instructional skills development

Version 17.1 > English Edition

Instructional Skills Development

For the Oil & Gas Industry • Participant Manual

Copyright

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means: photocopying, electronic, mechanical, recording or otherwise, without the prior written permission of Enform Canada. © 2017 Enform Canada

Acknowledgements

The Instructional Skills Development course was developed by Enform through a collaboration of industry professionals representing CAGC, CAODC, CAPP, CEPA, EPAC and PSAC. Thank you to everyone who dedicated time and resources to creating this outstanding product.

Enform: Your Partner in Safety

Enform, the safety association for Canada’s upstream oil and gas industry, is the advocate and leading resource for the continuous improvement of industry’s safety performance. Established by industry for industry, Enform helps companies achieve their safety goals by promoting shared safety practices and providing effective training, expert audit services and professional advice. Our vision is no work-related incidents or injuries in the Canadian upstream oil and gas industry.

Industry Direction

Enform’s strategic direction is determined by its Board of Directors, which is comprised of representatives from all of Canada’s six major oil and gas industry trade associations:

» Canadian Association of Geophysical Contractors (CAGC)

» Canadian Association of Oilwell Drilling Contractors (CAODC)

» Canadian Association of Petroleum Producers (CAPP)

» Canadian Energy Pipeline Association (CEPA)

» Explorers and Producers Association of Canada (EPAC)Petroleum Services Association of Canada (PSAC)

Corporate Profile

Collaborating With Industry

The oil and gas industry created Enform as a not-for-profit organization dedicated to meeting industry’s safety needs. Our industry partners recognized then, as they do now, that safety can never be compromised. They also trust in Enform to be the leading resource for the continuous improvement of the industry’s safety performance.

Our “by industry, for industry” structure affords many benefits. Our position within industry allows us to collaborate with interested parties to achieve shared safety goals. Our ongoing commitment from industry – in the form of annual funding – gives us the ability to provide a stable product and service offering, throughout all activity and economic cycles. Our not-for-profit status allows us to reinvest any revenues back into safety programs dedicated to the oil and gas industry, so we can offer additional services at no extra charge.

We are justifiably proud of our “by industry, for industry” status. It makes Enform distinct and we truly appreciate the trust industry places in us.

Located Near Industry Activity

To serve the industry efficiently, Enform is located in centres of oil and gas activity. Each location is unique, offering a customized blend of products and services. Together, our four facilities meet the diverse needs of industry:

CALGARY5055 - 11th Street NE

Calgary, Alberta

T2E 8N4

phone: 403.516.8000

toll free: 1.800.667.5557

fax: 403.516.8166

BC#2060, 9600 - 93rd Avenue

Fort St. John, British Columbia

V1J 5Z2

phone: 250.7794.0100

toll free: 1.855.436.3676

fax: 250.785.6013

NISKU1803 - 11 St

Nisku, Alberta

T9E 1A8

phone: 780.955.7770

toll free: 1.800.667.5557

fax: 780.955.2454

SASKATCHEWAN#208, 117 - 3rd Street NE

Weyburn, Saskatchewan

S4H 0W3

phone: 306.842.9822

toll free: 1.877.336.3676

fax: 306.337.9610

INSTRUCTIONAL SKILLS DEVELOPMENT 5

Table of ContentsCorporate Profile ...........................................................................................................................................3

Course Overview ...........................................................................................................................................6

Module 1: Introduction ...................................................................................................................................7

Module 2: Principles of Adult Learning .........................................................................................................13

Module 3: Methods of Instructional Delivery .................................................................................................27

Module 4: Developing Lesson Plans Based on the ROPES Model ...............................................................46

6 PARTICIPANT MANUAL

■ COURSE OVERVIEW

This is the student manual for Enform’s Instructional Skills Development course whose purpose is to provide foundational training for all new Enform instructors. The course is designed to provide the knowledge and skills you will need to become an effective instructor of adult students in an instructor-led teaching setting. It pro-vides opportunities for each participant to develop and deliver two mini-lessons to demonstrate what was covered in the course. For the first teaching demonstration you will receive verbal feedback from your fellow students and the course instructor that should help you to refine your teaching and presentational skills. For the second teaching demonstration, you will be formally evaluated by the instructor.

■ GOAL

The goal of the course and this manual is to provide you with the knowledge and skills that you can immedi-ately put into practice as you teach your first course. The success of this course depends on complete com-mitment from each participant for its entire duration.

■ PRACTICE TEACHING SESSIONS

The two practice teaching sessions are an important and significant component of this course as they provide an opportunity to apply the knowledge and skills that you gain from this course including the ROPES lesson planning procedure. The practice teaching sessions also provide you the opportunity to refine your presenta-tion skills. Each participant will prepare and deliver one 20-minute lessons on the topic of their choice and one 30-minute lesson based on the course which they plan to instruct on after completing this course. More details regarding the practice teaching sessions will be provided later in this manual.

■ EVALUATION

This course has been designed to provide opportunities for you to actively participate in class and individual activities. Participation is both informal during class discussions and formal during your teaching presenta-tions.

The instructor shall assess your overall performance based on your participation in class activities and discus-sions, successful completion of your first teaching demonstration, and in providing feedback to your fellow participants after their first teaching demonstration. Your second teaching demonstration, as mentioned earlier, will be formally evaluated by your instructor.


MODULE 1

Introduction


Module 1: Introduction

OUTCOME

Carry yourself in a professional manner when representing Enform in the classroom.

OBJECTIVES Upon completion fo this module, you should be able to:

1. Outline the role of an Enform-certified instructor and/or an authorized training provider.

2. Complete a self-introduction and self-assessment.

■ ROLE AND RESPONSIBILITIES OF AN ENFORM-CERTIFIED INSTRUCTOR

An Enform-certified instructor’s job is to inform, guide, and coach but also to encourage and inspire students. An instructor does this by offering their knowledge, expertise and passion for a particular content area and by continuously striving to build on the skills and knowledge they already possess.

Instructors are responsible for coming to class prepared. This includes having a lesson plan in place beforehand, being well organized, on time and prepared to teach.

When delivering training, an instructor needs to communicate to trainees about what is expected of them in a simple and professional way, identify the learning outcome up front and instruct specifically to the course outcomes and objectives. This also means using the resources and delivering the prescribed material provided by Enform. Instructors also have responsibility to identify special needs or considerations so as to reach all students and be open to their questions and concerns.

Instructors that are charged with the delivery of Enform courses also have an obligation to follow its established protocol. This includes conducting themselves in a professional manner when they are leading a class and abiding by Enform’s Code of Ethics for Instructors and the corresponding policies and procedures. These will be discussed in greater detail in the Instructor Orientation, which immediately follows this course.

In short, the ultimate goal of an instructor should be doing their part to help students reach each of the learning objectives as defined in their student manuals so that they can develop a competency and skill set to perform safely and effectively in the work place.

The Golden Rule for an Instructor/Trainer is

Always be prepared to instruct


attendance. They play an important role in setting the tone for the remainder of the course. Your self-introduction should help you develop a rapport with your students and should be done in a way that sutdents are expected to introduce themselves. In other words, your self-introduction should be a model for which students are to follow including the amount of time used. So keep them brief - 60-90 seconds long.

Other than providing your name and the name of the course you’re teaching, here is some information you may consider sharing:

» Personal Information: where you are from, training/educational history, hobbies and interests, etc.

» Work Experience: how you came to specialize in your chosen field, a description of your specific area of expertise, your current job (if any), and your future plans.

» Teaching Experience: how long have you taught, what courses have you taught, why you decided to become an instructor, what you enjoy about being in the classroom, what do you learn from your students, etc.

» In making your decision about what information to share, consider how much you want them to know and how much you want to reveal about yourself. Try to be both personable and authentic.

Students’ self-introductions help to get them talking and feeling comfortable with one another which should lead into a productive and welcoming class environment. Their self-introductions also provide the opportunity for you to assess their previous learning and/or current understanding of the topic at hand.

As an instructor, you should show interest during students’ self-introductions by listening attentively and asking pertinent follow-up questions. This should help you relate better to your students and allow you to give appropriate examples and ask relevant questions throughout the course session. The information that you are able to ascertain about your students can also be used when deciding how to group students for any group work activities.

■ SELF-INTRODUCTIONS

Activity

This activity is to help us all get to know each other better and to give you some practice in making an introduction to a class.

To complete this activity:

» Make a list of information for use in a personal introduction, noting your name, affiliation, education, specialized training (e.g. Toastmasters), professional designations experience, volunteer work, and other relevant items (media development, photography, videography, amateur theatre acting, etc.)

» Include aspects of any field and/or teaching experience

» Indicate what you hope to learn most about from the workshop

Everyone in class will then take turns introducing themselves to the group using the captured information. You will also be able to ask and answer questions about yourself and others.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Self-Introductions in your Class

Self-introductions, both by the instructor and students, should be done at the very beginning of each course immediately after class orientation and


■ SELF-ASSESSMENT ACTIVITY

The statements in the table that follows describe various knowledge and skills required to be effective in the classroom. In this activity you will assess your current level of knowledge and abilities, and identify areas of possible improvement. At the end of the course you will again complete the checklist. Hopefully, you will be able to rate yourself higher on those areas you initially identified as in need of improve-ment.

Read each statement carefully. There are no right or wrong answers. For each statement circle the number that indicates the degree to which you agree or disagree. Then, shade in the corresponding segments on the wheel below.

■ PRE-COURSE ASSESSMENT ■ POST-COURSE ASSESSMENT


Statements Strongly Disagree

Disagree Neutral Agree Strongly Agree

1 I know and understand the characteristics of adult learners, and how they impact classroom instruction.

1 2 3 4 5

2 I know how adults want to be treated during training sessions. 1 2 3 4 5

3 I know how to apply the principles of instruction in adult learning settings. 1 2 3 4 5

4 I know how to use the ROPES model to plan and deliver a lesson. 1 2 3 4 5

5 I know how to recognize and deal with common types of adult learning disabilities. 1 2 3 4 5

6 I know how to recognize and deal with language and cultural barriers. 1 2 3 4 5

7 I know what the different learning styles are and their implications for teaching. 1 2 3 4 5

8 I know how to establish rapport with students. 1 2 3 4 5

9 I know how to give a proper self-introduction 1 2 3 4 5

10 I know how to identify and handle classroom disruptions.

1 2 3 4 5

11 I know how to establish classroom guidelines and rules. 1 2 3 4 5

12 I know how to use questions effectively in class.

1 2 3 4 5

13 I know how to incorporate learners’ knowledge and experience into instruction. 1 2 3 4 5

14 I know how to effectively answer student questions.

1 2 3 4 5

15 I know the techniques for keeping learners actively involved in class.

1 2 3 4 5

16 I know how to assess learner comprehension and performance in real time.

1 2 3 4 5

17 I know effective presentation techniques and how to use different instructional media.

1 2 3 4 5

18 I know how to initiate and manage group work.

1 2 3 4 5

19 I know how to manage class discussions. 1 2 3 4 5

20 I know how to use my personal experiences as a teaching tool.

1 2 3 4 5


MODULE 2

Principles of Adult Learning


Module 2: Principles of Adult Learning

OUTCOME

Recognize the unique needs of adult learners.

