Scout Instructor Development
Course (SIDC)
July 16
July 16
1
The reason you came

This planned 4 hour course will provide Senior
Scouts (1st class and above) with a better
understanding of what it takes to learn and what
it takes to train/teach others. It is anticipated
that the knowledge gained in this course will help
Scouts to better prepare and to make
presentations, lectures, demonstrations, and
other forms of learning for their units.
July 16
2
Syllabus - Part I
1.
Introduction to learning (50 Min)
a)
b)
c)
Why do all senses matter?
Group exercise (15 Min)
Model of Learning
Break 10 Minutes
3. Introduction to teaching (80 Min)
2.
a)
b)
c)
July 16
Group exercise – Fruit Salad (15 Min)
Group exercise - Red Green Show (10 Min)
How can you teach with each sense (Sight, hearing,
smell, taste, and touch)?
3
Syllabus - Part II
Break 10 Minutes
Leading and Teaching (60 Min)
4.
5.
a)
b)
c)
d)
e)
6.
7.
8.
July 16
Cutting interference
Using Pazzazz!
Gettysburg Address (5 Min)
Presentation tools
Group presentation (20 Min)
Break 10 Minutes
Using your knowledge to learn (10 Min)
Wrap up (10 Min)
4
Syllabus - Part I
1.
Introduction to learning (50 Min)
a)
b)
c)
Why do all senses matter?
Group exercise (15 Min)
Model of Learning
Break 10 Minutes
3. Introduction to teaching (80 Min)
2.
a)
b)
c)
July 16
Group exercise – Fruit Salad (15 Min)
Group exercise - Red Green Show (10 Min)
How can you teach with each sense (Sight, hearing,
smell, taste, and touch)?
5
Introduction to learning 1

“Collaborative studies of the design and
evaluation of learning environments, among
cognitive and developmental psychologists and
educators, are yielding new knowledge about the
nature of learning and teaching as it takes place
in a variety of settings. In addition, researchers
are discovering ways to learn from the ''wisdom
of practice" that comes from successful teachers
who can share their expertise.”*
July 16
6
* How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences,1999)
Introduction to learning 2

“Research on learning and transfer has
uncovered important principles for structuring
learning experiences that enable people to use
what they have learned in new settings.”*
July 16
7
* How People Learn: Brain, Mind, Experience, and School (National Academy of Sciences,1999)
Introduction to learning
Yuck!
I’d rather eat rocks and read the phone book then read that!
SO – What does it mean to learn in real words?
(Lets restart this discussion!)
July 16
8
Introduction to learning (in real words!)

We are only now beginning to understand
‘learning’

It is not just a bunch of chemical reactions

‘Learning’ is adapting your thoughts to match
what you observe.

July 16
Let’s examine this statement
9
Introduction to learning

‘Learning’ is adapting your thoughts to match
what you observe.

Does this mean your past affects your learning?
(YES)



July 16
Learning is affected by cultural norms
(Your grandmother is more important to you
then just her cookies)
Everyone - even babies - have ideas that affect
learning
Everyone will learn in slightly different ways
10
Introduction to learning

‘Learning’ is adapting your thoughts to match
what you observe.

If you don’t ‘experience’ something can you learn
from it? (NO)


July 16
Good teachers realize this
They have ‘tricks’ to get students to observe new items.
(Yes your teachers really do care!)
11
Introduction to learning

‘Learning’ is adapting your thoughts to match
what you observe.

This bring us to an important question - Can you
use this knowledge to help teach?
(Of course the answer is YES)
July 16
12
Some other questions

What does a rock taste like?

What does a stick taste like?

Why do you know the answers to these questions?

Why is this guy asking such strange questions?
(The answer is coming!)
July 16
13
Group exercise #1

