Essential Instructional Skills for Professional Driver Trainers

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Essential Instructional Skills for Professional
Driver Trainers

• UNIT4 Techniques of Instructing

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Lesson Objectives

• Youll be able to
• Demonstrate knowledge of how, when and why to use
  training aids by developing aids for practice
  teaching session.
• Use the 4-step teaching learning process in
  developing practice teaching demonstration
• Incorporate at least two teaching methods
  described in this section into practice teaching
  demonstration
• Show ability to use questions effectively in
  practice teaching demonstration

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Steps in Effective Use of Audio-Visual Aids

• Planning by the instructor
• Selection of the aid
• Preparation of the equipment
• Preparation of the student or class members
• Summary of the information
• Discussion of the information

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Examples of Aids

• LCD Computer Projector
• Overhead projector
• Flip charts
• 35mm Slide Projector
• Dry-erase board
• VCR or DVD player
• MP3 audio/iPod
• Digital video files (wmf, avi, etc)

• Exhibits
• Models
• Audio Cassette
• Compact Disc
• Charts/Posters
• Television
• Radio
• Internet

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Why Use Aids

• Focus attention on point being made
• Generate interest
• Arouse curiosity
• Enhance understanding of topic
• Increase retention of message

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Why Use Aids (Contd)

• May show successive steps in a process
• Add believability to the message
• Presentation is more fun to give
• May be used where the real object cannot be shown

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Questions to Ask Before Using Aids

• Does it meet the objectives?
• Does it support the lesson plan?
• Is it current and accurate?
• Does it avoid extraneous detail?

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Questions to Ask Before Using Aids (Contd)

• Is it well designed?
• Can the teaching point be adequately visualized?
• Can the aid be made within the organization?
• Is sufficient lead time available to create the
  aid?

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Basic Selection Guide for Aids

• Select aids that fit the maturity, interest, and
  abilities of the group
• Select aids most appropriate for the particular
  learning activity
• Maintain a balance in the kinds of aids selected

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Basic Selection Guide for Aids (Contd)

• Select aids that compliment, rather than
  duplicate, other learning resources
• Avoid overuse of aids
• Ask yourself, Will it advance learning?

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A Good Visual Aid Should

• Clarify an abstract idea, show a sequence,
  explain a relationship
• Depict hard-to-get parts, unusual parts, and
  things generally difficult to observe
• Be large enough and clear enough to be visible

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A Good Visual Aid Should (Contd)

• Be in color for contrast, to emphasize highlights
  and add interest
• Include only necessary explanatory written
  material
• Attractive and professional in appearance

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4-Step Teaching/ Learning Process

• 1. Preparation
• 2. Presentation
• 3. Application
• 4. Follow-up

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Preparation

• Preparing the instructor
• Preparing the environment
• Preparing the learner

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Presentation Key Elements

• Methods ways of teaching the lesson
• Lesson material selected for a specific
  presentation
• Lesson Plan written document that guides the
  instructor through all phases of instruction

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Steps in Planning the Presentation

• Establish objective
• Research the topic
• Organize material into the three basic parts
  (introduction, body, conclusion)
• Select instructional method
• Prepare the lesson plan

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Determine your Purpose

• To inform, instruct, or clarify
• To get people to act, believe or feel or to
  persuade
• To make people feel good to entertain

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Choose Main Ideas

• Two or three ideas are usually enough
• Consider the listeners ability to understand the
  ideas
• Consider the listeners attitude toward the idea
• Be sure you can make the idea clear, or prove it

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Presentation Structure

• Introduction
• Body
• Summary or conclusion

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Support Material

• Illustration
• Specific instances
• Explanation
• Analogy or comparison
• Statistics
• Testimony
• Restatement and repetition

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Presentation Methods

• Teaching methods and materials in which the
  teacher is or may be the main participant
• Group discussion
• Group learning (other than purely discussion)
• Individual learning

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Methods Where Teacher is Main Participant