OBJECTIVES

Upon completion fo this module, you should be able to:

1. Explain how the learning domains relate to Enform courses.

2. Describe the main characteristics of adult learners.

3. Outline the various types of diversity in a modern adult learning environment.

■ UNDERSTANDING LEARNING DOMAINS

Learning is everywhere. We can learn mental skills, develop our attitudes and acquire new physical skills as we perform the activities of our daily living. These domains of learning can be categorized as follows:

» Cognitive domain (knowledge)

» Affective domain (attitudes), and

» Psychomotor domain (skills

For the classroom, these learning domains may be though of as learning categories which are used by instructional designers to formulate the goals of the learning process. That is, after a lesson, the learner should have acquired a new skill, knowledge, and/or attitude.

The content of the lesson will support the learning objectives, and in turn, the exercises / activities / discussions will allow students an opportunity to demonstrate or practice what they have learned. Finally, the content of the course exams will reflect the learning objectives of the course.

All Enform courses are carefully designed around this taxonomy of learning.

The intended outcomes and learning objectives of all Enform courses fall into at least one of these domains:


Cognitive Domain

The cognitice domain involves the development of our mental skills and the acquisition of knowledge. The six categories included under this domain are; starting from the simples to the most complex:

Category Examples

Knowledge: The ability to recall data or information » Recite a policy

» Quote prices from memory to a customer

» Recite safety rules

Comprehension: The ability to understand the meaning of what is known.

» Explain in one’s own words the steps for performing a complex task

Application: The ability to utilize an abstraction or to use knowledge in a new situation.

» Use a manual to calculate density

» Sketch a picture to explain the way a machine operates

» Putting information in graph form

Analysis: The ability to differentiate facts and opinions. » Troubleshoot a piece of equipment by using logical deduction

» Gather information from a department and selects the required tasks for training

Evaluation: The ability to come up with judgments about the importance of concepts.

» Select the most effective solution

» Hire the most qualified candidate

» Explain and justify a new budget

Creating: The ability to integrate different elements or concepts in order to form a sound pattern or structure so a new meaning can be established.

» Write a company operations or process manual

» Design a machine to perform a specific task

» Integrates training from several sources to solve a problem

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.


Affective (Attitude) Domain

The affective domain involves our feelings, emotions and attitudes. The five major categories, listed from the simplest behavior to the most complex, include:

Category Examples

Receiving Phenomena: Awareness, willingness to hear, selected attention.

» Listen to others with respect.

» Listen for and remember the name of newly introduced people.

Respond to Phenomena: Active participation on the part of the learners.

» Participates in class discussions.

» Give a presentation.

» Know the safety rules and practice them.

Valuing: The ability to see the worth of something and express it.

» Demonstrates belief in safety culture.

» Is sensitive towards individual and cultural differences (value diversity).

» Shows the ability to solve problems.

» Proposes a plan to social improvement and follows through with commitment.

» Informs management on matters that one feels strongly about.

Organization: The ability to prioritize a value over another and create a unique value system.

» Explains the role of systematic planning in solving problems.

» Accepts professional ethical standards.

» Prioritizes time effectively to meet the needs of the organization, family, and self.

Characterization: The ability to internalize values and let them control the person’s behavior.

» Shows self-reliance when working independently.

» Cooperates in group activities (displays teamwork).

» Uses an objective approach in problem solving.

» Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence.


Psychomotor (Physical Skills) Domain

The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a car, to more complex tasks, such as operating a complex piece of machinery or dancing.

The major skills categories, listed from the simplest behavior to the most complex, include:

Category Examples

Imitation: Observing and patterning behavior after someone else.

» Performing a skill while observing a demonstrator.

Manipulation: Being able to perform certain actions by memory or following instructions.

» Being able to perform a skill on one’s own after taking lessons or reading about it.

» Follow instructions to build a model.

Precision: Performing a skill within a high degree of precision

» Perform a skill or task without assistance.

» Demonstrate a task to a beginner.

Adaptation: The ability to modify learned skills to meet special events.

» A designer uses plastic bottles to create a dress.

Naturalization: Mastering a high level performance until it become second-nature or natural, without needing to think much about it.

» Maneuvers a car into a tight parallel parking spot.

» Operates a computer quickly and accurately.


■ CHARACTERISTICS OF ADULT LEARNERS

As an instructor for Enform, the overwhelming majority of your students will be adults, so it’s important to understand how adults learn. One of most important things to understand is that adults learn differently and for different reasons than children, teens or young adults.

To illustrate this, consider the following:

» How did you learn in grade school? How does that differ to how you learn now?

» What motivated you to learn in grade school? What motivates you to learn now?

» What teaching techniques worked for you when you were younger? Would they work now?

» Did you ever feel the material taught in grade school was barely relevant to your life?

• How would you feel about that today?

• Would you even tolerate irrelevant material today?

» How would you like to be treated as an adult learner?

» What would you like to see from an instructor as an adult learner?

» What do you expect of yourself and fellow adult students in the classroom?

For most adults, there will be some major differences between how they learned when they were younger versus how they learn now. Thinking about these differences in learning and motivations can you help you better appeal to your students as an instructor and ensure your students are taking in the you are providing.

Adults are independent and mature

Adult students are more independent, self-directed and mature than children, teens or young adults. In the classroom, adult students can assume greater responsibilities in situations such as planning presentations and taking on group leadership roles. As fellow adults, they also feel they are a peer to their teacher. They enjoy being actively involved in the learning process through class discussions and through offering their feedback and expect to be treated as mature adults.

Adults have a wealth of diverse experience and knowledge that an instructor can exploit

Adults bring a lifetime of experience to the classroom and often relate this past experience and knowledge to new information to help them learn. In general, adults favour practical learning activities that draw on these prior skills, experience and knowledge. For example, oil and gas workers in an H2S course might have direct experience with the dangers of sour gas, and would use that as a base to understand new material in an H2S Alive course.

Using a real-world example like this in the classroom not only helps adult students learn and retain new information, it also makes them feel like they are involved and that the material is relevant to them.

If encouraged and given the opportunity, experienced and knowledgeable students can also pass on what they know to other students. In fact, sharing expertise is often enjoyable for adult learners.

Also, it is important to recognize that for some adults past education experiences may have been less than enjoyable and may cause some adult learners to be anxious when participating in any learning situation.


Adult learners are practical and want immediate results

Adults learn skills to use on the job, so they learn best when they feel the information is practical, applicable and relevant. Adult learners also prefer goal-directed learning with immediate results and like to understand why they’re learning the material. Because adults want and expect results, they generally do not enjoy spending time learning topics that they don’t think they can use immediately and directly apply in their career.

Adults are motivated differently

Adults take courses and learn because they want to or need to. Children, teens or young adults often participate in learning because they have to, or were told to. For adults, learning is linked to a specific purpose or goal that is personally important. When they enroll in a course they already know the goal(s) they want to attain and learn best by knowing at the outset how the course will help them reach their goals.

The main reasons adults come to education and training sessions are to:

» Satisfy employment expectations – mandatory job-related certifications

» Participate in professional development – upgrade skills or acquire new ones

» Enhance personal development – improve communication, computer or supervisory skills

» Learn how to serve others better – first aid

training, CPR training or customer service training

■ DIVERSITY IN THE CLASSROOM

Students will not all be equal in their capacity to learn and retain material. Some may have a have a physical disability which impedes learning while others may have learning disabilities such as illiteracy, dyslexia or Attention Deficit Hyperactivity Disorder (ADHD) or they just may have a different rate of learning. They may also have profound cultural differences and varying learning styles. Instructors need to be aware of these difficulties and minimize their effects to ensure their students are receiving and understanding the information they are being provided.

Learning Styles

Along with the unique characteristics of adult learners are their learning styles. A learning style is a preferred way of learning. It is how we perceive process and organize information. It is the way you learn best but not the only way. People learn differently. For example, some students learn well by simply listening to their instructors or reading the course materials, while others need a more hands-on approach. When mismatches exist between our preferred learning style and the instructional or teaching approach our ability to learn is compromised. As instructors it is important to be aware of and sensitive to the variety of learning styles students can exhibit and to employ a range of instructional methods.

There are three basic styles of learning:

» Auditory learners – prefer verbal descriptions; lectures, discussions, etc.

» Visual learners – prefer receiving information visually; diagrams, reading, videos, etc.

» Kinesthetic learners – prefer to learn about something by doing it such as manipulating a piece of equipment.

While students will mostly use a mix of learning styles, they tend to be more comfortable with certain styles over others. Matching your teaching methods to your student’s learning styles is essential to ensure students can comprehend and apply the material provided to them.


Across the Generations

As an instructor for Enform, you will encounter a diverse range of ages of students in your classroom with students from at least three different generations or age groups. Each generation has its own unique characteristics that impact the teaching/learning process. Thus, it is important to be aware of the characteristics of each generation of student so your instruction has some flexibility to ensure it is compatible with each generation’s needs and expectations.

A classroom of 45-year oldspossesses a greater rangein knowledge, skills and

attitudes than a classroomof 25-year olds, merely by

the fact they have livedlonger, done and experienced more.

Each generation is different, and they learn differently as well. Here are a few tips for instructing them.

Baby Boomers (born between 1946 and 1964)

» Respect their experience. Acknowledge what they know and ask them lots of questions so they can demonstrate it.

» Treat them as equals.

» Talk to them directly. Boomers are comfortable with face-to-face communication.

» Be polite, but avoid being too intimate.

