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!
Student Centered Learning Activities
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?)
Question & Answer [Activity]Companion Guide – Unit #2Instructor led
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?
Question & Answer [Activity]Companion Guide – Unit #2Instructor led
Slide 18 – Summary slide of above discussion
Question & Answer [Activity]Companion Guide – Unit #2Instructor led
Slide 19 – Use Q&A to discuss the other three sources of risk – Rider, Motorcycle, and Environment
Question & Answer [Activity]Companion Guide – Unit #2Instructor led
Slide 20 – Summary slide of above discussion
Question & Answer [Activity]Companion Guide – Unit #2Instructor led
Slide 21 – Use Q&A to discuss Risk Acceptance and Risk Management
Question & Answer [Activity]Companion Guide – Unit #2Instructor led
Slide 22 – Summary slide of above discussion
Student Centered Learning Activities
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!)
Individual & Small Group Activity [Activity]Companion Guide – Unit #4Students Transfer of Knowledge
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.)
Individual & Small Group Activity [Activity]Companion Guide – Unit #4Students Transfer of Knowledge
Slides 36-37-38 Use these questions to ensure outstanding issues are addressed with Controls Location and Operation
Individual & Small Group Activity [Activity]Companion Guide – Unit #4Students Transfer of Knowledge
Slides 36- 37-38 Use these questions to ensure outstanding issues are addressed with Controls Location and Operation
Individual & Small Group Activity [Activity]Companion Guide – Unit #4Students Transfer of Knowledge
Slides 36- 37-38Use these questions to ensure outstanding issues are addressed with Controls Location and Operation
Individual & Small Group Activity [Activity]Companion Guide – Unit #4Students Transfer of Knowledge
Slide 39 Lets students know the material will be covered more fully on the range
Student Centered Learning Activities
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.
Chunking [Activity]Companion Guide – Unit #1Instructor Led - Student Discovery
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.
Chunking [Activity]Companion Guide – Unit #1Instructor Led - Student Discovery
Slide 10
Group 1 presents information
Instructor listens carefully
Prompts if needed
Redirects as needed
Chunking [Activity]Companion Guide – Unit #1Instructor Led - Student Discovery
Slide 11
Group 2 presents information
Instructor listens carefully
Prompts if needed
Redirects as needed
Chunking [Activity]Companion Guide – Unit #1Instructor Led - Student Discovery
Slide 12
Group 3 presents information
Instructor listens carefully
Prompts if needed
Redirects as needed
Chunking [Activity]Companion Guide – Unit #1Instructor Led - Student Discovery
Slide 13
Group 4 presents information
Instructor listens carefully
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
Why & How to Cover Keep the Flow
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
Why & How to Cover Keep the Flow
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
Ride SMART – Ride More Safely [Activity]
Our first Ride Smart Ride More Safely recommendation is on page 4. Would someone read that out loud, please?
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Upper left corner states the Recommendation # and Page #
Companion Guide – Slide 15Instructor - Ask for a volunteer
PPT – 4 Group – Slide 15Student View
Ride SMART – Ride More Safely [Activity]
Good skills, good judgement and wise choices minimize risks. May I have a volunteer to read the Ride Smart – Ride More Safely recommendation.
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Appendix D lists the 14 Ride Smart Ride More Safely Recommendations
Companion Guide – Slide 23Instructor – Make a smooth transition and ask for a volunteer
PPT – 4 Group – Slide 23Student View
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