The ‘Tell Me’ Game

Break up into three groups

Each group will go to a different room and work on
the exercise

Come back in 15 minutes
July 16
14
Introduction to learning
So what have we just learned?
 The more involved you are in the activity of
learning - the better you learn.
This is exemplified by the Confucian saying
Tell me and I forget
Show me and I remember
Let me and I understand
July 16
15
Introduction to learning
So what have we just learned?
 The more involved you are in the activity of
learning - the better you learn.
In effect you have: more observations
‘Learning’ is adapting your thoughts to match
what you observe.
July 16
16
Introduction to learning
So now back to the rock and the stick.
As babies we learned by using all of our senses.
We touched, tasted, looked at, listened to and
smelled everything - including rocks and sticks.
All of these are efforts to OBSERVE an item
(Yes, you tasted rocks and sticks!)
July 16
17
Introduction to learning
This leads us to a second Chinese saying about
learning
“Learning is from thin to thick to thin.”
What does this mean?
July 16
18
Learning by young adults
“Learning is from thin to thick to thin.”
At first, you know VERY FEW DETAILS
(THIN)
Later, you know LOTS OF DETAILS
(THICK)
Finally, you see SIMPLE PATTERNS or
GENERALIZATIONS
(THIN)
This concept can be carried further….
To a model by David Kolb
July 16
19
Learning by adults
Experience
Learning starts when you experience something new
(Thin Knowledge)
The richer the experience (more information)
 The better the ‘learning’
July 16
Model of David Kolb
20
Learning by adults
Experience
The new information is combined
with all of your previous knowledge
(Thin => Thick)
Process
 This is ‘processing’ the information
July 16
Model of David Kolb
21
Learning by adults
Experience
Once you have enough information
You can generalize the knowledge
(Thick => Thin)
Process
Generalize
July 16
Model of David Kolb
22
Learning by adults
Experience
Apply
Finally you apply this
to everyday life
Process
Generalize
July 16
Model of David Kolb
23
Learning by adults
Experience
Apply
We will examine this
more later today
Process
Generalize
July 16
Model of David Kolb
24
Break time

Return in 10 minutes
July 16
25
Syllabus - Part I
1.
Introduction to learning (50 Min)
a)
b)
c)
Why do all senses matter?
Group exercise (15 Min)
Model of Learning
Break 10 Minutes
3. Introduction to teaching (80 Min)
2.
a)
b)
c)
July 16
Group exercise – Fruit Salad (15 Min)
Group exercise - Red Green Show (10 Min)
How can you teach with each sense (Sight, hearing,
smell, taste, and touch)?
26
Teaching adults
Use learning model to
develop teaching
techniques
Experience
Process
Apply
Each step important
Start with experience
and go around the circle
July 16
Generalize
27
Introduction to teaching

Experience
What is Experience?

How do you get ‘an experience’?

How do you make a ‘rich experience’?

What gets in the way of a ‘rich experience’?
July 16
28
Introduction to teaching

You are born with this ability

How do babies learn?

They use all of their senses





July 16
Experience
Touch
Taste
Scent
Sound
Sight
29
Group exercise #2 & #3

#2 - Fruit Salad



Experience
Small groups
Each person should taste at least once
#3 - The Red Green Show

July 16
One group
30
Group exercise #2 & #3

Our exercises showed

Senses matter!
July 16
Experience
31
Introduction to teaching

Experience
How can you teach with touch?

Teach someone how to sail a boat
1)
2)
3)
4)
5)
July 16
Names of parts of the boat
Show them the parts of the boat
Let them touch the lines/tiller/etc
Show them how they work
Let them sail the boat
32
Introduction to teaching

Experience
How would you teach with touch?

July 16
Examples from class
33
Introduction to teaching

Experience
How can you teach with taste?

Teach someone how to bake a cake
1) Names
of baking utensils
2) Show them the how the oven works
3) Show them (and maybe let them taste) the ingredients
4) Show them how how to mix the ingredients
5) Let them taste the mixture
6) Bake the cake
7) Let them taste the cake
July 16
34
Introduction to teaching

Experience
How would you teach with taste?

July 16
Examples from class
35
Introduction to teaching

Experience
How can you teach with scent?

Teach someone how to buy fresh fish
1) Names
of common fish
2) Show them the fish
3) Let them smell fresh fish (no smell)
4) Let them smell old fish (fishy smell)
July 16
36
Introduction to teaching

Experience
How would you teach with scent?

July 16
Examples from class
37
Introduction to teaching

Experience
How can you teach with sound?

Teach someone how to play a guitar
1)
2)
3)
4)
5)
July 16
Show them guitars
Names of the parts of guitars
Let them listen to you play
Show them how to play
Let them listen to their playing
38
Introduction to teaching

Experience
How would you teach with sound?

July 16
Examples from class
39
Introduction to teaching

Experience
How can you teach with sight?

Teach someone how to tie a knot
1)
2)
3)
4)
July 16
Name of the knot
Tell them where the knot is used
Show them how to tie it
Let them tie the knot
40
Introduction to teaching

Experience
How would you teach with sight?

July 16
Examples from class
41
Introduction to teaching

Did you notice something?