» Encourage dialogue and participation. Boomers value a democratic approach to learning.

Generation X (born between 1964 and 1980)

» Get to the point. Generation X’ers want information, not hype.

» Be practical. Generation X’ers want to know how information will be used in practice. They want information that will get them a better job, a promotion, more money or improve their situation in some way.

» Be prepared to back up what you say with proof.

» Provide clear statements of what is expected and what they need to do to be successful.

» Provide a fun and relaxed place to learn.

» Do not micromanage.

Millennials (born after 1980)

» Provide backup information.

» Provide frequent and instantaneous feedback. Millennials want more structure and direction, not less. They want to feel they are in touch with the instructor.

» Praise them. Millennials value recognition. This generation is famous for getting trophies for mere participation.

» Ask their opinion. Millennials enjoy collaborating and are good team players. They are used to being constantly connected to other people.

» Explain what is expected up front. For example, clearly communicate information such as how grades will be given and what will be included on tests.

» Provide explicit examples. Millennials are just beginning their careers and don’t have the wealth of work experience of previous generations.

» Challenge them. Millennials want to work on things that matter, and they want to use their creativity.

Youth brings certain advantages: younger people perform better on tasks requiring quick insight, short term memorization and complex interactions. However, as a person gets older, they accumulate knowledge, develop perspective, and use their experience to their advantage. This is something that the younger person does not possess.


Across Cultures

Similar to the range of ages of students in your classroom, you will also encounter students from a wide-range of cultural backgrounds that represent a cross-section of modern-day Canada. It is important to remember that individuals from our multicultural society bring with them their own unique cultural characteristics that can impact the teaching/learning process. Difficulties can arise up when the values and expectations of the instructor differ from the student’s values and culture. Thus, it is important to be aware that such differences exists and that some flexibility on your part may be required to ensure that issues arising from cultural differences are addressed and accommodated.

Even though addressing cultural issues may be intimidating, it is important to recognize the value that cultural diversity brings to the classroom. All too often, instructors see cultural diversity as an area of difficulty. No one expects you as an instructor to be familiar with all the cultural backgrounds you will encounter in the classroom, but doing your best to deal with cultural barriers can create opportunities for you to learn and improve your teaching practices. Don’t be afraid to ask questions yourself to help gain insight and understanding of another’s cultural background, but always try to be polite and respectful while doing so.

Here are a few things you can do to ensure that the training you provide is done so in an unbiased manner and is as fair as possible to all in a culturally diverse classroom.

» Identify the nature and implications of the cultural differences.

» Formulate strategies based on your understanding of the culture.

» Establish a basis for building understanding and awareness of cultural differences.

» Identify how the differences might be managed, including the timing, respect, physical approach, and language.

Literacy Levels and Language Skills

Literacy includes reading, writing, and speaking in a given language which, in Canada, means either English or French. There might be participants in your training sessions who will function at various low levels in reading comprehension and the ability to write things down on paper. They may even find it difficult to follow what you are saying and may not be able to ask questions when they don’t understand or are unable to offer clear verbal responses to questions asked. In other words, if English is a participant’s second or even third language, they might experience a variety of difficulties in your class. Yet, as an instructor you have to do your best to accommodate and assist these types of students.

Before you can attempt to do this, you will need to be able to identify those students with low levels of literacy or second language skills. Students with a low level of literacy or English language skills may show the following signs:

» There might be an unwillingness to participate. During reading and note-taking assignments, you might see that the person is not really involved with the task. A student with low English language skills might not make an attempt to answer your questions or might shy away from participating in group discussions.

» The participant might offer excuses for not completing written work, such as “I forgot my eye glasses.”

» Literacy difficulties will become very apparent if a written test is part of the course. In extreme cases, the participant will not be able to write anything down. In other cases, the answers will not be complete or clear.

» A participant might become hostile towards the content and/or you. You’ll want to talk to the person in private about their behaviour. This action might be a cover-up for fear.


Here are a few things you can do to facilitate learning for students with low literacy levels or whose native language is not English:

» When you are introducing the course, say something like, “If any of you has concerns about learning this information that you would like me to know about, I’ll be available at the breaks.”

» People with low literacy levels tend to have a learning style that compensates for their inability to read and write. Although they are clearly disadvantaged, they can still learn through listening, watching, and practicing. A “tell me, show me and let me try” approach to teaching will help them out.

» If someone identifies the problem, offer to give a verbal examination instead of a written one.

» If you notice someone having difficulty keeping up with your lecture, speak a bit slower and/or check for understanding.

» For those students having difficulty keeping up with your lecture, you can also ask students sitting nearby to help out. There may even be someone in class who can speak the other language and can act as translators when needed.

Above all, be respectful and caring.

People with Special Needs

Physical DisabilitiesPeriodically, you may find a student in your class who has limited visual ability and/or hearing impair-ments. Students with visual and/or hearing impair-ments may show the following signs:

» Repeated requests for you to say the question over again

» A participant asking their neighbour to repeat what was said

» A lack of participation, particularly during classroom discussions

» Squinting while trying to see the overhead or the board

To ensure that such students are able to reap the full benefits of your class you can try some of the following:

» At the beginning of the training session, when you are introducing the course, you might want to say, “Occasionally, I’ve had people in my classes who have difficulty hearing what is being said or seeing what’s on the overhead or board. I encourage any of you to change places at any time during the day if you will be more comfortable hearing or seeing.”

» Try to eliminate any noisy distractions, such as air conditioning. Perhaps the unit can be turned on during the breaks. Remember to speak a little louder if you have the overhead projector on. If you’re writing on the board, don’t talk at the same time as you’ll be talking to the board and not the students.

» Make sure that everyone is in a position to see you during a demonstration.

Whenever in doubt about how to handle a student with special needs, contact Enform or your program manager.

Again, above all, be respectful and caring.


Learning Disabilities/Disorders

Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. People with learning disabilities are not lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently which affects how they perceive and process information.

Simply put, people with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use.

These days more and more people, children and adults alike, are being diagnosed as having one or more learning disabilities or disorders. Yet there are still others with learning disabilities who go undiagnosed well into adulthood. Two of the more common learning disabilities/disorders are:

» Dyslexia

» Attention Deficit Hyperactivity Disorder (ADHD)

Here are some signs of students with learning disabilities:

» Easily distracted, trouble concentrating and staying focused

» Hyper-focused, or become totally absorbed in tasks that are stimulating and rewarding

» Disorganized or forgetful

» Tend to procrastinate

» Impulsive

» Emotional difficulties

» Hyperactive or restless

» Impulsively blurt out wrong answers

» Clown around or make jokes at inappropriate times

» Shy and hold back in discussions

Given the short duration of the courses you may be leading and the complexity of the disabilities themselves, it is nearly impossible to identify and properly accommodate students who may have one or more of these learning difficulties. But you can still make an effort to engage and accommodate such students the best you can. Here are a few ideas of some things you can do:

» Allow the student breaks or periods of “quality time” to quietly understand and process information.

» Provide the student with reassuring feedback.

» Use the “tell me, show me and let me try” approach to meet their stronger learning abilities.

» Break the material into small units as people with these disabilities can more easily process smaller chunks of information.

» Make the tasks highly motivating.

» Use a variety of examples and check that the learner has understood.

Once again, be respectful and caring.


Learning Rates

It would certainly make our job easier if everyone learned at the same rate. Anyone with experience in teaching will know that there are those who catch on to the content easily and quickly, those who are middle-of-the-road, and those who need a much slower pace. The rule that we suggest is that you pace yourself to the middle-of-the-road group, and be willing to provide some challenges to those who are quick to learn and some individualized help and additional resources for those who learn more slowly.

Students who learn more slowly may show the following signs:

» You’ll observe them struggling. If you give a reading assignment or other individual exercise, they’ll take longer to do it.

» If you’re teaching a skill, they might need a lot of help.

To accommodate those learners having difficulty keeping up, you may:

» Offer to come back early from lunch or stay during a coffee break to help.

» Pair them up with someone who has completed the task (discreetly, of course). This is useful on two counts: it provides a challenge for the person who is quick to catch on, and it provides some individualized attention for the person experiencing difficulty.

If you find the need to accommodate faster learners, you may want to have them:

» Assist those who are having difficulty keeping up with the material.

» Answer more challenging questions.

As should be the case with all your students, show patience, understanding, respect and caring.

Respect in the Classroom

In order for a classroom to be a safe place for students to practice learning, they need to feel comfortable with each other. Respect is the founda-tion for a successful classroom environment.

From early on, you need to stress the importance of respect in your classroom. Students need to under-stand how to respect one another and why this is important. As an instructor, you should model this for your students right from the beginning.

Respect is a two-way street, and students know when they’re not being respected. This is especially important if you’re teaching adult ESL students: although their language production is limited, they’re not children, and they shouldn’t be treated as such. Adults will give more respect to each other and to the instructor, provided the instructor also respects them. Students know when an instructor genuinely cares about their success and will often work harder when they feel the respect and support from their instructor.

Having a safe environment where students feel involved and respected will reduce discipline issues, increase student motivation, and ultimately enhance learning. Classroom diversity has many challenges in helping students come together; however, it can be a most rewarding experience when community is achieved.


■ ACTIVITY

After introducing yourselft to your assigned partner, discussed the following:

As an instructor:

» What does it mean for you to show respect?

» What does it mean for you to be shown respect?

After you have a chance to discuss these questions, we will discuss some of your ideas as a group.

Creating an Atmosphere of Respect

To create an atmosphere of respect in your classroom, an instructor should be proactive.

This includes:

» Acting with intention - put effort into creating a culture of respect

» Modeling the level of respect you expect from your students

» Knowing yourself and your attitudes/beliefs/biases and recognize when these may be at play

» Managing your own emotions; truly LISTEN

» Making it feel safe to communicate concerns

As an instructor you should also stand up for diversity and take action. This includes:

» Challenging your assumptions and clarifying before you act

» Being aware of power dynamics and how they affect the instructor-student relationship

» Being clear about your expectations to respect and value all students

» Paying attention to what’s happening in the room; SPEAK UP if you hear something disrespectful

» Using inclusive and gender neutral language

NOTES:

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� SUMMARY: QUESTIONS FOR REVIEW

1. Match the definition listed in the left hand column with the term provided in the right hand column

a. Properly follows ethical guidelines of their profession.

