter – slides serve as your notes!

• Surprisingly easy to use!

Dangers• PowerPoint Pace – too many

slides!• Reading slides• Childish clip art, animations,

and sounds• Cluttered slides, hard to read

fonts, color combos• “PowerPoint Uh-Oh”


43

PowerPoint Tips

• Keep slides simple• Use “progresive

disclosure” selectively• Project slides as large

and high as possible• “B” for blank

• Check spellling and grammer carefully

• Don’t read from screen

• Use a wirless remote• Check your rigging!• Have an backup plan


Yes, I know there were misspellings on the previous

slide.

NYS SBDI Course ● © Jim Ellis 2007 44

Spelling Poem Eye halve a spelling chequer

It came with my pea seaIt plainly marques four my revueMiss steaks eye kin knot sea.

Eye strike a key and type a wordAnd weight four it two sayWeather eye am wrong oar writeIt shows me strait a weigh.

As soon as a mist ache is maidIt nose bee fore two longAnd eye can put the error riteIts rare lea ever wrong.

Eye have run this poem threw itI am shore your pleased two noIts letter perfect awl the weighMy chequer tolled me sew.

NYS SBDI Course ● © Jim Ellis 2007 45


Creating a PowerPoint Presentation Is Surprisingly Easy

Step One: Open PowerPoint

47

Step Two:Select “Blank Presentation”


48

Step Three:Choose an “AutoLayout”


49

Step Four:Type Your Text


50

Step Five:Add Some Color


51

Step Six:Add Additional Slides


52

Step Seven:Add Photos, Graphics or Video


53

Add Photos or Graphics


54

Step Eight: Finish Your Slides and Check Your Spelling


55

Step Nine: You’re Done! Push F5 for Slideshow


56

The MOST Effective Useof PowerPoint

Use your slides to stimulate class discussion!

“What do YOU think?”


Effective OH Use

• Stand to the side facing the class

• Have enough table space to keep order

• Brainstorm w/blank• Progressive disclosure• Turn off to bring focus back

to you


58

Flip Charts and Whiteboards

• Old-fashioned? No way!• Highly interactive• Post brainstorming ideas

around the room• KILL!• Add color for interest• Bullets


AFTERNOON STOP BRAINSTORMING

SCAN AS YOU APPROACH THE BUS STOPREMIND CHILDREN OF CROSSING PROCEDURECOUNT THE CHILDREN AS THEY GET OFF THE BUSMAKE SURE THAT ALL TRAFFIC HAS STOPPEDSIGNAL CHILDREN THAT IT IS SAFE TO CROSS COUNT CHILDREN AWAY FROM THE BUS BEFORE CHECKING THE MIRRORS AND MOVING INTO TRAFFIC


AFTERNOON STOP BRAINSTORMING



Afternoon Stop Brainstorming

Scan as you approach the bus stopRemind children of crossing procedureCount the children as they get off the busMake sure that all traffic has stoppedSignal children that it is safe to cross Count children away from the bus before checking the mirrors and moving into traffic



Scan as you approach the bus stopRemind children of crossing procedureCount the children as they get off the busMake sure that all traffic has stoppedSignal children that it is safe to cross Count children away from the bus before checking mirrors and moving into traffic



• Scan as you approach the bus stop• Remind children of crossing procedure• Count the children as they get off the bus• Make sure that all traffic has stopped• Count children away from the bus before

checking mirrors and moving into traffic• Signal children that it is safe to cross



• Scan as you approach the bus stop• Remind children of crossing procedure• Count the children as they get off the bus• Make sure that all traffic has stopped• Count children away from the bus and scan

mirrors before moving into traffic• Signal children that it is safe to cross



• Scan as you approach the bus stop• Remind children of crossing procedure• Count the children as they get off the bus• Make sure that all traffic has stopped• Signal children that it is safe to cross • Count children away from the bus before

checking the mirrors and moving into traffic



• Scan as you approach the bus stop

• Remind children of crossing procedure

• Count children away from the bus and check mirrors before moving into traffic

• Count the children as they get off the bus

• Make sure that all traffic has stopped

• Signal children that it is safe to cross


Remember this one?