Each example used multiple senses
July 16
Experience
42
Introduction to teaching

Process
As a teacher, you must provide experiences for
your students

Is this the end of your job? (NO!)
You need to help your students PROCESS the
information that you gave them.
FAILURE HERE IS PROBABLY THE BIGGEST
REASON WHY STUDENTS DO NOT LEARN
July 16
43
Introduction to teaching
Process

What does it mean to
“PROCESS INFORMATION”?
 Dictionary definition
Process:
A series of actions, changes, or functions bringing about a result
Information:
Knowledge derived from study, experience, or instruction

Make information useful
July 16
44
Introduction to teaching

For information to be useful


Process
We must have a way to retrieve it
Think of a library

Books placed randomly
Does not work

Books placed in order
Works
July 16
45
Introduction to teaching
Process

Each person has their own way of ordering
knowledge.

The best learners have a systematic method
Meta-cognition
July 16
46
Introduction to teaching

Process
Meta cognition is

“Learning to learn” - “Thinking to think”

Active control over the learning process

This “active control” includes


July 16
Monitoring of progress
Active learning strategies
47
Introduction to teaching

Process
Monitoring of progress
 Identify the task
 Check the progress
 Evaluate that progress
 Predict the outcome
July 16
48
Introduction to teaching

Typical active learning strategies




Process
Allocate needed resources to learning
Determine order of steps to learn
Set intensity/speed needed to learn
Specific active learning strategies depend on the
subject
July 16
49
Introduction to teaching

Process
“Expert teachers know the structure of their
disciplines, and this knowledge provides them
with cognitive roadmaps that guide the
assignments they give students”*
 As
a teacher/leader you must understand your
subject
(What, where, when, why, how & impact)
July 16
50
*How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)
Teaching History

Process
‘History’ = abundance of data
 History often taught as:
 Memorize event dates & locations


(What, Where & When)
This ignores:



July 16
Why?
How?
Impact/implications for today (generalization)
51
Teaching History

One needs to ask questions such as:




Process
“What is history?”*
“How do we know the past?”*
What does it mean to ‘write history’
From this one learns:
 How evidence influences ‘history’
 How/why past and present events are
 Implications (generalizations)
July 16
linked
52
*How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Academies Press, 2000)
Teaching Camping

Process
‘Camping’ = abundance of processes
 Often taught as:
 Memorize processes (Where, what, how and when)

This ignores:


July 16
Why?
Impact (‘Leave no trace’ - generalization)
53
Teaching Camping

One needs to ask questions such as:



Process
Why do we camp?
Why do we camp the way we camp?
From this one learns:
 How
camping influences our wellbeing
 How/why camping allows us to understand



July 16
Ourselves & Others
The world
Implications (generalizations)
54
Teaching Mathematics

Process
‘Math’ = over abundance of formula
 Often taught as:
 Memorize formula (What and When)
 Math

is taught as ‘pure science’
This ignores:

Where, how and why?


July 16
(Math is a physical science!)
Impact on other physical sciences (generalization)
55
Teaching Mathematics

One needs to ask questions such as:

What are physical examples of the math?




Process
Negative numbers <=> floors below ground
Positive numbers <=> floors above ground
Multiplication a fast way to add
 4 tents, 6 stakes/tent => 24 tent stakes
From this one learns:
 How math and other sciences
 Implications (generalizations)
July 16
are linked
56
Teaching Knots

Process
‘Knots’ = over abundance of processes
 Often taught as:
 Memorize processes (Where, what, how and when)

This ignores:


July 16
Why?
Relationship between knots (generalization)
57
Teaching Knots

One needs to ask questions such as:



Process
Why do we use a knot?
Why are knots formed the way they are formed?
From this one learns:


July 16
How/why knots were developed
Possible new knots for new situations
(generalizations)
58
Teaching Science

‘Science’ = abundance of processes

Often taught as:


Process
Memorize processes (What and how)
This ignores:



July 16
Why?
Real life examples (Where and when)
Impact on your life (generalization)
59
Teaching Science

One needs to ask questions such as:



Process
Can you describe this is real life?
Why is this important?
From this one learns:


July 16
Gets physical picture
Implications (generalizations)
60
Teaching 1st Aid

Process
‘1st Aid’ = abundance of processes
 Often taught as:
 Memorize processes (Where, what, how and when)

This ignores:


Why? (# of breaths to compressions)
Impact (generalizations)


July 16
Victim
Rescuer
61
Teaching 1st Aid

One needs to ask questions such as:



Process
Why do we not use tourniquets?
Why do we compress in ‘that’ location?
From this one learns:
 How
 How
1st aid techniques can be misused
to apply the techniques to new situations
(generalizations)
July 16
62
Introduction to teaching

In each example

Need to ask







Process
Who
What
Where
When
Why
Impact
BUT the questions are different for each
July 16
63
Introduction to teaching

And what have we just done?