________Cognitive Domain

b. Ability to perform a skill or task. ________Affective Domain

c. Ability to explain a complex task. ________Psychomotor Domain

2. True or False

a. Adults tend to learn much better through hypothetical situations rather than through real-life examples. _______

b. Adults tend to enjoy being actively involved in the learning process. _______

c. Adult learners tend to enjoy spending time learning all kinds of topics, even those they don’t think they can use immediately and directly apply in their careers. ______

d. One of the main reasons adults take training course is to satisfy employment expectations. _____

3. What are three basic styles of learning?

i. ______________________________________________________________________________________

ii. ______________________________________________________________________________________

iii. ______________________________________________________________________________________

4. True or False

a. Older adults tend to do better on tasks requiring quick insight and short-term memorization. _____

b. A learner’s cultural background can impact the learning process. _____

c. Adult learners with low literacy levels tend to have a learning style that compensates for their ability to read and write. _____

d. An instructor is not responsible to accommodate students with physical or learning disabilities. _____

5. List at least three or four types of diversity that you may find in a classroom of adult learners.

i. ______________________________________________________________________________________

ii. ______________________________________________________________________________________

iii. ______________________________________________________________________________________

iv. ______________________________________________________________________________________


MODULE 3

Methods of Instructional Delivery


Module 3: Methods of Instructional Delivery

OUTCOME

Manage classrooms and deliver instruction in the most effective manner.


1. Explain basic classroom management practices including how to accommodate diversity in the classroom.

2. Describe various principles of instruction.

3. Outline various methods of instruction and the requisite skills and abilities for an instructor.

■ CHARACTERISTICS OF AN EFFECTIVE INSTRUCTOR (CLASS DISCUSSION)

What are some characteristics, attitudes, qualities, skills and knowledge that you believe are necessary to be an effective instructor?

Write down some of your ideas in the space provided. After everyone has this completed, we will discuss some of your ideas as a class.

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■ CLASSROOM MANAGEMENT PRACTICES

You cannot successfully teach your students if you are not in control. Classroom Management is the process of ensuring that classroom lessons run smoothly. It is an important part of being an effective instructor.

To effectively manage your classroom, instructors need to:

» Establish a rapport with your students

» Establish guidelines

» Handle classroom disruptions, and

» Deal with diveristy

Your students will not learn in a disruptive learning environment. Managing your classroom effectively will help provide an organized and comfortable environment for your students.


Establishing Classroom Rules and Guidelines

Setting rules and guidelines at the very beginning of a class is one of the best methods of classroom management. Students need to know rules, routines and procedures at the beginning of your class, before you start to tackle any content. This establishes for the students your expectations for their participation in the learning process.

Clearly defining guidelines with students early on prevents problems from occurring in the first place and help clarifies expectations for everyone involved.

Rules and guidelines that should be made clear to students include:

» Starting and ending class on time

» Breaks and lunches

» The appropriate/inappropriate use of cell phones

» Guidelines around texting in class

» Guidelines around eating in class

» Respecting the contributions of others

» Being open to new ideas

» Resolving differences calmly

Here are a few tips to help ensure rules and guide-lines are followed:

» Try making the rules positive. Rather than saying what is forbidden, tell your students what you expect.

» Keep the list of rules short.

» Keep the rules themselves short, simple and well defined.

» Enforce the rules. If students realize they can break the rules without consequences, it becomes more difficult to re-establish order.

Establish a Rapport with Students

Adults returning to a classroom after decades can be intimidated by the setting, and some may not have done well in school to begin with. Try to make a connection with your students by talking about things they can relate to. Building a rapport with students helps them feel more comfortable and helps create a better learning environment for all students. Here are a few practical ideas:

» If possible find out your student’s experience related to the course and use this information to better engage them. Alternatively, have students introduce themselves and share their experience in the first class.

» Avoid appearing arrogant or superior to your students. Treat them as peers. Don’t talk down to them.

» Let participants know they can ask questions anytime during the class.

» Frequently encourage comments and questions using open-ended questions (ones that require more than a yes or no answer).

» Acknowledge every learner comment or contribution (paraphrase question or comment to class).

» Use participants’ names (names on tent-cards written at the start of a class are helpful).

» Involve your students as much as possible (they are not just passive consumers of information).

» Engage students equally and avoid any type of bias.

» Make eye contact when talking with a student.

» Be accessible (at breaks, before or after class, if appropriate by e-mail).

Perhaps the most important tip is to be positive and encouraging. Sharing your enthusiasm for the subject with your students will help them become enthusiastic as well.


Dealing with Diversity

As mentioned in the Second Module, you will be teaching students form a wide variety of back-grounds of varying ages and with differing learning styles. There will be people from different cultures bringing with them different values and learning styles. They also may not use English as their first language. There may be some students with low literacy levels, physical and medical disabilities or other forms of learning difficulties. Whatever the case may be, it is your responsibility to try to accommo-date these students to the best of your ability to ensure they can successfully complete their training and to treat all your students with dignity and re-spect.

Handling Classroom Issues and Disruptions

As an instructor you are responsible for providing an effective and comfortable learning environment for your students, and sometimes this includes handling student disruptions.

The guiding principle in handling disruptions is to only do what is absolutely necessary to stop the behaviour. In most situations, start with the simplest and mildest approach to dealing with the disruption, and then move to stronger measures only if neces-sary.

The following are some suggestions on how you can respond appropriately as an instructor. Please keep in mind that each classroom disruption must be handled individually, and what works in one situation might not be effective in another. Also, you are encouraged to treat each individual respectfully and carefully. If you are unsure of how to deal with a disruption, consult with your Enform Program Manager (PM) or a fellow instructor.

Mild Disruptions

Chances are good that disruptions in the classroom will be fairly mild. Mild disruptions generally call for mild management to handle things like chatting in the back of the room, texting or someone who is argumentative or disrespectful.

For a mild disruption, try some of these of the following tactics to start:

» Make eye contact with the disruptive person

» Remind the group of the agreed-upon norms

» Move toward the disruptive person

» Stand directly in front of or behind the person (depends on shape of room)

» Be silent and wait for the disruption to end

» Acknowledge the input if appropriate, and go on

» Respond to comments with statements such as “You may be right,” “Thanks for your comments,” or, “How about if we park that comment and come back to it later?”

» Ask for help from the group with a general question such as, “What does everyone else think?”

» Rearrange the seating if you think it will help

» Call for a break


Handling Persistent Disruptions

Here are a few tactics that can be used if the disrup-tion persists:

» Speak with the person privately

» Confront the behaviour, not the person

» Speak for yourself only, not the class

» Seek to understand the reason for the disruption

» Ask the person to recommend a solution

» Review your expectations of classroom behaviour if necessary

» Try to get agreement on expected norms

» Explain any consequences of continued disruptions

If you ever encounter any type of disrespectful behavior from a student(s), you are encouraged to take the following steps:

» Attempt to de-escalate the situation using the HEAL process:• Hear the student(s) out

• Ease the tension by empathizing

• Act to resolve the issue

• Leave the interaction on a positive, respectful note

If the disruption becomes worse and could be considered outright disrespectful or hostile, you should:

» Address the issue directly, warn the student(s) that the conduct is disrespectful, and inform the student(s) that Enform has the right to remove you from the class if the disrespectful behaviour continues.

» Refer the student(s) to Enform’s Respectful Workplace Policy posting.

» If the disrespectful behaviour continues, get your Program Manager (PM) involved.

» If the student(s) leaves prior to PM engagement, report the incident to your PM.


Managing Yourself

You need to be careful not to let disruptions get the better of you. This can have a detrimental impact on you and your entire class. Here are a few things you can do to help avoid things getting completely out of hand.

» Be aware of your own emotional hotspots.

» Try to stay in control of your emotions.

» Be prepared to deal with feelings - the audience’s as well as your own.

» Be on guard for people who like to play games.

» If there is disagreement, try not to back the other person into a corner.

» Try to focus on points of agreement rather than differences.

» Think before speaking.

■ ACTIVITY

Below are some typical disruptive behaviours. Review each disruption and write down how you would respond. Compare your responses with those covered in this objective.

Example Behaviour Examples of Appropriate Responses

Two students are chatting in the back of the room.

A student is angry and/or belligerent with you and is being physically aggressive.

A student disagrees with everything you say.

A student is texting in class. You have already made eye contact with them and stepped towards them in an attempt to stop this behaviour.

A student doesn’t seem to care about learning.

A student is shy and won’t participate in class.

A student begins to go off on a tangent and will not stay on topic.

A student tries to test your knowledge constantly, looking for ways to discredit you.

A student babbles on about the subject matter and acts as if they know more than you do about it.


Question for Discussion (Optional)

What are some other disruptions you have witnessed? How would you deal with them given this information?

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■ PRINCIPLES OF INSTRUCTION

Adult learners are self-motivated. They can’t be simply told they have to learn something. They have to understand why it’s important to their lives and careers. Therefore, material that seems to be point-less will quickly discourage adult learners and cause them to lose their motivation and interest.

Keep adults interested, energized and motivated in the classroom by clearly explaining why the students need to know the material and how it makes sense in their everyday work world.

Appeal to Different Learning Styles

In order to meet all the varying needs in your class, instructors should use a variety of tools and methods in the classroom. A simple and effective rule of thumb is to tell students something, show it to them, and then let them try for themselves.

The “Tell Me, Show Me, Let Me Try” approach caters to many types of learning styles. It allows some to read, some to listen and some to observe or to do. It also makes for a much more interesting and engag-ing learning experience.

Tell Me

- Lecture- Reading

Let Me Try

- Practice Opportunities- Performance Task- Solve Problems

Show Me

- Demonstration- Field Trip- Video- Worked Problem


Keep it Lively

Good instructors develop and are able to draw from a large “toolbox” of instructional or learning activities to add variety to their instruction. If all you do is talk to your PowerPoint slides it is virtually guaranteed your students will be bored, unengaged and unmoti-vated. Variety in instruction is the spice of learning!

It is important to find ways to directly involve your students so they are not merely passive listeners. This requires creating activities that get them talking about what is being presented, solving a problem related to what is being presented and when possible allowing students to view a demonstration or try it themselves with your feedback.

Build on what your students already know

Rather than merely delivering a lesson, draw on your students’ knowledge of the subject. Linking new material to your students’ past experience and knowledge base:

» Helps students acquire, retain, and apply new information and skills more easily.