• Lecture
• Demonstration by the teacher
• Visual aids
• Textbooks
• Evaluation
• Student-teacher planning
• Use of commercial materials
• Use of community resources

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Group Discussion Methods

• Informal discussion
• Committee work
• Debates
• Panel
• Oral reports
• Role-playing
• Symposium
• Dialogue

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Group Learning Methods

• Class problems
• Contests
• Demonstrations
• Displays/Exhibits
• Experiments
• Field trips
• Surveys
• Skits

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Individual Learning Methods

• Learning activity packages
• Individual counsel
• Supervised study
• Interviews
• Manuals and workbooks
• Observation
• Reference reading
• Research
• Work experience

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Factors Affecting Method Selection

• Objective - what needs to be taught
• Type of student
• Size of class
• Available facilities
• Available time

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How to Hold Interest

• Activity or movement
• Reality and concreteness
• Nearness
• Familiarity
• Novelty
• Suspense
• Conflict
• Humor

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How to Communicate

• Directness
• Posture
• Movement
• Gesture
• Facial Expression
• Your voice

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Application

• Have learner tell/show
• Correct errors
• Question learner why, what, how?
• Continue questioning until you know that they know

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Application and Learning

• The most effective way of learning is by doing
• Repetition is necessary
• It is easier to learn it right the first time
  than to change a wrong habit
• Teach using all five senses

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Follow-up

• Compliment
• Correct errors and re-teach
• Designate to whom to go for further help
• Taper off into normal supervision

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Testing

• A way of checking in the beginning, along the
  way, as well as finally, whether the learner has
  achieved the objectives
• Not only test the learner, but the instructors
  program

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Testing (Contd)

• Tests can detect instructional flaws as well as
  trainee errors
• Testing should be used to improve the
  preparation, presentation and application steps

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Why Questions?

• To provoke or stimulate thought
• To give the students an opportunity to express
  themselves
• To aid the teacher in assessing student progress
• To aid the student in assessing personal progress

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Questions Help the Instructor

• Motivate the group
• Find out what learners already know
• Encourage Active Participation by learners
• Spot-check the effectiveness of the instruction
• presented

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Questions Help the Instructor (Contd)

• Clarify a point that a student has not understood
• Stress important points
• Keep attention of the group
• Review material originally

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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 subject being discussed

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When 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

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Types of Questions

• Ask-Pause-Call (APC)
• Call-Pause-Ask (CPA)
• Leading question
• Reverse question
• Relay/rebound question

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Managing Questions

• Asked by the instructor
• Dont call on the same few people all the time
• You arent training prospective lawyers, so avoid
  the Paper Chase approach
• Never allow a wrong question to go uncorrected
• Use questions as one tool to correct undesired
  student behavior

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Managing Questions

• Asked by the student
• Dont dodge or face answers if you dont know
• If an individual seems to be monopolizing time by
  asking too many questions, try to determine the
  cause of the problem
• When a student asks a question, repeat it or
  rephrase it for that students benefit, and for
  your own benefit

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Active Listening Skills

• Encouraging non-verbal signals
• Encouraging verbal signals
• Restatement
• Reflection
• Questions
• Silence
• Summarize

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Characteristics of Effective Feedback

• It is descriptive rather than evaluative
• It is specific rather than general
• It focuses on behavior and actions rather than on
  personalities
• It is directed toward behavior or actions that
  the receiver can do something about

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Characteristics of Effective Feedback (Contd)

• It provides only the amount of information that
  the receiver can use rather than the amount we
  would like to give
• It is well timed
• It is checked to ensure clear communication

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Managing Yourself In the Heat of Battle

• What are your own emotional hotspots?
• Be prepared to deal with feelings - the
  audiences 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

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Managing Yourself In the Heat of Battle

• Try to focus on points of agreement rather than
  differences
• Attack problems or issues, not people
• Think before speaking

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Pre-Check Physical Facilities

• Light
• Heat
• Room
• Seating
• Ventilation
• Equipment
• Materials