Generalized the teaching process
July 16
Process
64
Introduction to teaching

Generalization




Generalize
See patterns in knowledge
Allows one to learn faster
Allows one to remember better
Requires ability to see patterns
July 16
65
Introduction to teaching

Generalization




Generalize
See patterns in knowledge
Allows one to learn faster
Allows one to remember better
The problems


July 16
Not all subjects have the same issues/patterns
Not all people see the same patterns
66
Introduction to teaching

Generalize
Generalization problems

The leader/teacher will have to:



Understand the subject
See patterns in the subject
Know how to lead students to see patterns

Ask the correct questions
 Employ the correct senses
 Use the correct examples
 Show how the patterns can be applied
July 16
67
Introduction to teaching

And what have we just done?

We have tied application to learning

Application can be:



July 16
Apply
Homework
Projects
Hands-on experiences
68
Introduction to teaching

Apply
Applications at Troop meetings

Canoeing/boating


Wilderness survival



Cook ‘survival’ food
Build a model shelter
Hiking/Backpacking


July 16
Build a tinfoil/paper ‘boat’
Pack a backpack
Light a backpack stove
69
Introduction to teaching

Apply
Applications in classrooms

History


Science


Carry out an experiment
Mathematics

July 16
‘Create’ a society
Use physical examples of math
70
Introduction to teaching

What have just seen are:



Apply
Examples
Only a small fraction of what might work
DO NOT JUST COPY

July 16
You have to understand the students needs
71
Teaching adults - Recap
Used learning model to
examine teaching
techniques
Experience
Process
Apply
Each step important
Started with experience
and went around the
circle
July 16
Generalize
72
Break time

Return in 10 minutes
July 16
73
Syllabus - Part II
Break 10 Minutes
Leading and Teaching (60 Min)
4.
5.
a)
b)
c)
d)
e)
6.
7.
8.
July 16
Cutting interference
Using Pazzazz!
Gettysburg Address (5 Min)
Presentation tools
Group presentation (20 Min)
Break 10 Minutes
Using your knowledge to learn (10 Min)
Wrap up (10 Min)
74
Leading and teaching
Use this to
lead & teach
Experience
Process
Apply
Remember
Each step important
July 16
Generalize
75
Leading and teaching

People experience by senses

Remember how babies learn?

They use all of their senses





July 16
Experience
Touch
Taste
Scent
Sound
Sight
76
Leading and teaching

Experience
How do some teach?


Monotone uni-directional sound
Monotone uni-directional pictures
BORING!!!
July 16
77
Leading and teaching

Experience
For us to actually experience something

We need to be mentally involved
 Pay attention

No outside disturbances
Funny smells / extra noise are out

Intellectually stimulating
Monotone sights/sounds are out

You need to make sure this occurs
July 16
78
Leading and teaching

No outside disturbances

What should you consider?
July 16
Experience
79
Leading and teaching


No outside disturbances
Noise/ Acoustics





Experience
Loud fans or other noise
Cellular phones and pagers
Lighting
Temperature
Table and seating



July 16
Poor quality
Poor arrangement
space
80
Leading and teaching

Intellectually stimulating

What should you consider?
July 16
Experience
81
Leading and teaching

Intellectually stimulating


Keeping the audience interested
Keeping the audience involved


Experience
YOU NEED TO BE HEARD!
All of this fits a category
‘PAZZAZZ’
July 16
82
Leading and teaching

‘Pazzazz’


Belief in your message and yourself
MIF (make it fun)




Experience
Theatre/Run-ons
Humor/Magic/Stunts
Games/Songs/Skits
Prizes
Asking the audience questions
In general interacting with the audience
July 16
83
Leading and teaching

Experience
Interaction allows:

Provides motivation/interest
 Wake up / Energize participants
 Break the ice
 FUN!
 Feedback to you!

July 16
Learn audience needs!
84
Leading and teaching

Process
Interaction allows:

July 16
Helps the audience ‘PROCESS’
85
Leading and teaching

Process
For better processing:

Presentation tools
 Pattern breaks!
 KIS (keep it simple)
 Interact!
July 16
86
Leading and teaching

Process
Know your presentation tools

Different tools for different subjects
Would you teach:

Sailing with a bike?
 Math with a dictionary?
July 16
87
Leading and teaching

Process
Example

Gettysburg address - IN POWERPOINT!

(PPT version the work of Peter Norvig)
 See: http://www.norvig.com/Gettysburg/making.html
July 16
88
Leading and teaching

Process
What do we see?

July 16
Different techniques needed for different subjects
89
Leading and teaching
Process

Presentation tools (Related to senses)
 Sight and sound tools



Whiteboards, Posters, etc
Computer Presentations, Videos
YOUR VOICE!