» Creates a greater sense of relevancy for your students.

» Encourages students to learn from each other’s experiences and not just from the instructor.

Activities and open ended questions are useful tools for encouraging students to think about their own experiences and how they relate to the new material. Students can also learn from each other in discus-sions, small groups or by working on projects together.

Get feedback from students

Modern teaching styles for adult learns are not based on top-down models where the instructor recites information and the learner merely records and retains the information. As an instructor with Enform, your students will have experiences and valuable information of their own. Asking students to share what they know makes the material more relevant to students, helps students feel engaged with the course material, enriches the material and makes it far more memorable.

Furthermore, instructors need to ensure students are learning what is being taught. You will need to gauge your students throughout your lessons to see if they understand the material.

If your students seem uninterested in the lesson, their eyes are glazed over or they’re acting listless, it’s a sure sign something is wrong, and your stu-dents are probably not learning the material.

Getting feedback from your students using the following methods will help you keep track of how your students are doing:

» A quick question like “Did you get that?” or “Does anyone have any questions?” or “How does that work?” can quickly test if students are learning the material.

» Class discussions can be a great way for students to demonstrate their learning and understanding, but note it can sometimes be difficult to get all students to participate.

» In-class activities are another way to see how well your students understand the material.

Give feedback to students

While adults are more independent than youth, they still need constructive, immediate and relevant feedback to reinforce new learning and redirect them when they stray off course.

Instructors should try to use feedback that builds confidence and motivates learners by showing them that they are contributing and progressing rather than focusing on negatives.


■ TEACHER-CENTERED INSTRUCTION

Lectures

Instructing your students is more than simply stand-ing in front of a class and reciting what you know. How well an instructor presents the material and engages students has a great deal of influence on the students’ ability to learn and retain course material. Instructors also need to be able to assess how well their students are picking up the material so they can adjust their presentation to make sure students learn what they need to know.

Be Prepared

Although Enform provides you with the details of your course, you are still required to spend time preparing for your instruction in advance. Being prepared has the benefits of helping you feel more comfortable as an instructor and helping you be-come a better, more entertaining presenter.

Here are some things you can do to be ready and prepared to teach:

» Draw up a lesson plan for each chapter/module.

» Familiarize yourself with the Instructor Guide and Student Manual format and content.

» Compile any lecture notes in a notebook or in your Instructor Guide (e.g. introductory remarks, outline of lesson, connection to last lesson, main points and sub-points, concepts, questions, illustrations, etc.)

» Identify the key points that you need to stress.

» Work through (in your imagination) different possible ways in which you will teach the essential material including how to get your students involved in the content.

» If videos are to be played, think about how will you introduce the video and whether you will discuss the video afterwards.

» Consider additional examples, drawn from your own experience that can be used to illustrate and clarify information during class. Consider how long it will take to tell each story and whether they really add to a better understanding of the course material. Be sure to rehearse before class.

» Practice any required demonstrations.

After class, reflect on your daily lessons and think about how they can be improved.

Expect to spend as much as one hour preparing for each one hour of class time when you first start out teaching a new course. The longer and more fre-quently you teach a course, the more familiar and comfortable you should be teaching your students the material. As such, you will not have to spend quite as much time preparing your lessons as you did earlier, but you should always be prepared to teach and think about ways of improving.

Here are some other practical things you can do just before your class begins to put your mind at ease and ensure your class will run as smoothly as possible:

» Do you need Internet? If so, does your room have access to it? Have you tested it?

» Are you using PowerPoint? If so, is your computer set up and ready to go? Check a few slides to make sure there are no issues/problems.

» Are you using any other visual aids? If so, are they ready to go?

» Are you using a microphone or other audio aid? Check that it is working properly. Have extra batteries on-hand for wireless devices.

» Are you comfortable in the classroom? Get in a bit early – sit in a few chairs, walk around a bit. Get yourself acquainted with the space. Are the desks and chairs arranged as you need them?

» Are you hydrated? Public speaking dehydrates you, so drink a couple glasses of water before you start teaching. Keep a bottle of water handy.

» Are you aware of all the safety measures? Do you know where the emergency exits are? Where the muster point is for the facility? As an instructor for Enform you should have this information before starting your class so be sure you’re familiar with it and include it in your introduction.

» Be sure to dress appropriately for the environment you are working in. If personal protective equipment is needed make sure yours is clean and fully serviceable.


Presentation Skills

Presentation skills include how you speak, act, stand, interact and put yourself forward. These skills are essential for you to succeed as a professional instructor because when it comes down to it, it is not enough to recite information to a class – you must catch the attention of your students and keep it. In other words, you must engage your students.

The five main qualities of a good presenter are

» Calm confidence that come when one knows what one is doing.

» Ability to guide the course forward confidently

» Ability to resolve problems

» Clarity of expression

» Ability to “think on one’s feet”

All these qualities are demonstrated in the way an instructor presents information and handles the training class. A good presentation has for its foun-dation clear, compelling and logical delivery, effective use of visual aids and question handling skills.

Standing in front of a group of people presenting information can be an intimidating task for many people. Fortunately, there are a variety of techniques available to help you become an effective presenter and instructor.

The following are some basic tips and suggestions for good presentation skills commonly used to help engage students.

Make a Good First Impression

Your introduction to your class will set the tone for your course. You have only a few minutes to make a good first impression with your students so take time to prepare and practice and engaging introduction that:

» Creates a safe, comfortable environment for your students

» Cements your credibility in the subject matter

» Tells your students why they’re learning the material, how it will be presented

» Inform your students about how they will be assessed and any special logistical or special safety issues associated with the course.

Be Professional

Always use appropriate levels of language to your students. Avoid overly familiar phrases like “sweetie,” “honey,” or “buddy”. Never use obscenities. Avoid jargon unless it has been explained. Respect others’ personal space and avoid unnecessary physical contact.

Be Confident

Enform classrooms are led by industry experts, so as a teacher for Enform you know your material. Show confidence in your material through your voice, body language and interaction with your students. Being prepared and fully knowledgeable of your topic is the foundation of your confidence.

Be Enthusiastic

Your students aren’t going to be interested in the subject matter if you aren’t. Show enthusiasm for the subject matter in the way you speak and through your body language. A droning monotone lecture does not demonstrate enthusiasm and it will not generate interest by your students.


Watch Your Students

Watching your students for signs of boredom or frustration is a simple and effective way to gauge how well they are learning. Are your students slouch-ing in their desks? Are their eyes glazed over? Do they look distracted, either by others in the room or by their cell phones? If your students are distracted or bored they aren’t taking in much of the information you are providing to them so be sure to keep their attention using effective presentation skills, or calling a break if it’s really needed. If it looks like someone was offended by something you or someone else said, be sure to apologize.

■ INSTRUCTIONAL MEDIA

Gone are the days of a classroom equipped only with a blackboard and white chalk. Today’s classrooms make use of a variety of devices and media the instructor can use to support and compliment the instructional presentation – but not replace it. The courses you will teach come with a ready-to-use PowerPoint presentation and other electronic media for use in the classroom. Many courses teach practical hands-on tasks requiring interaction with actual equipment in which students demonstrate a physical skill (e.g. donning a self-contained breathing apparatus or performing a rig rescue procedure).

Enform’s classrooms offer digital projectors to display PowerPoint presentations and videos and computers with Internet access along with white-boards, flip charts and moveable furniture to accom-modate different instructor and student interactions. Being able to use these types of instructional media effectively is an important part of being an effective instructor.

Make sure you use the media properly.

Avoid Jargon

Never assume students know the terminology. While technical terms and acronyms are part of any topic, make sure everyone knows what you are saying by defining all terms and acronyms when first used and then periodically during the course.

Use Humour

Don’t be afraid to inject some humour into your presentation. This doesn’t mean you need to become a stand-up comedian, it could just mean adding in a funny work story, an odd behaviour or an entertaining fact or analogy. Caution: Assess your students prior to choosing whether or not to use humour. Also, use sparingly and never in a degrading manner. Any joke relating to weight, height, sex, ethnicity, religion or politics should be avoided.

Watch Your Body Language

Body language is the physical way we present ourselves to others. Be sure to smile genuinely to your audience, appear open and inviting through your posture (i.e. not crossing your arms), move calmly throughout the classroom rather than stand-ing in one place and watch gestures such as touch-ing your face, which can indicate to others that you’re lying or attempting to mislead them. Also, if you are prone to jingling the keys or coins in your pocket remove them to prevent this behaviour. Be aware of any other possibly distracting nervous behaviours and consciously try to avoid them.

Speak Well

The tone, projection and pace of your voice directly affect how your students will listen to and retain the information you are providing them. Be sure to breathe deeply and slowly to help you project your voice. Use an amplification device if necessary. Speak slower than you would normally speak to allow your students time to think about and internal-ize what you’re saying, and drink water before your class to help lubricate your vocal chords. If you are in a large room ask those at the back if they can hear you speak.


The Basics of Using PowerPoint

While the PowerPoint presentation is an extremely useful tool during lessons, it is only meant to be a visual cue or anchor for what you are saying. You are expected to bring life to the material by sharing your subject matter expertise and experiences, and by adding some personality into the presentation.

Practical Tips for Using PowerPoint

» Do not read the PowerPoint word for word or your students will quickly become bored and disengaged.

» Do not stand directly in front of the screen. Stand off to the side.

» Face your students when you speak, not the screen. There should be a monitor in front of you that allows you to see what is on the screen behind you.

» If you want a PowerPoint slide to disappear, simply press the ‘B’ or ‘W’ key on your keyboard. Pressing ‘B’ will make the screen go black while pressing ‘W’ will make it white. Press the same key again for the slide to reappear.

» Right click on your mouse for pointer options. This will allow you to use the laser pointer, pen, highlighter or eraser with the slide.

» When you want to return to some previously viewed slide or jump ahead to a slide, simply enter that particular slide number on your key pad and hit the “Enter” key.

» Avoid moving the mouse/pointer unconsciously.

Part of your preparation for class should include a back-up plan as technology can fail at any time. The computer you use for your PowerPoint may fail or the projector may not work, the file you planned to use is corrupted and will not load, or Internet access goes down. In many of these situations you either cannot repair things yourself or they would take too long to do so. Thus, you need to be prepared for any of these possibilities with a backup plan. Students will remember your reaction and finesse in quickly finding a solution to the problem so the instruction can continue.

