brs classroom presentation & flow - ohio.gov · the brs program uses several student centered...

BRS Classroom Presentation & Flow

Janine Brandt

Action Items

• Introductions

• Classroom mechanics how it works

• Why and how to cover keep the flow

• Dig in how to cover each section

• Flow of classroom segments and time management

• Hands on practice intermingled throughout the session [Activity]

Classroom Mechanics [Activity]

The BRS program uses several student centered learning activities.

Let’s list and identify those learning activities.

&

How is each learning activity used?

Student Centered Learning Activities

Question and Answer

Individual and Small Group Activities

Chunking

Participation is important!


Question and Answer

Q&A is an instructor-led activity where students share their knowledgewith the class.

Open ended questions

Wait for the answer

Let the topic grow

Encourage discussion

Redirect as needed

Question & Answer [Activity]Companion Guide – Unit #2Instructor led

Make the transition to Unit #2 (What are the Risks?)


Slide 17 – Use Q&A to discuss Stability, Vulnerability, and Visibility. Some questions instructors may use are:

• Why is stability important when riding a motorcycle?

• How is vulnerability a factor when riding?

• What about visibility is important when riding?


Slide 18 – Summary slide of above discussion


Slide 19 – Use Q&A to discuss the other three sources of risk – Rider, Motorcycle, and Environment


Slide 21 – Use Q&A to discuss Risk Acceptance and Risk Management


Individual and Small Group Activities

Activities give students the opportunity to link their current knowledgebase with new obtained information.

Encourages students to share

Learn from others experiences

Ability to ask questions in a safe environment

Aids students to reach higher learning potential

Individual & Small Group Activity [Activity]Companion Guide – Unit #4Students Transfer of Knowledge

Make the transition to Unit #4 (Let’s Ride!)


Have students complete the Controls Location and Controls Operation activities within their small groups.

(NOTE: If students were on the range prior to this portion of the presentation, this *may* be done as an individual instead of small group activity.)


Slides 36-37-38 Use these questions to ensure outstanding issues are addressed with Controls Location and Operation


Slides 36- 37-38 Use these questions to ensure outstanding issues are addressed with Controls Location and Operation


Slides 36- 37-38Use these questions to ensure outstanding issues are addressed with Controls Location and Operation


Slide 39 Lets students know the material will be covered more fully on the range


Chunking

Chunking method is used to discover and share larger amounts ofinformation.

Small groups of 4 to 6 students

Instructor led distinct assignments per group

Groups report back important information

Instructor listens carefully to ensure topic is covered

Instructor uses Q&A to aid the students in further discovery

Chunking [Activity]Companion Guide – Unit #1Instructor Led - Student Discovery

Slide 8 - 9 Make the chunking assignments.

• Students must record the information they determined was important on the whiteboard, flipchart paper, or some other media.


Slide 8 - 9

• It is not OK for students to read information from the Rider’s Guide when reporting their findings back to the class.

• It is the instructor’s responsibility to use open questions to ensure all important information is discussed by the class.


Slide 10

Group 1 presents information

Instructor listens carefully

Prompts if needed

Redirects as needed


Slide 11



Prompts if needed

Redirects as needed


Slide 12



Prompts if needed

Redirects as needed


Slide 13



Prompts if needed

Redirects as needed

Why & How to Cover Keep the Flow

BRS Power Point Presentation

Choose set-up for 3 group (red) or 4 group (grey)

Be familiar with the flow

Statements to be read or conveyed end in a period

Transition statements

Instructor led question end in a question mark

Why & How to Cover Keep the FlowPPT – 3 Group

129 SlidesPPT – 4 Group

134 Slides

How to Cover Each Section

Unit Q&A Chunking Activity

1 X

2 X

3 X X

4 X X

5 X X

6 X X

7 X X

8 X X

9 X

Be prepared: white board, flip chart, markers / pens, riding

gear (Unit 3)

Be familiar with ppt presentation flow and

transitions

Snapshot Overview – 3 & 4 Group PPT Presentation


MORE Rider’s Guide

Classroom Session

Be familiar with both the Rider’s Guide content & PPT

Units 1 thru 9 are covered

Student Enhanced Learning

Additional Knowledge Units and some parts of Units 1 thru 9

Rider’s Guide Activity Homework

Range Exercises


MORE Rider’s Guide

Ride SMART – Ride More Safely

Convey important safe riding strategy or practice

Teaching method focuses students on ways to be safer when riding

Instructor ask for volunteer to read the statements aloud

Upper left corner of the slide indicates Recommendation & Page #

Encourage commitment without force or coercion

Appendix D – Master list of 14 recommendations

Ride SMART – Ride More Safely [Activity]

Motorcycle Ohio has an initiative to encourage riders to Ride SMART – Sober, Motorcycle endorsed, Alert, with the Right Gear, and Trained. As we go through this Rider’s Guide, you’ll see Ride SMART – Ride MORE Safely recommendations. These are generally a statement about motorcycling and an action or commitment that Motorcycle Ohio recommends a rider follow to Ride SMART and Ride MORE Safely.

Companion Guide – Slide 14Introduction and TransitionInstructor led

PPT – 4 Group – Slide 14Student View


Our first Ride Smart Ride More Safely recommendation is on page 4. Would someone read that out loud, please?

-------------------------------------------------------------

Upper left corner states the Recommendation # and Page #

Companion Guide – Slide 15Instructor - Ask for a volunteer



Good skills, good judgement and wise choices minimize risks. May I have a volunteer to read the Ride Smart – Ride More Safely recommendation.

-------------------------------------------------------------

Appendix D lists the 14 Ride Smart Ride More Safely Recommendations

Companion Guide – Slide 23Instructor – Make a smooth transition and ask for a volunteer


Flow of Classroom & Time Management

Timing is Dynamic – Fluid

It is up to us to keep our ‘clients’ energized and motivated

How often should we give breaks

How much time should we allow for:

Introduction

9 Units

Wrap-up

Flow of Classroom Segments& Time Management

Example of Fluid Time Breakdown

*

* Units 1 and 2 must be covered before conducting Range Exercises

Time Segment Time Segment

20 Introduction 24 Unit 6 – Cornering with Confidence

15 Unit 1* –Welcome to the World of Motorcycling

10 Break

10 Unit 2* – Risk and Motorcycling 16 Unit 7 – Maximum Breaking and Swerving

25 Unit 3 – Preparing to Ride 15 Unit 8 – Special Situations

20 Unit 4 – Wheels in Motion 25 Unit 9 – Impairments to Safety

10 Break 15 Wrap-up

35 Unit 5 – Mental Motorcycling 240 min Total Time

brs classroom presentation & flow - ohio.gov · the brs program uses several student centered...

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