Touching tools


YOU NEED TO BE HEARD AND SEEN!
Hands on Demonstrations!
Smell and Taste

July 16
Hands on cooking
90
Leading and teaching
Process

Presentation tools (Related to group size)
 Large group



Lecture/ Talk/ Demonstration
Question and answer sessions
Small group





July 16
Discussion
Case study / Role playing / Simulation
Brainstorming/Buzz groups
Learning centers
Reflecting
91
Leading and teaching
Process

Presentation tools (Related to use)
 Problem-solving


Reflection



Brainstorming
Directed sequence of questions
Discussions
Information


July 16
Lecture/Talk
Demonstration - etc
92
Leading and teaching
Process

Presentation tools (Related to use)
 Other ways to hold the audience

Humor!


Errors!

July 16
Tommy Tenderfoot
Yes, U Kan teech by maken ah mistake (I just did)
93
Leading and teaching

Process
KIS (keep it simple)
What more can I say?
July 16
94
Leading and teaching

Process
Interact!

Lets you help the audience



Generalize
Process
Generalize
Apply
Apply
July 16
95
Leading and teaching
Time to practice!
Break in to groups
~ 4 to 8 people
Pick a topic to teach
Experience
Process
Apply
Put together program outline
Explain your programs!
Generalize
Outline
- Tools
Presentation styles
Interactions - Questions
How it fits with our model
July 16
96
Break time

Return in 10 minutes

Did you notice that we have breaks on a regular
basis?
- Is there a reason for this?
(Yes!)
July 16
97
Syllabus - Part II
Break 10 Minutes
Leading and Teaching (60 Min)
4.
5.
a)
b)
c)
d)
e)
6.
7.
8.
July 16
Cutting interference
Using Pazzazz!
Gettysburg Address (5 Min)
Presentation tools
Group presentation (20 Min)
Break 10 Minutes
Using your knowledge to learn (10 Min)
Wrap up (10 Min)
98
Using your knowledge to learn
You can now use what
you have learned to
improve your school
work
Remember each step
important for you to
learn
Experience
Process
Apply
Generalize
Start with experience
and go around the circle
July 16
Model of David Kolb
99
Using your knowledge to learn
When learning something new
Experience
Include:
Many Senses and sources
 Read other books for different views
 Use sound/vision etc as available
Don’t get distracted
 Focus!
 Block out other experiences
YOU can overcome a bad teacher!
July 16
Model of David Kolb
100
Using your knowledge to learn
Your next step is to
process the new
information
This is where most
students fail in the
learning process!
July 16
Model of David Kolb
Experience
Process
101
Using your knowledge to learn
Process the experience
 Use manageable bits
Experience
Often this means
 Outline the information
 Rewrite notes to explain the information
Others should be able to understand!
Process
This will improve your grades!
Remember to ask
What, why, when, where and how
July 16
Model of David Kolb
102
Using your knowledge to learn
Once basic questions answered
Experience
Check fit with other knowledge
Process
 May need to reprocess
 Examine implications
Generalize
 Typical outcome
 Less time studying
 Improved grades
July 16
Model of David Kolb
103
Using your knowledge to learn
Apply your knowledge
 Do homework
(New experience!)
Experience
Process
Apply
Remember
Each step important
July 16
Model of David Kolb
Generalize
104
Syllabus - Part II
Break 10 Minutes
Leading and Teaching (60 Min)
4.
5.
a)
b)
c)
d)
e)
6.
7.
8.
July 16
Cutting interference
Using Pazzazz!
Gettysburg Address (5 Min)
Presentation tools
Group presentation (20 Min)
Break 10 Minutes
Using your knowledge to learn (10 Min)
Wrap up (10 Min)
105
Overview and wrap up
Used learning model to
examine teaching
techniques
Experience
Process
Apply
Each step important
Started with experience
and went around the
circle
July 16
Generalize
106
Overview and wrap up
Experience uses all senses
Experience
Process
Apply
Presentation should
Interact with audience
Use multiple senses
Tailored to field
Tailored to audience
July 16
Generalize
107
Overview and wrap up
Process => application
Depends on field
Experience
Process
Apply
Generalize
July 16
108
Overview and wrap up
Process => application
Depends on field
In general ask:
What
Why
Where
When
How
Implications
July 16
Experience
Process
Apply
Generalize
109
Overview and wrap up
Process => application
Depends on field
Apply
Presentation
KIS!
Lead audience
Ask questions
Interact with audience
HAVE FUN!
July 16
Experience
Process
Generalize
110