Videos

When using a video, regardless of its duration, discuss with the students what you expect them to observe and learn, and how it will help them to understand the material. Don’t be afraid to pause the video to discuss parts of it, answer questions or to make a further illustration. Doing this will help ensure the students are not just passive consumers of the video but requires them to apply what they have watched. Be sure to check beforehand to make sure the video is working correctly

Through many years of watching television and movies for entertainment most students have been conditioned to be passive observers, so when using a video in a classroom it must be used to foster active learning. Active learning requires students to be engaged in the learning process. So the video is not a mere diversion, the following instructional strategy ensures students will be doing more than just watching the video.

» Discuss with the students why they are going to view the video

» Relate it to the topic being studied

» Alert the students to important things to watch for in the video

» Provide a question(s) to focus students’ attention during the video

» Don’t be afraid to pause its playing to ask students a question relating to what they have just seen or to get them to predict what might happen next

» Keep the lights on and watch the video with your students

» For longer videos and ones that address a number of topics, segment the viewing. Stop the video after each segment and ask key questions to stimulate discussion

» Immediately after viewing the video, ask students to discuss what was presented to reinforce key concepts or to see if there is a need to replay a specific part for clarification


Using the Whiteboard

Whiteboards (or flip charts) can be used to illustrate an important point through words or pictures, introduce additional vocabulary, organize groups, and to list students’ questions or ideas, etc. They can be an especially useful tool when teaching someone with low literacy or English language skills.

Here are some things to consider when using the whiteboard.

» Make sure your students have a clear, uninterrupted view of the board.

» Be careful that you don’t block learners sitting at the sides of the room.

» When you write something on the board move away quickly so that students can see what you have written.

» Write clearly on the board and make sure that you have written words/text big enough for everyone to see from the back of the class.

» Keep the board neat and organized.

» Make sure that the pen you are using is in a colour that everyone can read - black or blue are best.

» Practice writing in straight lines across the board, using block letters rather than cursive style.

» Check what you write as you write. Many students have visual memories so we must be careful about accuracy of spelling and grammar, especially if we intend students to copy it down in their notebooks to learn.

» Wipe the board often so that the writing stays clear especially before any exam.

Demonstrations

Some of Enform’s courses require the instructor to demonstrate the use of various tools, gear, equip-ment or procedures. Demonstrations are an effective way to teach skills. Here are some guidelines to follow when making a demonstration.

» Make sure you all have all necessary equipment and materials organized, available and in good working order.

» Explain the purpose of the demonstration.

» Be certain that all students have a clear view of the demonstration.

» Focus students’ attention on each step of the demonstration.

» Explain the importance of each step.

» Ask students questions at various points during the demonstration.

» Identify key, critical or difficult aspects and highlight the implications of missing the step or not doing it properly

» Keep the demonstration as short as possible to maintain attention.

» Practice the demonstration until you have it perfected and can do it in the allotted time.

If you are using/describing a small piece of equip-ment, you want to ensure all students can see it, so move around the students during your discussions so all can see it closely. If appropriate, pass it around or even project its image and speak to the image pointing out critical aspects.


■ USING YOUR PERSONAL EXPERIENCES

Using personal experiences in class is one of the most useful teaching tools an instructor has. It helps put into context information that would otherwise remain fragmented as it connects to students on a more personal level than most other forms of learn-ing. Connecting with students on a more personal level enhances the instructor-student relationship, and ensures that students will more likely be able to learn and retain course content.

Benefits of using personal experiences in your classroom:

» Increases Instructor Credibility: Sharing our experiences, as they relate to the content of the course, with our students is vital to the instructor- student relationship. Students do not want to come into a class and learn from an instructor who seems disconnected and impersonal.

» Enhances Learning: Injecting our own personal experiences into a lesson makes the lesson more impressionable on our students. Students will more likely be receptive when they attach a real life experience to the lesson. In other words, it creates a stronger connection between experience and learning.

» Provides Additional Instructional Variety: Using personal experiences add interest. It’s hard to maintain students’ focus and attention when all they hear is the instructor lecturing.

Strategies for Using Personal Experiences

» Personal experiences you share should make sense and be relevant to the course content. This should help your students see the connections between what they’re learning inside and outside the classroom. Make sure the connection between your personal experience and the course content is clear for the learners.

» Use specific everyday examples. An easy way to help students feel personally connected to what they’re being taught is to talk about how they can apply the material in real life.

» Use to make or emphasize a point. This enables and allows comment and connection and promotes discussion. One person’s experience is different from the next person’s.

» Plan ahead. Think about which personal experiences you will use to reinforce course content. You should also think about when and how often you will use your personal stories. And be sure to practice your delivery beforehand as well.

» Use examples that are relatively short and to the point. Even a good story that goes on too long loses steam.

Exercise (Optional)

Your Instructor will share a personal experience that relates to the content of this workshop. As you will hear, some of their experience is directly content-re-lated, while some is not. See if you can identify which parts of their story are useful (i.e. contributes to your understanding of this workshop) and which are not (i.e. does not contribute to your understanding of this workshop).

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■ STUDENT-CENTERED INSTRUCTION AND ASSESSMENT TECHNIQUES

Student Assessment

Effective presentation and instruction skills are critical to getting and keeping the attention of your students, but even the best instructors sometimes miss the mark. And when students fail to understand the material, instructors need to know. There are a number of methods and techniques instructors can use to assess their students on the fly or by using specific activities.

Some assessment techniques are as simple as keeping an eye on your students for signs of bore-dom, apathy or annoyance, or simply sprinkling in a few questions for students during a presentation to see if students are following the material. Other assessment techniques, like group discussions, tests or class presentations, can be much more complex, more formal and will require planning.

When used appropriately assessments can:

» Identify a learner’s strengths and areas that need work

» Show progress

» Raise expectations for further achievement

» Help instructors adjust their instruction to better suit your audience

Using a variety of assessment activities like group discussions will not only help instructors keep close tabs on student progress, they will enliven courses, and will keep your students engaged with the materi-al. Many of these techniques will also provide opportunities for students to share their own experi-ence and knowledge with the entire class. In most Enform courses there are activities, skill demonstra-tions and/or quizzes that an instructor can also use to assess student progress.

Questions

Questions are the life-blood of a classroom in that they increase student participation, encourage active learning, and aid the instructor in assessing student’s progress.

Questions can also help an instructor:

» Motivate their class

» Find out what learners already know

» Spot-check the effectiveness of the instruction presented

» Clarify a point that some students may not have understood

» Stress important points

» Keep attention of the group or regain lost attention

» Review material previously taught

Effective questions:

» Should be worded so the learner cannot answer unless he or she really knows

» Should be brief and easily understood

» Should be limited to one main thought

» Must have a specific purpose directly related to the topic being discussed

Instructors may want to ask questions:

» At the beginning of a lesson or topic

» At the end of a specific point or issue (to touch base)

» At the end of a unit or lesson (to touch base)

» At any critical point

» Whenever receiving negative feedback

Be sure not to ask and answer your own questions.

More information pertaining to the use of questions can be found throughout this manual as questions are an integral part of almost all you do in the class-room.


Class Discussions

Class discussion is a modified form of classroom lecture where the focus is shared between the instructor and the students for information transfer. Typically, an instructor will stand before a class and present information for the students to learn but the students will also participate by asking and answer-ing questions, and providing examples.

Unfortunately, many instructors mistakenly combine discussion with recitation where the instructor asks one student a question and the students answers based on what they already know or have just been taught. In contrast to recitation, quality discussion, involves purposeful questions prepared in advance by the instructor, on-the-spot assessment, and starting points for further conversations.

Benefits of Class Discussion as a Teaching Method

» Class discussions provide for greater interaction between instructor and students.

» Instructors maintain a greater control over what is being taught because they are able to steer the discussion.

» Auditory learners find them appealing to their learning style.

» Students may feel more comfortable asking questions during class discussions.

» Student participation provides the instructor feedback. Instructors can check on what students are retaining through questions posed.

» Instructor participation provides the students feedback. When the instructor asks questions or otherwise seek student input over a topic, they are letting students know something about the importance of certain ideas and information.

» They add interest. It’s hard to maintain students’ focus and attention when all they hear is the professor talking. It helps to hear another voice as well as an answer or another point of view.

» They engage students. A good question can pique their interest, get them to think, and motivate them to make connections with the content.

» They can be used to control what’s happening in class. If a student is dozing off, texting, quietly chatting, or otherwise not attending to what’s happening, that student can be called on or the student next to the offender can be asked to respond. Students have a tendency to stay focused on the lesson because they might be called on to answer questions.

» They can be used to balance who’s contributing in class and how much. In the vast majority of cases, it is the instructor who selects the participant. If instructors wait patiently and not always select the same student, if they look expectantly to others and confirm verbally and nonverbally the value of hearing from different people, they can influence who speaks and how much. Participation even helps instructors control how much they talk.


Strategies for Fostering Effective Classroom Discussions

» Break the ice with informal talk outside of class time (before class, during breaks, etc.). This will help students feel more comfortable in your class and they will then be more likely to actively participate in class discussions.

» Control and use classroom space strategically. Having students put their desks in a circle or horseshoe shape prevents them from hiding in corners or behind other students’ bodies. The circle improves communication by allowing them to see each other’s faces and hear each other’s responses without straining.

» Set clear expectations for student participation in discussion sessions.

» Use eye contact purposefully and strategically. Establishing eye contact opens a communication channel and selects the student for a turn to speak. Breaking eye contact during a student’s turn and scanning the class can distribute the student’s communication throughout the class. The instructor’s scanning eye also signals other students that they should be paying attention to the speaker.

» During discussions and other interactions with students, really listen to them, strive to hear what students are really saying, not what we want to hear and/or assume students are saying.

» Ask good questions. Questions should be content-related and used to further class discussion. Avoid the use of simple “Yes/No” type questions. Be sure to give students a few seconds to think about the question before calling on one to answer. Only ask one question at a time.

» Ask for further clarification and/or elaboration. Ask follow-up questions, and paraphrase the comments for everyone to ponder. A combination of initiating and probing questions can be an effective approach to bring out participants’ ideas further.

» Avoid open questions; call on individual students. Direct questions to specific students and distribute turns around the room. This will increase the level of attentiveness on the part of the students and increase the number of students who participate. In other words, consistently asking questions that are open to anyone in the class to answer allows the hyper-verbal students to dominate and allows others to hide.

