Instructional Skills Dos and Donts

1
Instructional Skills Dos and Donts

• Liz Willis, Engineering Subject Centre and
• Ruth Wellock, Physical Sciences Subject Centre

2
How to make a perfect cuppa

• GEORGE ORWELL'S TEA RULES
• 1. Use tea from India or Ceylon (Sri Lanka), not
  China
• 2. Use a teapot, preferably ceramic
• 3. Warm the pot over direct heat
• 4. Tea should be strong - six spoons of leaves
  per 1 litre
• 5. Let the leaves move around the pot - no bags
  or strainers
• 6. Take the pot to the boiling kettle
• 7. Stir or shake the pot
• 8. Drink out of a tall, mug-shaped tea cup
• 9. Don't add creamy milk
• 10. Add milk to the tea, not vice versa
• 11. No sugar!
• http//news.bbc.co.uk/1/hi/uk/3016342.stm

3
The perfect modern cuppa

• Can you replicate the perfect cup of tea using
  the equipment available in most student kitchens?

4

• You have 15 mins to prepare a 3 minute
  demonstration of how to make a cup of tea for the
  group. At least 2 members of the group must be
  involved in the actual demonstration.
• Or
• Start by considering what makes a good
  demonstration. Generate a list of 10 marking
  criteria on which to assess the demonstrations.

5
Preparation

• familiarising yourself with laboratory and
  equipment for the experiment
• Try the experiment yourself before the session
• ensure that any necessary equipment is in place
  and working
• Make sure you have clear guidelines on what is
  required of students
• Check if any of the students have specific
  learning difficulties you need to be aware of

6
Giving Instructions

• Use an Effective Introduction
• Start with an outline of what you are going to
  do, explain why it is important set the tone,
• Organize your presentation clearly and simply
• Prioritize topics - what is obvious to you may
  not be obvious to the students
• Use simple language but dont talk down to the
  students
• Sound enthusiastic
• Analyze the Environment
• check out size of room, placement of chairs, time
  of day, temperature, distractions
• Don't block visual aids
• Talk to the audience not the equipment
• Create an Effective Conclusion
• Summarize the key points of the demonstration
• Consider support materials as memory aids

7
References

• Tutoring and Demonstrating A Handbook, chapter 5
  - Demonstrating, Iain Allison
• http//www.tla.ed.ac.uk/resources/tut-dem/Chap5.pd
  f