68

Demonstrations and Props

Demonstrations and props can add interest to your program and are a great opportunity for “hands-on” learning


69

The Most Common Mistake with Demonstrations and Props

“What’s that thing in his hand anyway?”

Can EVERYONE see it clearly?


70

Group Activity MUSTS

• MUST be carefully planned out

• Instructor MUST give clear directions about exactly what the participants should do

• MUST be closely monitored – you MUST be “right there”



Effective Use of Handouts

• Professional instructors provide professional handouts

• Avoid “copies of copies”• Decide the best time to pass

them out – beware the potential for distraction

• Tell the class what to do with them

Some possibilities could include:

• Worksheets• Checklists• Quizzes• Policies• Activity directions• Review materials• Additional related material

not covered in the class.

When would you distribute each one?

72





74

Section 7: Learning to Speak More Clearly


Aristotle said…

There are three parts toevery communication• Sender• Message• Receiver

• What could interfere with this process?

Barriers• Different life experience• Hearing difficulties• 2nd language challenges• Classroom distractions• What else?


76

Enunciation Matters

• If you don’t speak clearly, your teaching will be compromised, no matter how well you know your material

• In public speaking, our normal speech patterns may not be clear enough


Four “ATIONS”

• EnunciATION• Speak clearly

• ArticulATION• Strong consonants


• VariATION• Vary pitch, tone and

volume

• PrioritizATION• Choose the words to

emphasize

78

Verbal Clarity Self-Assessment

1. Do you try to ARTICULATE words so the listener can make them out even if they aren’t heard “in context”?

2. Do you clearly ENUNCIATE your consonants?3. Do you VARY the pitch, volume, and pace of your

speaking voice to underline key points in your talk?4. Do you EMPHASIZE/PRIORITIZE the most important

words in each sentence so they jump out vividly at the listener?


79

Exercise: The Power Of Emphasis

When I saw the new driver pull up next to those students, I asked myself if I had really done everything I needed to do as a trainer.


80

The Power Of Emphasis

When I saw the new driver pull up next to THOSE students, I asked myself if I had really done everything I needed to do as a trainer.


81


When I saw the NEW driver pull up next to those students, I asked myself if I had really done everything I needed to do as a trainer.


82


When I saw the new driver pull up NEXT to those students, I asked myself if I had really done everything I needed to do as a trainer.


83


When I saw the new driver pull up next to those students, I asked myself if I had really done EVERYTHING I needed to do as a trainer.


84

Dramatic Repetition of a Key Word Can Be Powerful

When I saw the new driver pull up next to those students, I asked myself if I had really done EVERYTHING – EVERYTHING! - I needed to do as a trainer.


85

Speaking More Clearly:“The Secret”

Slowing down (pause), lowering your voice or pausing altogether (pause), can be amazingly effective in regaining the audience’s attention (pause).

Speaking more slowly (pause) does wonders to make your speech patterns more intelligible.


86

Projecting Your Voice

• Consciously aim for the rear of the room

• Speak with your diaphragm, not your mouth

• Enunciate clearly – don’t rush your words!

• Do use a microphone whenever possible


87

Using a Microphone

• Learn how it operates BEFORE your program!

• Do a sound check - post a helper in the rear of the room

• A microphone makes you louder, not clearer – enunciate!

• Make sure you turn it off when your program is finished

• Wireless clip-on mics are best


88

Look It Up

• Build your vocabulary but don’t try to use unfamiliar or “fancy” words – beware “malapropisms”!

• Use a dictionary before your program to check pronunciation and usage






90

Unit 4 Wrap

• What was the most important thing you learned in this unit?

• What’s your main question or worry at this point?


91

Unit 5 Assignments1. Prepare for quiz on sections 5-7.2. Choose the “bad habit” you see every day that

worries you most. Be specific. 3. Use the PowerPoint Template to prepare a 8-10

minute presentation on that “bad habit”4. Keep trying new units on PP web site or self-help

book.5. Update your 20-minute Instructional Plan Template


Documents

1 Unit 4 SBDI Course NYSED © 2010. 2 Unit 3 Review What was the most important thing you learned in the last class? What’s your main question or worry