» Keep in mind that some students may not feel comfortable being put on the spot during class discussion. Set them up for success.

» Classroom discussion functions best when students are talking to students. When a student asks a question, instead of answering yourself, ask for an answer from other members of the class. In a large group, always repeat a question or paraphrase a response before going on, so that all students can hear and understand.

Exercise (Optional)

List as many other benefits and strategies for using class discussions that you can think of. After you are done you may be asked to share and discuss some of your ideas with the class.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Using Students’ Personal Experiences

Encouraging students to share their content-related experiences is a good way to stimulate class discus-sions.

Benefits of using students’ personal experiences in your classroom:

» Increases Learner Engagement: Sharing personal experiences creates opportunities for students to engage actively in the classroom. Intentional engagement leads to more effective learning, creating opportunities for students to engage with each other and you during class time also creates a more personal classroom environment that helps everyone get to know one another better.

» Taps into Students’ Background Knowledge: All students bring something to the classroom.Becoming familiar with the backgrounds and/or prior knowledge allows an instructor to engage students in experiences that connect with their diverse backgrounds, thereby building on this knowledge.

» Simplifies Complex Information: Listening to and talking about personal experiences anchors the learning in the reality of personal context rather than as something happening in other places or to other people. Furthermore, students find it easier to start with the personal experience (existing knowledge) before moving to the global (new knowledge).

Strategies for Using Students’ Personal Experiences

» Encourage students to share their personal experiences.

» When listening to students’ personal experiences, ask follow-up questions, especially if it is unclear how their experience relates to the topic at hand. This also shows students that you are interested in what they have to say, creating a more effective learning environment. It also helps other students make the appropriate connections between what is being said within the context of the lesson.

» Connect classroom material to students’ experience. The most crucial element in learning is what students already know, that is, what is within their experience. Making connections between material and students’ personal experience also conveys an interest in students and their learning.


Group Discussions

Like class discussions, group discussions have numerous benefits that can help students

Benefits of Group Discussions

Group discussions have a variety of benefits for the instructor and for the students including:

» Opportunity to ssess: Because everyone participates, group discussions are a valuable opportunity to assess student comprehension.

» Better time management: Splitting the class into groups lets everyone participate but is still manageable in a reasonable timeframe.

» Adds interest: Group discussions help students stay focused on the material by breaking up the lecture format and having them participate.

» Gives everyone a chance to speak: Group discussions provide an opportunity for shy students to share their ideas in a smaller and more comfortable setting.

» Motivates learning: Hearing directly from other students about how the material affects their work, and their lives motivates students to learn.

» More interaction: Group discussions provide an opportunity for students to share what they know, and learn from each other.

» More engaged students: In group discussions, students use and think about the material they have learned. This helps create a sense of ownership.

» Improved retention: Interested and motivated students, using the material alongside other students means there is much greater chance students will retain the material long after the walk out of the class or pass the exam.

How to Group Students

Before beginning any group work, you have to have a plan in place for how you are going to group your students. Here are a few things you will need to consider.

Decide on group size

The size you choose will depend on the number of studetns, the size of the classroom, the variety of voices need within a group, and the task assigned. Pairs can often work well, but groups of 4-5 tend to balance well the needs for diversity, productivity, active participation, and cohesion. The less skillful the group members, the smaller the groups should be.

Decide how you will divide students into groups

Division based on proximity or students’ choice is quickest, especially for large and cramped classes; however, it means that students end up working together with friends/colleagues or always with the same people. Here are a few other ways to group students and vary group composition.

» Have students turn and talk with the person in the next row or have them turn their desks and talk with the person behind/in front of them. This is a very quick way to have pairs of students share ideas.

» Randomly mixed-up pre-assigned groups: You might not need specific students together, but you do want speed. Pre-assign groups of students so that they just have to get together without long transition time.

» Group according to same job or skill level.

» Group to mix job or skill levels.

» Group according to interest: If you’re aware of different interests of your students via self-introductions done at the beginning of the session, you might want to put them together and have them connect their common interest to the task.

» Group for class management: Pre-assign groups and make sure students who need to be separated are kept apart.


Students work best together if they know or trust each other, at least to some extent. Even for brief group activities, have students introduce themselves to their group members before attending to their task. For longer periods of group work, consider introducing an ice breaker or an activity designed specifically to build a sense of teamwork.

Managing Group Discussions

You can treat group discussions as a series of steps:

» First, you prepare your students so they can discuss the subject and come to relevant conclusions in a timely way.

» Second, you facilitate the discussion to ensure groups stay on target.

» You may assign speaking duties strategically to engage individual learners.

» And finally, you summarize the results of the group discussions to help students put all the information in one neat package and remember it.

Step 1: Prepare

The goal of the first step is to set the students up for success by providing them all the information and tools they need to complete a meaningful group discussion. Here are several practical strategies:

» Define the desired outcome of the discussion: Establish the purpose of the discussion and the relevance of the subject matter.

» Establish a clear timeline: Giving students an explicit timeline and updating them during the group discussions helps students meet the objectives of the exercise.

» Provide the resources: Indicate what resources are available (manual page, PowerPoint slide, etc.) and where to find them.

» Determine groups: You can and should choose your groups directly if you have a good reason.

» Organize chairs and tables for discussion: The classroom is not necessarily set up for group discussions. If you need to move and tables chairs, do it.

Step 2: Facilitate

Once the group discussions have started, it’s up to instructors to help keep them moving forward and stay on track. It’s not sufficient to stand back and let the groups do their thing. You have to actively facilitate discussions by encouraging and supporting them. Here are some useful strategies:

» Encourage participation:• Support inclusion

• Elicit opinion, not expert testimony

• Establish a safe environment

» Maintain Focus: When a groups starts to drift off course, steer them back by:• Bringing up some relevant considerations

• Affirming, then redirecting off-topic discussion

• Or gently redirecting the conversation, i.e. “For the sake of this discussion, assume…”

• Monitor progress

» Ask, don’t tell:• Foster discussion by asking leading, open-

ended questions

• Becoming the knowledge source shuts down discussion as students wait for your final say

» Discuss, don’t debate• The point is to apply the concepts, not get the

‘right’ answer.

• Redirect arguments by identifying the points of contention.

Step 3: Summarize

Always pull together the results from group discus-sions once complete. You can put the results on the white board, or repeat them verbally. Never end a group discussion by going straight to a break.

» A summary:• Reinforces relevance

• Records important contributions (and gives the students a sense of accomplishment)

• Highlights key points rather than detailing every possible facet of the issue.


■ EXERCISE

Read the following. Working in groups, come up with responses for the questions that follow. Each group has to provide reasons for their decisions.

Class Background

You are teaching a class of twenty health and safety professionals. The demographics of the group are as follows:

» sixteen males and four females

» ages 27-57

» half of the class are experienced in health and safety

» half of the class are relative newbies to the field

» four people from a Latin American country - two of them having limited English-language skills.

Group Assignment

Each group will be provided with a scenario in which there are a number of hazards present. You want them to identify the hazards and provide possible ways the hazards could be controlled or eliminated.

Questions for your Group

» How would you introduce the group activity?

» What size of groups would you use?

» What would be the composition of each group (i.e. how would you divide the class into groups)?

» How would you facilitate the group discussions?

» How much time would you allot for the group discussions?

» How would you pull together the results once the group discussions are complete?

NOTES:

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1. True or False

a. Building a rapport with students helps them feel more comfortable and helps create a better learning environment for all students. ________

b. It is not necessary to set rules and guidelines for adult learners. ___________

c. An instructor is not responsible for accommodating diversity in their classroom. _________

d. Mild disruptions can be addressed without being confrontational. __________

2. What is the main benefit of the “tell me”, show me, let me try” approach?

a. It builds on what students already know.

b. It caters to many types of learning styles.

c. It is teacher-centred.

d. It addresses cultural diversity.

3. List four things an instructor can do to be prepared for class.

i. ______________________________________________________________________________________

ii. ______________________________________________________________________________________

iii. ______________________________________________________________________________________

iv. ______________________________________________________________________________________

4. Which of the following are good presentation skill habits to develop?

a. Showing confidence

b. Being enthusiastic

c. Being professional

d. Avoiding jargon

e. All of the above

f. None of the above

5. True or False

a. Sharing personal experience can help learners connect to the material on a personal level. __________

b. When instructing their class, instructors should read directly form the PowerPoint. _______

c. Questions are one of the best teaching tools available to an instructor. _________

d. Class and group discussions are a form of teacher-centred instruction. __________


MODULE 4

Developing Lesson Plans Based on the ROPES Model


Module 4: Developing Lesson Plans Based on the ROPES Model

OUTCOME

Effectively plan and consistently deliver your lessons based on the ROPES model.


1. Explain each ROPES component, why it is important, and how it is used when planning and presenting Enform course material.

2. Describe strategies for using each element of the ROPES model when instructing.

■ INTRODUCTION TO ROPES

Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep you organized and on track while teaching, thus allowing you to teach more, help students reach objectives more easily and manage less. The better prepared you are, the more likely you will be able to handle whatever unexpectedly happens in the lesson.

A lesson plan functions as both a ready reference and a planning tool. It is not a detailed description of every moment of a lesson nor does it capture every possibility that may arise. With increasing experience, lesson plans often become shorter and more concise.

What is ROPES

ROPES is an acronym describing the five components of a lesson plan.

» Review

» Overview

» Presentation

» Exercise

» Summary

It is a simple and flexible way for preparing and presenting lessons. It is used by Enform instructors to ensure lessons and course materials are presented in a consistent, well-organized manner.

The use of the ROPES lesson plan and delivery method is mandatory for Enform instructors. Using ROPES will help ensure course material is presented in a consistent manner by instructors in various locations. Planning and presenting using ROPES improves the learning experience so content is more easily comprehended and retained by your students.


The ROPES Lesson Delivery Method

R: Review

The first step in ROPES is the Review. This is used at the beginning of each lesson to:

» Find out what your students already know about the topic.

» Assess how fast your students will be able to learn new material.

» Relate the topic to the students to help them integrate it into things they already know or have experienced.

» Connect the lesson to material previously covered in the course.

The Review:

» Helps students relate or tie one lesson into and another.

» Gives students a sense of why the material is important to them.

» Gives instructors a better understanding of their students’ knowledge of the subject.

» Gives instructors an opportunity to establish a rapport with the students.

This can be accomplished by:

» Asking your class relevant, high-level questions and follow-up questions which clarify or focus the discussion.

» Using information that you learned during the introductions to relate material to specific students, industries, groups, companies, etc.

» Explaining how previously learned material applies to this chapter.

You have to make sure students know the review material, but you don’t want to waste precious time and student patience by belaboring it. Rule of thumb: devote five to ten percent of the total classroom time for the Review. If your class is 50 minutes, allocate review about 2½ to 5 minutes.

Benefits of ROPES

Advantages of ROPES for instructors and students include:

Instructor

» Easy to learn method of planning and presenting a lesson.

» Helps to keep you organized and on track while teaching.

» Helps you feel more comfortable in front of your class.

» Provides a consistent format for delivering content.

» Stimulates active learning by engaging students.

» Matches performance with objectives.

» Results in acquiring new skills.

Students

» Gives clear direction.

» Requires student participation.

» Demands student responsibility.

» Accommodates diversity in student work experience, education levels, and backgrounds.

How to Use ROPES

To effectively deliver a lesson, you need to plan ahead. Make notes in your Instructor’s Guide or in a ROPES lesson plan template. This includes planning the examples you will use, how you will do activities, and how you will ensure comprehension of the key points of the lesson as well as how much time you will spend on each of the ROPES components. Pay attention to what works for you and what doesn’t work. Update and edit often to continuously improve.

Use your ROPES lesson plan in place to guide you in your delivery of course content.


O: Overview

Adults tend to be more receptive to learning when they know what is expected of them. The Overview provides the opportunity for the instructor to clearly define what they want learners to be able to know and do at the end of each lesson. This includes:

» Stating the objective(s) of the lesson.

» Providing the agenda for the lesson and highlight the activities that will occur.

» Situating the lesson within the “bigger picture” (the overall course objective/outcome).

The Overview:

» Prepares students to learn upcoming content with clear expectations.

» Helps students focus on the key learnings of the lesson.

» Provides a clear framework of what you are going to teach.


» Explaining the outcomes and objectives slide on the PowerPoint. Don’t skip over it.

» Talking about why the outcomes and objectives are important.

» Explaining what you are going to do to teach these objectives.

Instructors should avoid excessive explanations for each of the objectives at this stage as they will be covered in more detail throughout the remainder of the lesson. Devote no more than five to ten percent of the total classroom time for the Overview.

P: Presentation

The Presentation component is essentially the heart of the entire lesson. Here the instructor presents the new knowledge, skills, and attitudes students need to become competent in the topic. Content should be delivered in small, well-organized steps so students do not become lost or confused.

As an instructor, your role is to ensure your individual class understands the material well enough to meet the lesson objectives. Not all classes are the same.

This is accomplished by:

» Presenting the material in the student manual.

» Using the PowerPoint slides.

» Reinforcing key messages.

» Checking for understanding by asking questions and noticing body language, attention level, etc.

» Providing clear, relevant examples to help with comprehension.

» Asking students for input or examples.

» Recognizing that a variety of instructional techniques may be needed to cater to the learning styles, experience levels and backgrounds of your class.

About 25-35 percent of class time should be spent on the Presentation.


S: Summary

In this component of ROPES, the instructor repeats and reinforces the important points of the lesson by tying what has been learned back to the Outcomes and Objectives. This closes the loop on the key points of the lesson and gives students an opportunity to ensure comprehension and ask questions before moving on to the next chapter.


» Discussing summary questions and answers.

» Explicitly talking about what you have done in the lesson and how it met the intended learning outcomes and objectives.

» Explaining how this knowledge relates to upcoming chapters in the course.

» A brief Question and Answer (Q&A) session is one way that both you and your students can confirm how well the objectives of the lesson have been met.

» Explaining how this knowledge relates to the workplace.

Devote up to five percent of class time summarizing the lesson.

E: Exercise

The Exercise lets learners apply what they have learned using a variety of opportunities compatible with the type of learned outcome. This includes:

» Answering questions

» Doing hands on activities

» Discussing case studies

» Solving problems

» Practicing simulations reinforces learning.

These offer students the opportunity to become active participants in the course.


» Directing students to do activities, review questions, case studies, etc. that are part of the course material.

» Managing the classroom effectively to facilitate exercises. (e.g. create working groups, coach rescue drags, etc.)

» Allowing students to solve problems. Don’t simply tell them the answers and move on.

» Circulating around the room and check in with students. Provide help and guidance.

» Giving clear directions and a specific time frame for doing an activity.

» Discussing as a class and allow students to give input.

» Answering questions and provide further explanation or examples to aid in comprehension before moving on.

Spend approximately 35-50 percent of class time on this component of ROPES.


■ EXERCISE 1

Using the information provided for each step of ROPES, how would you teach a small group a complete lesson on how to grill hamburgers?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

■ EXERCISE 2

» You are an instructor for a class to teach new workers how to put on PPE.

» You are given a five-slide PPT presentation to support the lesson delivery.

» Review the PPT on-screen and discuss the lesson with your group. Decide upon strategies for implementing each element of ROPES in the lesson delivery.

» Make notes in the template on the next page. We will compare answers, so be prepared to explain your choices.


Review

Notes:

Materials needed:________________________________________ Time needed:__________

Overview

Notes:


Present

Notes:


Exercise

Notes:


Summary

Notes:




1. In which component of ROPES might you incorporate group discussions?

___________________________________________________________________________________________

2. In which component of ROPES would you relate previously learned material to the upcoming lesson?

___________________________________________________________________________________________

3. In which component of ROPES would you reinforce the important points of the lesson?

___________________________________________________________________________________________

4. Which of the following would most likely occur in the Presentation stage?

a. Case Study

b. Hands-on activity

c. Lecture

d. Stating course objectives

5. Why is ROPES the standard lesson format chose by Enform?

___________________________________________________________________________________________

■ HOMEWORK

Your instructor will now explain your homework assignment and provide you with the details of the first of two required Practice Teaching Assignments found on the next page.

■ ASSIGNMENT ONE

Practice Teaching: Session#1 (Day Two)

Lesson Length: 20 minutes

You need to develop and present a twenty-minute lesson for your first practice teaching exercise using the ROPES method. This includes completing a ROPES lesson plan. You can chose any topic you like for this assignment as long as it is not directly related to your job. For example: installing plumbing for a basement bathroom; building a fence; basic self-defense techniques; using Microsoft Office; using Twitter; time manage-ment and organization skills; stress management; filling your gas tank; yoga exercise; tying rope knots, etc.

You will need to submit a copy of your completed ROPES lesson plan to your instructor before you present your lesson to the class. You can use the Lesson Plan template on the next page or create your own. Your plan must address each of the five ROPES components. You will be asked to present your lesson in its entirety but it must not exceed the allotted twenty-minute time frame.

Your classmates and the instructor will serve as your audience and, through a checklist, will evaluate your presentation and provide feedback to identify its effectiveness. The Teaching Demonstration Student Evaluation Form that you will use as a checklist can be found on page 58.


Review

Notes:


Overview

Notes:


Present

Notes:


Exercise

Notes:


Summary

Notes:



Teaching Demonstration No.1 Student Evaluation Form

Rating Key: 1 = very poor 2 = poor 3 = satisfactory 4 = good 5 = very good N/A = not applicable

Attributes and Performance S1 S2 S3 S4 S5 S6 S7 S8

Review (Introduction)

Overview (clear statement of proposed learning outcomes)

Presentation (material presented clearly and systematically)

Exercise (Activity)

Summary

Effective use of instructional media

Used appropriate language

Maintained eye contact with students

Used gestures and body language

Spoke loudly and clearly

Encouraged students to ask questions

Answered questions effectively

Subject matter knowledge /command on subject/topic

Effective teaching strategies

Effectively handled diversity in the classroom

Organized and managed time well

Effective classroom management practices

Displayed confidence and enthusiasm

Successful in teaching the proposed learning outcomes

Prepared

Comments

S1

S2

S3

S4

S5

S6

S7

S8


■ ACTIVITY

Post Self-Assessment

Return to the Self-Assessment on page 11 and fill in the post-course assessment.

This time, for each statement mark an “X” over the number that indicates the degree to which you agree or disagree.

1- Strongly disagree; 2- Disagree; 3- Neutral; 4- Agree; 5- Strongly agree

Then shade in the Post-Assessment chart on the graph provided on page 12 as you did at the beginning of the course.

Take a moment to compare with your earlier assessment. Has much changed?

We will discuss some of your responses and changes.

■ ASSIGNMENT TWO

Practice Teaching: Session #2 (Day Three)

Lesson Length: 30 minutes

For your second teaching demonstration, you will prepare and present a thirty-minute lesson based on one of the provided topics that your instructor will provide. The topics have been chosen intentionally to provide you with a manageable piece of content for presentation to your fellow students. Each topic/objective has been selected from the Enform Franchise course offerings and can be presented within a thirty-minute timeframe. You may choose any one of the topics that is relative to your area of expertise.

Your choice of topic and the subsequent development of your ROPES-based lesson, plan will provide you with the opportunity to sit down and develop a formal teaching lesson plan and to deliver it to an audience of your peers.

In developing your lesson plan, your knowledge of the audience - their working and learning environments - the content, its delivery, and the evaluation of student learning, must be considered within the design and development of instructional plan. Consider the materials you have addressed within this course to this point– characteristics of adult learners, instruction for adult learners and the ROPES lesson planning model – and include those that speak to you. Further, your knowledge of the subject matter can provide you with the opportunity to address that “teachable moment” and provide the student with multiple insights to compre-hending the materials.

You will need to submit a copy of your completed ROPES lesson plan to your instructor before you present your lesson to the class. You can use the Lesson Plan template on the next page or create your own. Your plan must address each of the five ROPES components. You will be asked to present your lesson in its entirety but it must not exceed the allotted thirty-minute time frame.

Your classmates will serve as your audience and should be treated as though they were a regular group of students.

You will be formally evaluated by your instructor who will use a Teaching Demonstration Instructor Evaluation Form similar to the one used for your first practice teaching session (see page 58).


Review

Notes:


Overview

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Present

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Exercise

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Summary

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Version 17.1 > English Edition

For the Oil & Gas Industry • Instructional Skills Development

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